Come Together MA Students Book 3

1
3
Student’s
Book
speak
create
Student’s Book
Student’s
interact
communicate
Book
learn analyze
experience
1
3
share
listen
understand
Manuel LUNA Adriana DEL PASO

think
explore
apply
Manuel
LUNA
Adriana
DEL PASO
CT_SB3_Cover_MA.indd 3 6/21/19 10:12 AM
3
Student’s
Book
Manuel
LUNA
Adriana
DEL PASO
CT_SB3_p001_Title page.indd 1 6/11/19 9:25 PM

Contents
Welcome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Unit 1 Unit 4
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Social Learning Environment: Family and Community Social Learning Environment: Academic and
Communicative Activity: Exchanges associated with Educational
media. Communicative Activity: Search and selection of
Social Practice of the Language: Exchange emotions information.
and reactions caused by a television program. Social Practice of the Language: Write a brief report on
Opening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 a historical event.
Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Opening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62
Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64
Stage 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1616 Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67
Stage 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Stage 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70
Closure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Stage 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Closure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78
Closure.
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79 79
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80
Unit 2 Unit 5
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Social Learning Environment: Academic and Social Learning Environment: Recreational and Literary
Educational Communicative Activity: Recreational expression
expression.
Communicative Activity: Interpretation and follow-up Social Practice of the Language: Guess and formulate
Block 1
Block 2
of instructions. events.
hypotheses about past events
Social Practice of the Language: Interpret and write Opening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81
instructions to perform a simple experiment.
Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83
Opening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86
Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27 Stage 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89
Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Closure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92
Closure.
Stage 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93
Stage 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94
Closure.
Closure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
Unit 3 Unit 6
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Social Learning Environment: Recreational and Literary Social Learning Environment: Family and Community
Communicative Activity: Literary expression. Communicative Activity: Exchanges associated with
Social Practice of the Language: Read poems
poems. information of oneself and that of others.
Opening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 Social Practice of the Language: Interpret and provide
descriptions of unexpected situations in a conversation.
Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49 Opening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95
Stage 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53 Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97
Stage 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56 Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101
Closure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59 Stage 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60 Closure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .110
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .111
CT_SB3_p002_006_Prelims.indd 2 6/12/19 3:10 PM

Unit 7 Unit 9
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Social Learning Environment: Recreational and Literary Social Learning Environment: Academic and
Communicative Activity: Understanding oneself and Educational
others. Communicative Activity: Handling information.
Social Practice of the Language: Read fantasy or Social Practice of the Language: Write agreements or
suspense literature to evaluate cultural differences. disagreements to participate in a debate on one of the
Opening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112 fine arts.
Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .114 Opening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .154
Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .117 Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .156
Stage 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123
123 Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .161
Stage 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .128 Stage 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .164
Closure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .132 Stage 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .169
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .133 Closure.
Closure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .172
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .173
Block 3
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .174
Unit 8 Unit 10
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
Social Learning Environment: Family and Community Social Learning Environment: Family and Community
Communicative Activity: Exchanges associated with Communicative Activity: Exchanges associated with the
specific purposes. environment.
Social Practice of the Language: Talk about cultural Social Practice of the Language: Discuss concr
concrete
habits of different countries. actions to address youth rights.
rights
Opening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .135 Opening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .175
Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .137 Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .177
Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .139 Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .180
Stage 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .143 Stage 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .184
Stage 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .148 Closure
Closure.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .188
Closure.
Closure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .151 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .189
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .152 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .190
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .153
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191

Welcome to Come Together 3!
Come Together is a secondary course that gives you the opportunity to interact with English in different contexts
that involve production and interpretation of oral and written texts in different learning environments. Your
Student’s Book contains ten units that will help you participate competently and autonomously in the use
of English.
Opener
Each unit starts with an opener, which has four
Stage 2
main parts: Exchange proposals
and opinions to open
a conversation.
Learning Stages
This section presents what you will be achieving
Stage 1
Negotiate a topic
for a conversation about
Unit 8 Stage 3
Ask and answer
questions to go deeper
stage by stage as you build up a language cultural habits. Social Practice in a conversation.
Learning
of the Language:
product. Talk about cultural habits of
different countries. Stages
Opening
Stage 4
In this section, you will carry out simple exercises Use strategies to keep going
and conclude a conversation
that will activate what you know and need to about cultural habits.
know for the social practice of the unit. Social Learning Environment:
Family and Community
Communicative Activity:
Exchanges associated with specific purposes.
Opening
Let’s start together Opening
1 Work in small groups. Look at the pictures at the top and share if these habits are common where
you live.
Remember that cultural habits are the traditions,
customs, food, etc. that a community shares.
Initial Unit 8 135
Assessment
Initial Assessment
Once you have answered this section, you will know how
Initial Assessment
In this unit you will make an enigma inventory. Discuss in small groups the following aspects. Then check (✓) the
answer that best describes how well prepared you are to …
ready you are to build the Final Product of the unit and
which aspects you need to focus on to be successful.
I’m ready I’m sure
I think I might
and I can I will
I’m ready. need help.
help others. need help.
Ask questions to obtain information

in English. Planner
Answer questions about a past
event in English.
Play a game in English.
This table provides a list of the most important activities that
Remember you will come back to this section when you finish the unit to check your progress.
build your Final Product of the unit so that you can go back
Planner and check them to verify your progress.
These are the tasks and evidence you will gather in the unit. Feel free to suggest and add other task.
Sessions Sections Tasks Pages

1 Opening How ready am I to get started? 82
2
Creating my own enigma. 84
3
4 Clues and evidence for my enigma. 85 Planner
5 Thinking about solutions for my enigma. 85
Development
6 Questions about my partner’s enigma. 87
7 Notes about my partner’s enigma. 88
8 Making suppositions about what possibly happened in my
88
9 partner’s enigma.
10 Solving my partner’s enigma. 92
11 Closure Playing a game to solve enigmas with the class. 92
12 Assessment. 93
Don’t forget to come back and check (✓)) your evidence.
82 Recreational and Literary

Development
The Development stages in every unit will take you through the social practices of the language and help you
progress from a first contact and analysis to different practice exercises that will gradually build up towards a
Final Product. Whenever it is necessary to identify and practice certain formal aspects of the language, you will
find a Toolbox to help you. Each exercise that is part of the chain of activities that leads to the conclusion of your
product is clearly marked as For your Final Product.. At the end of each stage, you will find Assessment - Think
About Your Progress exercises that provide an opportunity for you to evaluate and realize how much you have
progressed to that point, and to help you know if you need review or additional help.
ge
ge
2 2
a
St
St
3 Look at the questions from the conversation in Exercise 1 and say what is different about them.
5 Write notes about your partner's enigma with the answers you obtained in Exercise 4.
Did you close the door behind you? Yes, I did. What did you do? I opened the door and screamed.
Notes Notes
Toolbox Beto went to bed and slept all night. The next
morning, he woke up and he was in a different room.
Remember that questions about past events are formed: Did + subject + verb? These questions need answers with
Toolbox
yes or no. But, if you need details (place, time, duration) of an event, add a question word (when, how long, what, Beto didn’t recognize the room.
where, etc.) before the auxiliary. You can use these questions to ask for information to figure out an enigma. Beto was on the bed.
Beto didn’t have different clothes.
• Go back to the conversation in Exercise 1 and find a question word you can use for each detail about
the events of the enigma. Beto didn’t have marks on his body, but his feet
were dirty with mud.
1 To ask about a place: Where
2 To ask about the duration of an event:
6 Work in pairs. Analyze the information you wrote in Exercise 5 and make suppositions of what
3 To ask about an exact moment:
possibly happened with a different classmate.
For your For your Final Product

Why do you think Beto’s
feet were dirty?
It is possible he walked
asleep on the mud.
Final Product 4 Work in pairs. Exchange your enigmas from Exercises 4 and 7 on pages 84 and 85. Write questions
about your partner’s enigma. Ask each other the questions to understand the main ideas and details
of the event of your partner’s enigma.
A: What happened? My Questions

B: Beto went to bed and slept all
night. The next morning, he woke
up and he was in a different room.
A: Did Beto recognize the room?
B: No, he didn’t.
A: Where was Beto?
Assessment - Think
About Your Progress
B: On the bed. Assessment - Think About Your Progress
A: Did he have different clothes?
B: No, he didn’t. 7 Work in pairs. Discuss together with the partner you worked to share enigmas and tell each other if …
A: Did he have marks on his
body? 1 You stated the events of the situation clearly. If you are not sure about your answers,
B: No, but his feet were dirty 2 You asked questions to know about the enigma go back to Exercises 2 to 5.
with mud. of your partners.
3 You answered satisfactorily the questions you were
asked about your enigma.
Unit 5 87 88 Recreational and Literary
Closure
In this part of the unit, you will get ready to present the Final Product you have been creating throughout the
entire unit. After your presentation, you will have an opportunity to discuss the experience with your classmates.
After the Closure, you will find an Assessment page, in which you will be able to evaluate what you accomplished
during the learning stages and how well you constructed your Final Product. You will also have the opportunity to
reflect on your performance as part of a team when working with other classmates. Your Student’s Book also
includes a Glossary at the end of every unit, where you will find the meaning of the words highlighted in yellow in
the texts of each unit.
Assessment
Closure 1 Now that you have completed the
Glossary
work in this unit, check (✓) the answer
performance, so you recognize those that best describes your
aspects where you need to improve. abroad (adv) – in or to a foreign country
uninterested (adj) – not interested
Final Steps to rehearse for
afar (adv) – at a distance
wall (n) – a strong upright structure
the questions you prepared My Performance amazed (adj) – very surprised that protects an
turns to ask your partners they used their voice 1 2 3
Work in small groups. Take Read and understand different poems. 4 area from the ocean or from flooding
1 make notes about how among (prep) – within a group
ask your partners questions, worse (adj) – more unpleasant or bad
your interview. When you Express what I like about a poem. azure (adj) – bright blue than something
Exercise 8 on page 21. else or than before
according to the tips in Read poems out loud with the proper
rhythm and intonation. beneath (prep) – directly under something
or at a wrinkled (adj) – having small lines or
Describe and share emotions about lower level folds in it
poems I read.
Write sentences about what I feel and brighten (v) – to start to have more
understand in the poems I read. color or light
clasp (v) – to hold someone or something
tightly with
your hand
KEY
1 I still need help crag (n) – a very steep rough part of
2 It’s not easy, but I can do it a cliff or
3 I can do it very well. 4 I can help others. mountain
crawl (v) – to move along the ground
2 Work with a partner to answer how on your hands
well you developed your inventory and knees
of emotions.
crooked (adj) – not straight
My Final Product debt (n) – an amount of money that
I used language and vocabulary from I think My partner thinks you owe
the unit to express doubt (n) – a feeling of not being certain
emotions about my poem. about
something
I carefully organized my emotions to
create an inventory of eagle (n) – a bird of prey noted for its
emotions. strength, size,
keenness of vision, and powers of flight
I shared the emotions I experienced failure (n) – a lack of success in doing
with my poems and talked something
about them.
field (n) – a large area of land and /
or water
frightening (adj) – making you feel
3 Answer if you accomplished the teamwork afraid
aspects below. Get together with funds (n) – money
with as a group during the unit and classmates you worked
compare all your answers. gloomy (adj) – feeling sad and without
hope
use their voice.
can improve how they lonely (adj) – a lonely place is far from
your partners so that they where people
2 Share your notes with Teamwork live, and not many people go there
We shared emotions with others. Yes No
nightmare (n) – a very frightening and
Collect your evidence We gave constructive and respectful
feedback. unpleasant dream
and your emotions, opinions, and reactions We listened attentively and respectfully nostalgic (adj) – remembering happy
your favorite TV program Go back to your Planner to the emotions of our partners. times in the past
3 Now that you have described about it in an interview. We showed interest in the work of others. peaceful (adj) – calm and quiet
to ask and answer questions
towards it, you’re ready it. pleasant (adj) – enjoyable or attractive
) what you did to accomplish in a way that
on page 8 and check (✓) makes you feel pleased and satisfied
4 Work as a class and review your answers.
Discuss them together and ask your quit (v) – to stop doing something
how you can improve where you teacher for guidance on
Socialize need help. ringed (adj) – encircled or surrounded
by something
with classmates from a
more comfortable, work seem (v) – to appear to be something,
your interview to feel them, and answer their 5 Go back to the Initial Assessment or to appear to
4 Now that you rehearsed prepared to interview on page 45. In groups, discuss your have a particular quality
use the questions you progress in this unit.
different small group and sigh (n) – a slow breath out that makes
turn. a long
questions when it is your soft sound
stream (n) – a small narrow river
5 Discuss in groups. suit (v) – to be convenient or appropriate
about for someone
emotions and reactions terrified (adj) – extremely frightened
when you expressed your
thing for you
• What was the most difficult the land of Nod (exp) – the state of
being asleep
during the
a TV program? that your classmates shared thunderbolt (n) – a sound of thunder
reactions about a TV program together with a
• What were the most interesting single flash of lightning that hits something
interview?
22 Family and Community Unit 3 61

Features
Come Together 3 offers special features to help you through your learning process:
This icon appears in activities where you Reader This icon appears at several moments
have to discuss with your classmates. Chapter to suggest ways to use your Reader to
XX
extend your knowledge.
Every time you see this Class CD icon, listen
00 carefully to an audio track. Make sure you The Skills box highlights important
understand the activity before you listen. information that helps you develop critical
s
ill
Sk
thinking, social abilities, and summarize
When you see this glossary icon, use the learning points.
glossary at the end of the unit to learn
p. XXX the new words highlighted in yellow. When you see this icon, you will find a
suggestion to use technology for further
This icon indicates exercises that can be practice.
included in your portfolio to keep evidence
of your progress.
At the end of your Student’s Book, you will find a Bibliography section with useful resources to support
your learning.
Bibliography
Reference Books York, NY: Oxford University Press, 2008
Shapiro. Oxford Picture Dictionary. New
Adelson-Goldstein, Jayme and Norma , 2009.
glés, Inglés–Español, México: Macmillan
Diccionario Macmillan Castillo Español–In NJ: Pearson Longman, 2015.
by Word Picture Dictionary. Upper Saddle,
Molinsky, Steven J. and Bill Bliss. Word 2009.
Pocket Dictionary : Español–Inglés, Inglés–Español, Madrid: Santillana,
Richmond
Readers
Hyde. Mexico City: Macmillan, 2016.
Colbourn, Stephen. Dr. Jekyll and Mr.
Mexico City: Macmillan, 2016.
Collin, Anne. Silver Blaze and Other Stories.
Christmas Carol. Mexico: Macmillan, 2016.
Cornish, F.H. A
, 2016.
Landon, John. Claws. Mexico City: Macmillan
, 2007.
Macmillan Readers. Oxford: Macmillan
Macmillan, 2016.
McGovern, Kieran. Love by Design. Mexico: ic School Publishing, 2014.
Washington, D.C.: National Geograph
Reading Expeditions: Nonfiction Readers.
Online Resources
http://www.esolhelp.com
http://www.en.oxforddictionarties.com
http://www.ldoceonline.com
http://www.librosdelrincon.sep.gob.mx
http://www.macmillandictionary.com
http://www.aprende.edu.mx
http://www.visualthesaurus.com
http://www.bbc.co.uk/skillswise/english
ect-and-indirect-speech-
https://www.eurocentres.com/blog/dir
article/forms-nonverbal-
https://www.backstage.com/magazine/ whats-the-difference/
Unit 6
communication-actors-must-master-817
3/ rg/grammar/beginner-
http://learnenglishteens.britishcouncil.o
Unit 1
ploads/2014/02/
http://getintoenglish.com/wp-content/u grammar/past-simple-regular-verbs
Phrasebank_giving-your-opinion.pdf .vocabulary.c om/lists/1282 7
https://www
english-filler-words/
https://www.fluentu.com/blog/english/
0/1/Comics-as-
https://www.fictionpress.com/s/282649
https://converticious.com/list-of-units/ Narrative-text
Unit 7
/
Unit 2
https://www.thepunctuationguide.com ic
https://www.wikihow.com/Make-a-Com
http://www.sciencefun.org/kidszone/ex
periments/ e-text-story-elements-
https://quizlet.com/149048538/narrativ
flash-cards/
acteristics-of-poetry- in-the-real-world/
https://quizlet.com/22300934/five-char https://englishlive.ef.com/blog/english-
h/
flash-cards/ five-useful-ways-disagree-politely-englis
Unit 3
https://www.youtube.com/watch?v=MP
sz6QVZeVE evelopment/benefits-
Unit 8
l.html https://extension.umn.edu/leadership-d
https://owl.purdue.edu/owl/purdue_ow consensus-decision-making
glish-Poems.html to-end-a-conversation-in-
http://www.english-for-students.com/En https://www.espressoenglish.net/how-
english/
How%20to%20Write%20
https://awc.ashford.edu/PDFHandouts/
a%20Good%20Paragraph_final.pdf ricks-to-know-4046148
/history-of-mexico https://www.lifewire.com/web-search-t
cing-arguments-flash-
Unit 4
https://www.history.com/topics/mexico https://quizlet.com/152077198/sequen
rticles/teaching-content/
https://www.scholastic.com/teachers/a
Unit 9
cards/
outh/debates/materials
mexico-histor y/
ld/topics/ https://www.concern.net/schools-and-y
http://www.bbc.co.uk/ahistoryofthewor ocstud/frame_found_
https://www.edu.gov.mb.ca/k12/cur/s
sr2/tns/tn-13.pdf
tery
https://www.wikihow.com/Solve-a-Mys
Unit 5
/english-grammar-
https://learnenglish.britishcouncil.org https://www.unicef.org/rightsite/files/
reference/talking-about-past uncrcchilldfriendlylanguage.pdf
Unit 10
rg/exams/speaking-
http://learnenglishteens.britishcouncil.o
exams/agreeing-disagreeing
/agreeing-disagreeing-
https://www.englishclub.com/speaking
expressions.htm
191
Everything is ready and set to start. Have a good learning experience with Come Together 3.

Stage 2
Interpret general sense and
some details.
Stage 1
Examine television
Unit 1 Stage 3
Write notes about
programs. emotions and reactions
Social Practice to participate in an
of the Language: exchange of views.
Exchange emotions and
reactions caused by a television
program.
Stage 4
Share emotions and
reactions.
Social Learning Environment: Communicative Activity:

Family and Community Exchanges associated with media.
Opening
Let’s start together
1 Work in pairs. Check (✓) the TV shows you like to watch.
drama comedy sports reality shows
2 Work in groups. Discuss what type of emotions the TV shows in Exercise 1 provoke.
Unit 1 7
CT_SB3_p007_024_U1.indd 7 6/12/19 12:06 PM

Initial Assessment
always, usually, sometimes,
Read the sentences and write the words that best describe how you normally act (always, sometimes never).
1 I watch TV programs.
2 I talk about TV programs.
3 My feelings change when I watch TV programs.
4 I feel comfortable sharing my opinions and reactions in a conversation.
5 I am comfortable asking someone questions about their feelings.
6 I have participated in an interview.
Planner
These are the tasks and evidence you will gather in the unit. Feel free to suggest and add other tasks.

2 Selecting my TV program. 11
Table with elements about the TV program I chose. 12
3
Sharing the elements of my TV program with my partner. 12
Notecard with information about the nonverbal language, sound
15
4 effects, and general information of the program I chose.
Development Sharing impressions about my TV program. 15

5 Graphic organizer with words and ideas about my program. 17
Sentences about my TV program. 18
6
Sharing feelings and reactions about my program. 18
7 List of information I have about my program. 20
8 Questions for an interview. 20
9 Rehearsal to practice for an interview. 22
10-11 Closure Interview. 22
12 Assessment. 23
Don’t forget to come back and check (✓) your evidence.
8 Family and Community
CT_SB3_p007_024_U1.indd 8 6/13/19 7:10 PM

Unit
1 Stage 1
Development
1 Work in pairs. Read the conversation and discuss Mónica and Julio’s favorite TV programs and why
they like them.
Julio: Hi Mónica! Why do you look so tired? Julio: Mmm, that’s interesting. I’ll watch it some
Mónica: Oh, hi, Julio! I slept really late because I was time. Do you like watching series on TV? I love action
watching the Chef Challenge finals on TV last night. series in English and action movies in Korean.
Julio: By yourself? Mónica: Can you speak Korean? Wow! I didn’t know.
Mónica: No. It is a family show for every age. We Julio: I don’t, but I read the subtitles.
really enjoy watching it together at home. Mónica: That’s true. Foreign programs have subtitles.
Julio: I have never watched that program. What is it Even soap operas! But I don’t like them. Too much
about? drama! They make me feel sad. I prefer comedy
Mónica: It is a reality show where several contestants programs. And you?
participate in cooking challenges. The winners get Julio: Me too! Comedy programs are the best! I like
money to open their own restaurant. I watch it Mr. X. It makes me laugh a lot.
because it is exciting and I learn about cooking. Mónica: Yeah, that show is really amusing. It has
Julio: I see. I don’t really like reality shows. I prefer young actors because it is for teenagers. They speak
to watch sports programs. I like to listen to expert just like us! By the way, do you like documentaries?
sports anchors give their opinion about the soccer I do.
and baseball games. I always watch Sportex on Julio: Not at all. I think documentaries are boring.
Channel 19. They are hard to understand because the language
Mónica: Sportex is good, but I prefer On Sport on is really formal. I would even prefer watching
Channel 42 because there are also anchorwomen, cartoons even though they are for children.
not only men, and as they talk you can read the tickers
to learn all the results of the games. p.24
TV programs can be informative like news, documentaries, and

educational shows for children. Others are fictional like movies,
series, and soap operas. Some others are called entertainment
shows, for example, reality shows, contests, comedy
programs, and cartoons. Finally, the sports TV genre
includes broadcasts of games and sports competitions,
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as well as shows where sport critics talk about them.
A: Mónica likes Chef Challenge because she

likes to learn about cooking.
B: Julio likes sports programs because he
likes the opinions anchors give about soccer
and baseball games. You can g
o
Reader o to your
A: Mónica also likes sports programs, but to read w
n pages 9
-10
h
she prefers one with anchorwomen. television en
g
were born enres Reader
. Ch
apter
1
Unit 1 9
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2 Work in pairs. Read the conversation in Exercise 1 again and circle the types of TV programs (genres)
Julio and Mónica mentioned. Then label the pictures with a genre.
Cooking Time!
1 Soap opera 2
S b rigati!
“H urry up! ”.
3 4
5 6
3 Work in pairs. Look at the pictures in Exercise 2 and point out to your partner the elements below. If
you need help to know what they are, go back to the conversation in Exercise 1.
tickers actors subtitles anchors contestants
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For your Final Product
4 Think about your favorite program. Identify the genre or type of TV program it is and if it has the
following elements: tickers, actors, subtitles, anchors, contestants. You will work with this program for
the rest of the unit to prepare yourself for an interview.
x.
My favorite TV program is called Sporte
It is a sports show.
It has two anchors.
It shows tickers with the results of the
games of the day.
5 Work in pairs. Read the sentences from the conversation in Exercise 1 and answer the questions
together.
for ever y age.

Chef Challenge: It is a family show
Mr. X: It has young actors because

it is for teenagers.
They speak just like us!
Documentaries: They are hard to understand because the language is really formal.
I would prefer watching cartoons even though they are for children.
1 What types of audiences are mentioned for these shows?

2 What comments are made about the language they use in these shows?
TV shows are made for particular audiences, according to their age and interests.
Family shows are fine for audiences of all ages, although usually they are meant
for children. The kind of topics in a show determines the kind of audience they
are for. Language is related to the audience and topic. It can be formal
when the topic is for adults and about history or science, for example.
Other shows use informal language, that is, the conversational
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language we use when we speak every day.
Unit 1 11
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6 Think about the way people speak in your favorite TV program you chose in Exercise 4 and the
type of audience it is made for. Complete the table with all the information you now have about your
favorite TV program.
TV Channel Program Name Genre Audience Program Elements Language

All ages 2 anchors
19 Sportex Sports Formal
Sports fans tickers
7 Work in pairs. Now, use the information in your table to describe the main elements of your
TV program to your partner.. If you need help, go back to conversation in Exercise 1.
My favorite TV show is Chef Challenge from My favorite TV program is Sportex

Channel 15. It is a reality show for an from Channel 19. It is a sports show
audience of all ages. It has eight teenage for fans of all ages. It has two anchors
contestants that participate in cooking and uses tickers to show game scores.
challenges. Their conversations are informal. The anchors speak very formally. What
is your favorite show?
Assessment - Think About Your Progress
8 Work with your partner from Exercise 7. Tell each other how well you described your show.
Aspects My Opinion My Partner’s Opinion

1 I described all the elements of
my favorite TV show.
2 I listened carefully to the
description of my partner
partner.
If you need more practice, do Exercise 7 again

with partners that want to practice too.
CT_SB3_p007_024_U1.indd 12 6/12/19 12:06 PM

Unit
1 Stage 2
Development
1 02 Work in pairs. Listen to a fragment of the TV program The Adventures of Tina and discuss what is
happening, who is participating, and what their relationship is. Use the questions as a guide.
1 Who is Tina talking to?

2 Are they talking face to face?
3 Why is Tina scared?
2 Work in groups. Now that you understand what it is happening in the TV program, read the
conversation about it and answer the questions together
together.
Pablo: Hey, Sandy. I liked the program a lot. Did you like it too?
Sandy: Yes, I was very scared at the beginning. The girl looked p
Thum p
terrified. And the music added suspense. thum p
thum
Pablo: I agree, and the sound of the storm and the noises
outside her door were scary. I think the girl will find something
terrible when she opens the door.
Sandy: True. The girl who plays Tina acts very well. The way she
speaks transmits fear.. And her expressions were so good!
You could see fear all over her face.
Pablo: What do you think will happen to her? Do you have
any theories?
Sandy: I don’t know. I don’t have any theories.
I’m anxious to find out. p.24
1 What sound effects do Pablo and Sandy talk about? To learn m

actors in ore about how
2 What things does the girl in the TV program do to transmit how she feels? th
had to wo e first TV shows
3 What do you think will happen to the girl in the TV program? rk
language with body
read
pages 6-7
in
your Rea
When you watch a TV program, it is important to der. Reader
Chap ter
understand the words, but the body 1
language and the tone of voice always tell

us more about the intention behind the
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words we hear or read in the subtitles.
3 Work in pairs. Read a British English variant of a fragment from the conversation above. Do you think
the meaning changes? Why or why not?
Pablo: Have you got any theories? One common difference between American and British
Sandy: I haven´t got any theories. English is that for Do / Did you have ... ?,
in the UK, people say Have you got ... ?
The meaning is the same and it is well
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understood everywhere English is spoken.
Unit 1 13
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4 03 Read and listen to the second part of the program The Adventures of Tina,, and write the underlined
sound effects and descriptions of nonverbal language below the function you think they have.
[door banging]
Tina: Oh no! I’m going to hide under my bed! (scared tone
of voice).
Laura: Are you sure someone is outside your room?
That’s crazy. Maybe it is just the wind (more calmed tone
of voice).
[sound of wind whistling]
Tina: Yes, yes. It is probably the wind. I will open the door
very slowly (more calmed tone of voice).
[suspense music], [squeaky door hinge opening]
Laura: Don’t be scared. Go for it!
Tina: Here we go.
(gulping and heartbeating)
Tina: Danko! It’s you! (relieved and happy tone of voice)
You scared me silly dog! [dog panting and barking]
[Background audience voices Awwww!]
Narrator: Thanks for watching another episode of
The Adventures of Tina. p.24
They show Tina’s They show They create an

feelings. actions. atmosphere of
suspense.
5 03 Work in pairs. Listen to the TV program fragment again. Figure out the meaning of the words from
the underlined directions in Exercise 4 according to the sound effects and tone of voice you hear.
1 banging 3 relieved
2 squeaky 4 panting
6 Work in groups of three. Role-play the TV program scene in Exercise 4. Try to act with the nonverbal
language you identified and one of you can mimic the sound effects.
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7 Complete a notecard about your favorite TV program taking into account what you know now.
Tina.
My favorite show is about a girl named My favorite TV show is …
program
Some sound effects that appear in my
hs.
are weather sounds and audience laug
to the
In my program, there is music according
feelings and situations. Some sound effects …
ses their
The tone of voice of the actors expres
ause
feelings and emotions. They are bad bec
and
Tina's gestures express she is scared
erican Eng lish. In my program …
nervous. The actors use Am
The tone of voice …
8 Work in small groups. With the information you wrote in your notecard, share your impressions about
your favorite TV program.
A: In my program, the main actor makes silly faces and you laugh a lot.
B: In my program, there is music. It reflects how actors feel.
C: In my program, there are a lot of sound effects. There are exaggerated noises that are very funny.

9 Work with a partner and tell each other if you did the things on the list when you described your
TV program.
Did you recognize what your program uses music for?

Did you share the nonverbal language and tones of voice the people in your TV show use to transmit emotions?
Did you describe common sound effects in your program that help understand what happens and
what people feel?
eel?
If you had problems, review what you did in Exercises 4 and 6 and help
your
partner clarify doubts. If necessary, ask your teacher for guidance.
Unit 1 15
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Unit
1 Stage 3
Development
1 04 Work in pairs. Read and listen to the interview about the TV show The Adventures of Tina
Tina. Discuss
which of the underlined words are positive and which are negative reactions or feelings.
Paty: Can you answer some questions about a Paty: Which episodes do you like best?
TV program? Jason: In my opinion, the episodes with Tina’s dog,
Jason: Sure. Danko, are the best. They’re entertaining.
Paty: Do you like The Adventures of Tina? I feel disappointed when Danko doesn’t appear.
Jason: Just a little. I believe some episodes are Paty: Do you like the episodes where Tina is at
interesting, but others are boring. school?
Paty: Which episodes are boring? Jason: Yes! I believe her adventures at school
Jason: I don’t like the episodes with Tina’s friend, are exciting! And they make me laugh.
Harry. I think he’s annoying. p.24
I think exciting and entertaining I think boring and disappointed are

are positive reactions and feelings. negative reactions and feelings.
Toolbox
Notice that the underlined words are actions transformed into descriptive words.
Action: interest Description: interesting, interested
When talking about yourself or your feelings, use the –ed ending (I feel amused when I watch my favorite
TV show). When talking about others or something outside yourself, use the –ing ending (My favorite show is
amusing).
Adjectives in English are always singular. They are the same for masculine and feminine.
CT_SB3_p007_024_U1.indd 16 6/12/19 12:06 PM

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2 Complete the ideas about your favorite TV show with –ed or –ing descriptions.
I feel when I watch my favorite show. It is .
3 Make an organizer with words and ideas about how your favorite TV show makes you feel and
what you think about it. These notes will help you answer questions in the interview you will have at
the end of this unit.
funny
I feel relaxed. entertaining
Comedy
A Special Life
It makes me laugh. interesting
realistic
Name of my TV program
Unit 1 17
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4 Write sentences about your favorite TV show with the help of your organizer in Exercise 3.
My favorite TV show is A Special Life.

It’s a comedy.
In my opinion, it’s funny, entertaining, interesting, and realistic.
When I watch A Special Life,, I feel relaxed. It makes me laugh.
5 Go back to the interview in Exercise 1 and circle the expressions Jason uses to begin his opinions.
You can use phrases like I think, in my opinion,

and I believe to express your personal opinions
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and reactions caused
aused by a TV show.

6 Work in pairs. Share your feelings and reactions about your favorite TV shows with the help of your
notes from Exercises 4 and 5.
A: I think my favorite TV show is entertaining and original.

B: My favorite TV program makes me feel relaxed and happy.
7 Complete the table reflecting on the way you expressed emotions and reactions about how you feel
about your TV program. Then exchange tables with your partner from Exercise 6 to see if he / she
agrees with your answers.
Type of Sentence Twice or More At Least Once Not at All

I used expressions to introduce my opinions.
I used words to describe my TV program.
I mentioned reactions I have when I watch my
favorite TV program.
If you answered at least once or not at all, review Exercises 1 to 3.

If you answered twice or more, help classmates with at least once or
not at all express their opinions better.
CT_SB3_p007_024_U1.indd 18 6/12/19 12:06 PM

Unit
1 Stage 4
Development
1 Work in pairs. Read the interview and share if you agree or disagree with Bruno’s opinions.
Claudia: What’s your favorite program?

Bruno: Hmm … I guess Vampire Teens.
Claudia: Why is Vampire Teens your favorite program?
Bruno: It’s really exciting. There’s a lot of suspense.
Claudia: What’s it about?
Bruno: It’s about two groups of teenagers that are
vampires, but one group is evil and the other one is
good. Every episode is captivating! I never miss an
episode.
Claudia: Do you like watching movies?
Bruno: No, I don’t … uh … at least not on TV
because movie channels have too many commercials. competitions. You see people achieve their dreams,
The interruptions are annoying. I get really frustrated. but I don’t like others.
Claudia: Do you like documentaries? Claudia: Why don’t you like some reality shows?
Bruno: Yes, I do … you see … for example, Bruno: Well … because they sometimes humiliate
documentaries about wild animals are fascinating. people and that’s not nice.
You learn so much. I am always amazed by what some Claudia: All that is very interesting.
of these animals can do! Thanks, Bruno.
Claudia: What’s your opinion about reality shows?
Bruno: I think some are inspiring like singing p.24
A: Bruno thinks documentaries about wild animals are exciting. I disagree. I think they are boring.
B: I agree with Bruno. Documentaries about wild animals are exciting and interesting.
2 Go back to the conversation in Exercise 1 and underline the questions Claudia asked.
Toolbox
Questions that need an answer with a yes or a no are asked with the auxiliaries do / does + subject + verb in
simple form: Do you like reality shows? (Answer: yes or no.)
Questions that ask about information or details are asked with the help of words such as when, where, how, and
why that are added at the beginning of the question: What is the show about? (Answer: It is about a group of
teenagers.)
You can ask negative questions with why + don’t / doesn’t to ask reasons for a negative reaction or opinion about
a TV show: Why don’t you like reality shows? (Answer: Because they are boring.)
Unit 1 19
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3 Work in pairs. Ask each other questions similar
to those in the conversation from Exercise 1
about your favorite TV shows. When you
answer, try to give reasons and explanations.
A: What is your favorite TV program?

B: Singing to the World.
A: Why do you like it?
B: I like it because it is amusing.

4 To prepare your Final Product interview, review your notes from previous steps and make a list
of information you have gathered about your favorite TV program.
Name of my TV program:
Genre:
Channel:
Audience:
Visual and Sound Elements:
Emotions / Reactions I felt:
5 Think of questions you can ask others to find out the information about their favorite programs
like the one you listed in Exercise 4. Write the questions in the form.
Interview Form
Question 1:
Question 2:
Question 3:
Question 4:
6 Exchange your questions in groups and help each other correct them, if necessary.
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7 05 Now, listen to the interview from Exercise 1 and pay attention to gap fillers ((hmm, you know, etc.)
that Bruno uses to buy time to think about his answers and how he uses the volume of his voice.
Underline the correct option below and discuss your answers with a partner.
1 When Bruno uses gap fillers, he makes a pause / speaks faster.

2 When Bruno expresses strong positive or negative opinions his voice volume goes up / down.
Your tone of voice transmits emotions and you can use volume to help give intensity
to those emotions. Raise your volume a little to express a strong opinion or emotion
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and keep a neutral volume when emotions are not too intense.
8 Work in pairs to role-play the conversation in Exercise 1. Decide who will be Bruno and who will be
Claudia. Review the tips below before you start and try to follow them. When you finish, exchange roles.
• Remember to make a pause when there is a gap filler.

• Remember to raise your voice volume when opinions and reactions are strong. But don’t shout!
A: Do you like watching movies?

B: No, I don’t … uh … at least not on TV.
9 Work with your partner from Exercise 8. Check (✓) what you think you did well and then ask your
partner’s opinion.
My Achievements My Opinion My Partner’s Opinion
I made pauses when I used a gap filler.
I raised a little bit my voice to express a

strong emotion (without shouting).
I kept a neutral volume for less intense
emotions.
I formulated questions for an interview.
If you and your partner have different opinions on what you did well,
review Exercises 7 and 8. You can ask your teacher for guidance if you
are
not sure. If you are not sure about the questions review Exercises 2 and
3.
Unit 1 21
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Closure
Final Steps
1 Work in small groups. Take turns to ask your partners the questions you prepared to rehearse for
your interview. When you ask your partners questions, make notes about how they used their voice
according to the tips in Exercise 8 on page 21.
2 Share your notes with your partners so that they can improve how they use their voice.
Collect your evidence

3 Now that you have described your favorite TV program and your emotions, opinions, and reactions
towards it, you’re ready to ask and answer questions about it in an interview. Go back to your Planner
on page 8 and check (✓) what you did to accomplish it.
Socialize
4 Now that you rehearsed your interview to feel more comf
comfortable, work with classmates from a
different small group and use the questions you prepared to interview them, and answer their
questions when it is your turn.
5 Discuss in groups.
• What was the most difficult thing for you when you expr
expressed your emotions and reactions about
a TV program?
• What were the most interesting reactions about a TV program that your classmates shared during the
interview?
CT_SB3_p007_024_U1.indd 22 6/12/19 12:06 PM

Assessment
1 Now that you have finished this unit, check (✓)) the answer that best describes your perf
performance,
so you recognize those aspects where you need to improve.
My Performance 1 2 3 4
Check different TV programs.
Identify elements in a TV program.
Write notes to discuss emotions and reactions about a TV program.
Write questions to ask others about their emotions and reactions about a TV program.
Share impressions (emotions and reactions) caused by a TV program.
Rehearse for an interview about a TV program.
KEY
1 I still need help. 2 It’s not easy, but I can do it. 3 I can do it very well. 4 I can help others.
2 Now that you have participated in an interview, and evaluated how well you did on your Final Product,
answer the questions.
1 Did you use new expressions to ask and answer questions in your interview?
2 Could you express your emotions and reactions in your own words?
3 How well did you answer the questions your classmates asked you in the interview? Did you understand the
questions?
3 Get together with classmates you worked with as a group during the unit and tell each other how
well you performed as part of a team. Choose the statement that best describes your perf
performance
according to your classmates.
Do I help my partners?
a) I never try to help. b) I help but with no enthusiasm.
c) I help but I don’t let anybody help me. d) I help as much as I can.
How do I participate in oral exchanges like interviews or conversations?

a) I refuse to participate. b) I participate ver
very little.
c) I participate actively. d) I participate so much that I don’
don’t let others speak.
How do you give feedback to your partners?

a) I don’t give feedback to my partners. b) I am very rude when I give feedback.
c) I say the first thing that comes to d) I am respectful and try to help
my mind and I don’t try to be helpful. when I give feedback.
4 Work as a class and review your answers. Discuss them together and ask your teacher for guidance on
how you can improve where you need help.
5 Go back to the Initial Assessment on page 8. In small groups, discuss your progress.
Unit 1 23
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Glossary
achieve (v) – to succeed in doing or having what you hinge (n) – an object, usually made of metal, that
planned or intended, usually after a lot of effort fastens a door to a wall
age (n) – number of years lived humiliate (v) – to make someone feel very
amazed (adj) – very surprised embarrassed and ashamed
anchor (n) – someone who presents a television interesting (adj) – something that is interesting makes
or radio program, especially the news you want to know about it or take part in it
annoying (adj) – making you feel slightly angry miss (v) – to fail to be present for something, or to not
or impatient be in a place when someone else is there
anxious (adj) – wanting something very much, pant (v) – to breathe very loudly with your mouth
especially when this makes you nervous, excited, open, for example when you have been running or
or impatient exercising
audience (n) – a group of people who have come to a reality show (n) – a program on TV that does not use
place to see or hear a movie, or TV program professional actors but shows real events and
bang (v) – to hit something hard, making a loud noise situations involving ordinary people
bored (adj) – feeling impatient or dissatisfied because relieved (adj) – happy and relaxed because something
you are not interested in something bad has not happened or because a bad situation has
boring (adj) – not at all interesting, and making you ended
feel impatient or dissatisfied scared (adj) – frightened or worried
captivating (adj) – very interesting or attractive in a scary (adj) – making you feel frightened
way that takes all your attention series (n) – a set of television or radio programs that
cartoon (n) – a movie or television show, especially for are all about a particular subject, person, or group of
children, that is made by photographing a series of people
drawings so that people and things in them seem soap opera (n) – a television program about the
to move imaginary lives of a group of people
challenge (n) – something that needs a lot of skill, squeaky (adj) – making a short high noise
energy, and determination to deal with or achieve subtitle (n) – a translation of what people are saying in
comedy (n) – a funny movie, play, or television a foreign language movie or television program, that
program appears at the bottom of the screen
contestant (n) – someone who takes part in a contest teenager (n) – a young person between the ages of
disappointed (adj) – unhappy because something that 13 and 19
you hoped for did not happen terrified (adj) – extremely frightened
documentary (n) – a movie or television program that ticker (n) – a line or text giving the latest news, that
deals with real people and events moves across the lower part of a television screen
enjoy (v) – to get pleasure from something
entertaining (adj) – enjoyable or fun to do
exciting (adj) – interesting and full of action, especially
when you do not know what is going to happen next
fascinating (adj) – making you feel very interested or
attracted
fear (n) – the feeling that you have when you are
frightened
foreign (adj) – from another country, or in another
country
frustrated (adj) – feeling annoyed and impatient
CT_SB3_p007_024_U1.indd 24 6/12/19 12:06 PM

Stage 2
Interpret instructions.
Stage 1
Select instruction manuals
Unit 2 Stage 3
Write instructions.
and evaluate their content
and structure. Social Practice
of the Language:
Interpret and write instructions
to perform a simple experiment.
Stage 4
Edit instructions.

Academic and Educational Interpretation and follow-up of instructions.
Opening
1 Work in groups. Discuss the questions.
1 Do you like to read instruction manuals or do you pr

prefer to try and do things by yourself?
2 What type of information is included in instruction manuals or texts?
3 What experiment would you like to do?
Unit 2 25
CT_SB3_p025_043_U2.indd 25 6/12/19 12:08 PM

Initial Assessment
In this unit you will write instructions to perform
orm a simple experiment. Discuss in small groups the
following questions.
1 Do you think it is easy or difficult to read an instruction manual in English? Why?

2 What elements do instruction manuals generally have?
3 Do you know reference material about experiments?
4 Do you think it is easy or difficult to write sentences in English? Why?
5 When editing sentences in English, what is your most common mistake? Explain.
Planner

2 Selecting the instruction manual I will use. 29
3 Checklist with selection criteria. 29
4 General description with content and structure of my experiment. 29
5 List of materials for my experiment. 33
6 Development Step plan for my instructions. 33
7 Answering questions to define the sections of my instructions. 35
8 Organizer with instructions and pictures to perform an experiment. 37
9 Questions and answers to extend the notes in my organizer. 38
10 First draft of my instructions to perform an experiment. 40
Checklist to give and receive feedback on my classmates’
41
11 performance.
Closure Final version of my instructions to perform an experiment. 41

Presenting my instructions to the class. 41
12
Assessment. 42
Don’t forget to come back and check ((✓) your evidence.
26 Academic and Educational
CT_SB3_p025_043_U2.indd 26 6/13/19 7:12 PM

Unit
2 Stage 1
Development
1 Work in pairs. Read the instructions for an experiment and answer the questions.
Invisible Ink Experiment
L
emon juice and other acidic liquids can be used as invisible ink.. If you
write with any of them, you can’t see what you wrote, but when you
heat the invisible text the carbon compounds of the acidic liquid break
down, the ink turns dark, and the written message can be read.
Materials: Instructions:
• 3 cotton swabs First, label each of the sheets of paper
• 3 samples of acidic liquids with the name of the liquid you will
(lemon juice, grapefruit use on it. Second, use a cotton swab to
juice, vinegar) write on each sheet of paper and use a
different cotton swab for each liquid. Next,
• 3 sheets of paper
let the messages dry and notice if the text
• 1 lamp or candle
is visible. Finally, turn the lamp on or light
the candle and hold each sheet of paper
Results: close to it.
In all three cases, the ink becomes
invisible when it dries, but when Tips:
heated, the message turns black If you use a lamp, wait for the light bulb
and becomes visible. to heat. Don’t place the paper too close or
directly on the light bulb or candle because
Conclusion: it could burn.
Different acidic liquids work as invisible ink

because they have carbon compounds that
react to heat.
Science For You • 27
p.43
1 What is the experiment about?

2 Have you seen a similar text before? Wher
Where?
3 What is this text for?
4 What kind of people can be interested in reading a text like this?
5 How are the instructions organized? Does it have sections or parts? How can you recognize them?
Unit 2 27
CT_SB3_p025_043_U2.indd 27 7/3/19 1:30 PM

e
ag
St 1
2 Work in small groups. Read the Skills box below, look at the experiment in Exercise 1, and then each of
you will describe the purpose of its sections.
A: This experiment teaches students how to Texts

exts with instructions to perform experiments
make invisible ink. explain what the purpose of the experiment is;
B: I think it explains how you can use lemon the materials you need to do the
juice in other ways. experiment; the steps you need to
follow to do the experiment ; what you
lls
i
Sk
will obtain in the end and why.
3 Work in pairs. Look carefully at the pictures that illustrate the instructions for the experiment in
Exercise 1. Number them in the correct order according to the instructions you read.
Invisible Ink Experiment
Procedure:
Most instruction manuals include pictures

to help us understand better the
instructions. Use them when you create
s
ill
Sk
your own instructions for an experiment.
4 Go to the Instructions section in the text in Exercise 1 and circle the first word of each sentence.
5 Work in groups of three. Discuss what the purpose of the words you circled in Exercise 4 is and answer
the questions.
1 Do you think you can understand the steps of an experiment if they are not presented in sequence?
Explain your answer.
2 Do you think you can use numbers instead of the words you circled? Why?
CT_SB3_p025_043_U2.indd 28 6/13/19 7:12 PM

e
ag
1
St
6 Work in small groups. Select an instruction manual about an experiment you find interesting to work
with for
or the rest of the unit. You can use any of the instruction manuals in this unit.
• Feel free to use other texts from science textbooks, the library, or Internet if you have
access to them.
7 In your group, evaluate if the text you chose has the elements to write your own instructions for
your Final Product. Use the checklist below.
1 The experiment has a list of materials. On pages

20-28 of y
you can fi our Read
nd anoth er
2 The information is well organized in sections. you can u er experime
se to nt
3 The instructions are written in sequence and work for y
our
Final Prod Reader
use numbers or words
ds to indicate the order. uct. Chap ter
2
4 The pictures help understand the instructions.
8 Now that you have evaluated the text, complete together a general description of your
experiment. Share it with another group.
The experiment’s name is:

The experiment’s name is:
The purpose of the experiment is:
The information is divided in these sections:

9 Work in pairs. Do you know what elements are important ffor instruction manuals to be complete and
useful? Make a list in your notebook.
If you can’t answer the question or if you are not sure your list is
complete, go back to Exercises 1 to 4 and review these elements.
Unit 2 29
CT_SB3_p025_043_U2.indd 29 6/12/19 12:08 PM

Unit
2 Stage 2
Development
1 Work in small groups. Look at the pictures and the names of sections in the text and discuss what you
think the experiment is about.
Experiment with Density

Materials:
• A clean 1L plastic bottle • 10 drops of food coloring
• 250 ml water (1 c approximately) • A flashlight
• 750 ml cooking oil (3 c approximately)
Oil is lighter than water, so it rises to the surface. The salt in the antacid tablet
is heavier than water, and sinks to the bottom making the lava lamp work.
Instructions:
Step 1: First, Step 5: Finally, turn on the flashlight

pour the water into and place it under the bottle. Watch
the bottle. the red bubbles float.
Results:
Step 2: Second, pour - When you add the oil, it stays above the water
the oil into the bottle
because the water is denser and they don't mix.
until it is almost full.
- When you add the food coloring, it sinks to the
bottom and it mixes with the water.
- When you add the efferv
effervescent antacid tablet, it
Step 3: Next, add drops to the bottom and dissolves in the water.
ten drops of red - When the tablet dissolves, it creates colored ggas
food coloring slowly. bubbles. These bubbles float to the top of the bottle.
- Now you have a lava lamp!
Step 4: Then, take Conclusion:

half of the effervescent
antacid tablet and The salt dissolves, and the oil returns to the top
drop it into the bottle. because of the different densities of the liquid,
making a colorful show for your eyes.
Science 39
p.43
Reading quickly and noticing

graphic elements can help you
s
ill
Sk
anticipate the general idea of a text.
CT_SB3_p025_043_U2.indd 30 6/13/19 7:12 PM

e
ag
2
St
2 Read the text again and circle all the words that you understand because they are similar to words in
your mother tongue. Compare your words with a partner. Do you understand the text better now?
Another strategy to deduce the

meaning of the text is finding words
lls
i
Sk
that are similar in your mother tongue.
3 Look at the list of materials from the instruction manual in Exercise 1 and discuss with a partner what
you think the underlined letters mean.
Materials:
• A clean 1L plastic bottle
• 250 ml (1c approximately)
(3c approximately)
• 750 ml cooking oil (3c
• 10 drops of food
f coloring
• A flashlight
Toolbox
Experiments require exact measurements to be successful. Measurement units are usually presented in
abbreviations, so it is necessary to understand what the abbreviations represent. These are some examples:
c = cup L = liter ml = milliliter cm = centimeter tbsp = tablespoon
If you find measures in the English system, make sure you know the conversion in the metric system
(1 mile = 1.6 kilometers, for example).
• For a complete list of common measurement abbreviations, you can go to https://converticious

.com/list-of-units/
4 Work in pairs. Read the instructions to do the experiment from Exercise 1 and categorize the first two
words of each step from the Instructions section of the experiment.
Sequence Word Action Word
Unit 2 31
CT_SB3_p025_043_U2.indd 31 6/13/19 7:12 PM

e
ag
St 2
Toolbox
The usual way to write instructions is the imperative form

orm (verb in simple form and no subject). This form is a way
to say what to do and what not to do in each step of an experiment.
Pour the water in the bottle.

Don’t add too much food coloring.
• Go back to the Instructions section in the experiment in Exercise 1 and identify the verbs used in
imperative form.
5 Notice that these instructions begin with a sequence word and an action. Then read the Results section
and discuss with a partner what is different in the way actions are expressed.
Toolbox
To express what happens in an experiment as an effect or result of a particular action in the instructions it is very
helpful to use the following form:
Action: Heat the balloon Effect: It pops.

When you heat the balloon, it pops.
• Go back to the experiment in Exercise 1. Read the Results section and identify the actions and their effects.
6 Work in pairs. Read the Results section in the experiment from Exercise 1. Then take turns to ask and answer
the questions below. When it is your turn to answer, express the results as in the example provided.
Results: don’t mix.

Wh en you add the oil, it stay s abo ve the water because the water is denser and they
• r.
s to the bottom and it mixes with the wate
• When you add the food coloring, it sink in the water.
tablet, it drops to the bottom and dissolves
• When you add the effervescent antacid of the bottle.
en the tablet dissolve s, it crea tes colo red gas bubbles. These bubbles float to the top
• Wh
Now you have a lava lamp!
1 What happens when you add the oil?

2 What happens when you add the food coloring?
3 What happens when you add the effervescent antacid tablet?
4 What happens when the tablet dissolves?
A: What happens when you add the oil?

B: When you add the oil, it stays above the water.
CT_SB3_p025_043_U2.indd 32 6/12/19 12:08 PM

e
ag
2
St
7 Work with your Final Product team. Go to the experiment you selected to work and read it
carefully. To start planning your instructions, make the list of materials with abbreviations.
Materials: Materials:
• A clean 1L plastic bottle •
• 250 ml (1c approximately) •
ely)
• 750 ml cooking oil (3c approximat •
• 10 drops of food coloring •
• A flashlight •
•
8 Determine the number of steps your experiment has and write down the sequence word and the
action word you will use for each step.
Instructions:
Instructions:
o the bottle. • First,
• First, pour the water int
the bottle
• Second, pour the oil into
until it is almost full. •
food
• Next, add ten drops of red
coloring slowly. •
ervescent
• Then, take half of the eff
the
antacid tablet drop it into •
bottle.
light and
• Finally, turn on the flash •
place it under the bottle.
9 ✓) the ways to express instructions that you now know

Check (✓) know.
1 They use abbreviations. ers,

If you are not sure about your answ
2 They use imperative actions. review Exercises 3 to 8.
3 They use sequence words.
Unit 2 33
CT_SB3_p025_043_U2.indd 33 6/13/19 7:12 PM

Unit
2 Stage 3
Development
1 Read the instructions for an experiment. Identify what elements are in the text with the checklist
below. Share your conclusions with a partner.
Fi r e
B allo on Exp eriment
Materials:
• 1 large balloon • Protective glasses • A lighter • A candle
Instructions:
1 First, put on your 2 Second, take a 3 Next, ask a partner to 4 Then use the lighter
protective glasses balloon. Blow it up. hold the balloon at to light the candle.
to protect your and tie the end with arm’s length.
eyes from pieces of a knot.
5 After lighting the
candle, hold it
balloon.
approximately 30 cm
below the balloon.
Results: Conclusion: 6 Gradually reduce
When the balloon warms Air expands when it is heated. The balloon pops the distance until the
up, it pops even if the flame because the air inside it expands and it does not balloon pops.
does not touch it directly. have enough space.
Tips
Make sure everybody near the experiment uses protective glasses.
Before starting the experiment, stretch the balloons.
Blow out the candle after each use.
Pick up all the balloon pieces after finishing the experiment.
Science 39
p.43
1 The experiment has a list of materials.

2 The information is well organized in sections.
3 The instructions are written in sequence and use numbers or words to indicate it.
4 The pictures help understand the instructions.
CT_SB3_p025_043_U2.indd 34 6/12/19 12:08 PM

e
ag
3
St
2 06 Read and listen to the conversation. Underline the questions Pedro asks about the text in Exercise 1.
Ana: I liked a lot the experiment I read. Ana: You have to blow up the balloon and tie the end.
Pedro: What’s the purpose of the experiment? Then, another person holds the balloon and holds it
Ana: Oh, it is an experiment to demonstrate that air at a safe distance. Next, another person has to light
expands with heat. the candle and hold it near the balloon. Finally, you
Pedro: Interesting! Show me the text. What sections have to hold the candle as close as possible to the
does it have? balloon without touching it and wait.
Ana: Look. There’s a section with materials, a section Pedro: What’s the result of the experiment?
with instructions, a section with the results, and Ana: The balloon pops!
another one with the conclusions. Oh, and there’s Pedro: Why does the balloon pop?
an extra section with tips. Ana: The conclusions explain that the flame heats the
Pedro: What materials do you need to do the experiment? air inside the balloon. The air expands with heat
Ana: Just two large balloons, a lighter, a candle, and and the balloon pops because air doesn’t have
protective glasses. enough space.
Pedro: How many steps are there in the instructions? Pedro: How many pictures does the text have?
Ana: There are six steps in the instructions. The steps Ana: It has four pictures to help understand
are really simple. what you have to do.
Pedro: Really? What do you do first?
first Pedro: All right. I’m curious to see if the
Ana: Well, first you put on protective
p otective glasses to protect balloon really pops. Let’s try to do it
your eyes from pieces of the balloon that will pop. when we have a chance.
Pedro: What are the next steps? p.43

3 Work in groups. Answer the questions about the experiment you are working with. This will help
you define how you will organize your instructions and what steps to describe.
What is the purpose of the experiment?
What materials do you need to do the experiment?
How many steps are there in the instructions?
What do you do first?
What are the next steps?
What is the result?
Unit 2 35
CT_SB3_p025_043_U2.indd 35 7/3/19 1:35 PM

e
ag
St 3
Toolbox
• Read the experiment in Exercise 1 again. Circle the words and and because and notice how they
connect different ideas.
We use and to add similar information in a sentence.

We use because to explain the cause of something.
4 Look at the pictures that illustrate the experiment in Exercise 1. Write sentences with the instruction
for each picture in your own words. If you have two actions for the same picture, join them with the
word and.. If you want to add the reason, join the idea with the word because.
a b
1 2 Blow the balloon and tie the end.
c d
3 4 The balloon pops because …
CT_SB3_p025_043_U2.indd 36 6/12/19 12:08 PM

e
ag
3
St
5 Work in groups. Summarize the steps to perform the experiment you defined in Exercise 3 in the
organizer. Decide the pictures you will draw to explain each section of the organizer.
On pages
24-26 of y
you can ch our Read
eck an op er
to organiz tion on ho
e w
instructio
ns for an
experime Reader
nt. Chap ter
2
Unit 2 37
CT_SB3_p025_043_U2.indd 37 6/12/19 12:08 PM

e
ag
St 3
6 Work in pairs. Use the questions in Exercise 2 as a model to ask each other questions about your texts.
Use the answers to extend your notes from Exercise 5 if necessary.
What is the purpose of the experiment?

It demonstrates that air expands with heat.
What materials do you need?

Just two large balloons, a lighter,
a candle, and protective glasses.
How many steps are there in the instructions?

There are six steps in the instructions.
The steps are really simple.
What is the result?
The balloon pops!
7 Work in groups. Discuss which of the following strategies helped you write your instructions better.
1 Ask and answer questions. 2 Determine the sequence of the steps using a graphic organizer
organizer.
A: I think strategy 2 is really helpful when I want to write instructions.

B: I agree with you. Writing instructions in sequence helps us organize
better the information.
C: Yes, and graphic organizers are great tools to organize information.
8 Exchange your organizers from Exercise 5 with a partner. TTell your partner if you think his / her
instructions are clear, if the pictures proposed help understand the instructions, and if the instructions
are organized.
If your partner thinks you need to imp

rove something, review Exercises 1
to 4.
CT_SB3_p025_043_U2.indd 38 6/12/19 12:08 PM

Unit
2 Stage 4
Development
1 Read the text and look for the correct spelling of the numbered words in your Glossary on page 43.
Then write the corrected words on the lines below.
How to Make an
Electromagnet
To make an electromagnet wrap the (1) coper

wire tightly around the (2) scruw and leave a
tail of about 7 cm at each end Cut off the extra
(3) waire with scissors
After wrapping the wire curl the ends of the
tails to make tiny loops that can fit around the
ends of the battery
(4) Atach one loop to the positive pole of the
battery and the other loop to the negative pole
to secure the loops to the battery use
(5) electrical taipe
To test your electromagnet try to pick up paperclips (6) tacs, or other small metal objects with
the wire-wrapped part of the screw try picking up several clips attempt at several distances and
write down your observations
p.43
1 2 3
4 5 6
Toolbox
After you write a text it is very important to verify the spelling of words and that sentences end with a period (.).
When writing instructions it is very useful to make lists of sentences with actions. Begin lists of sentences after a
colon (:) and separate each one on the list with a semicolon (;).
2 Read the text in Exercise 1 again and check if the punctuation is correct. If there are mistakes, add the
punctuation marks where needed.
Unit 2 39
CT_SB3_p025_043_U2.indd 39 6/12/19 12:08 PM

e
ag
St 4

3 Use the organizer you created in Exercise 5, page 37 and write a first draft of your instructions to
perform an experiment.
4 Use your Glossary on page 43 to check the spelling of the words you used. If there are mistakes, cross
out those words and write the correct ones. If there is an extra word that it is not in the Glossary
Glossary, ask
your teacher for guidance.
5 Verify that you wrote the sentences in the correct order using sequencing words. Check the
punctuation and correct it if necessary
necessary.

6 Can you explain what aspects you need to check to edit instructive texts?
If you are not sure what you need to do, review Exercises 1 to 5.
CT_SB3_p025_043_U2.indd 40 6/12/19 12:08 PM

Closure
Final Steps
1 Work in small groups. Share your instructions to give and receive feedback. Use the checklist below
to help you evaluate your classmates’ texts. Add another strategy that can help you review your texts.
1 The xperiment has a list of materials.

2 The nformation is well organized in sections.
3 The
The instruc
nstructions are written in sequence and use numbers or words to indicate it.
4 The
The picture
icturess decided will help understand the instructions for an experiment.
5 There
The e are no spelling or punctuation mistakes.
6 Other strategy:
2 Use the feedback you received to make the necessary changes to improve your draft. Write your
final version in your notebook.
3 Add the pictures you decided previously.

4 In this unit you selected and read an instruction manual, you used it to plan and write your own
instructions for an experiment, and you edited your instructions with the help of your classmates.
Now you are ready to share your work. Go back to your Planner on page 26 and check ((✓) what you
did to accomplish it.
Socialize
5 If possible, copy your instructions and pictures on construction paper. Present and explain your
instructions to other classmates or the complete class. Display your work in the classroom.
6 Discuss as a class with your teacher. What could you do to make your instructions more adequate ffor
children, teenagers, or adults?
• Did the pictures you used help the class understand the instructions for your experiment?
• Did most of your classmates understand the steps you wrote to do the experiment?
• Which of the experiments your classmates presented did you find interesting? Do you think you can ffollow
the instructions to perform it?
Unit 2 41
CT_SB3_p025_043_U2.indd 41 6/13/19 7:12 PM

Assessment
1 Now that you have completed this unit, check (✓)) the answer that best describes your perf
performance so
you can recognize those aspects where you need to improve.
I learned to identify elements necessary in an instruction manual.
I learned strategies to understand instruction manuals better.
I learned how to write sentences with instructions.
I learned to find and correct mistakes in my work.
KEY
2 Read the sentences and underline those that describe the instructions to perform an experiment that
you created for this unit.
1 My instructions are divided in sections that include materials, steps, and results.
2 My instructions were disorganized and did not have enough information.
3 My instructions have pictures that illustrate the steps to follow.
4 My instructions were clear for most of my classmates during my presentation.
5 My instructions still need graphic elements and / or pictures to be more clear.
3 Choose the answer that is closer to the way you worked with your classmates during the unit.
1 When others gave me feedback to improve,

a) I didn’t like it and didn’t use it.
b) I considered it and applied what was useful.
2 When I worked with partners,

a) I tried to participate actively.
b) I did most of the things alone.
3 When other classmates presented their instructions,

a) I listened and found things I could use.
b) I was a little bored.
4 Work as a class to review all the answers in this page to discuss how you can improve. Ask your
teacher for guidance when necessary
necessary.
5 Go back to the Initial Assessment on page 26. In small groups, share the aspects where you think you
made progress after working in this unit.
CT_SB3_p025_043_U2.indd 42 6/13/19 7:12 PM

Glossary
attach (v) – to fasten or join one thing to another oil (n) – a thick smooth liquid used in cooking and
balloon (n) – a small colored bag of thin rubber that preparing food, and in medicines
you fill with air, used as a child’s toy or a decoration pop (v) – to break open, apart, or into pieces usually
blow out (v) – to extinguish with a short rush from impact or from pressure from within
of breath pour (v) – to make a liquid or substance flow out of
blow up (v) – to fill something with air or gas a container that you are holding
burn (v) – to damage or destroy something with fire rise (v) – to move upward or to a higher position
candle (n) – a stick of wax with a string in it called a screw (n) – a thin pointed piece of metal that is used
wick that you burn to give light for fastening one thing to another
copper (n) – a chemical element that is a red-brown stretch (v) – to pull something to make it longer
metal. It is used especially for making wire or pipes or wider
cotton swab (n) – a small plastic stick with a small tack (n) – a short pin with a large, round top that you
piece of cotton at each end used, for example, for can use to fix a piece of paper to a surface temporarily
cleaning your ears tie (v) – to make a knot with two ends of a piece of
curl (v) – to form a curved or round shape string, rope, etc.
drop (n) – a very small amount of liquid with a wet (adj) – covered with water or another liquid
round shape wire (n) – a long thin piece of metal like a thread
dry (v) – to remove the water from something by wrap (v) – to cover something by putting something
wiping it, heating it, or blowing air onto it such as paper or cloth around it
electrical tape (n) – a long thin band of plastic that
is sticky on one side and is used for insulating
electrical wires
flashlight (n) – an electric light that you hold in your
hand and point at things
float (v) – to rest or move slowly on the surface of
a liquid and not sink
heat (v) – to make something hot
hold (v) – to carry something using your hands
or arms
ink (n) – a black or colored liquid used for writing,
drawing, or printing
knot (n) – a point where string, rope, or cloth is tied
together, or is twisted together and pulled tight
label (v) – to put a piece of paper or other material on
an object to give information about it
light (v) – to make something start to burn
light bulb (n) – a glass bulb inserted into a lamp or a
socket in a ceiling, that provides light by passing an
electric current
lighter (adj) – weighing less than you expect such as
paper or cloth around it
lighter (n) – a small container that produces a flame,
used especially for lighting cigarettes
loop (n) – a round shape or curve made by a line
curling back toward itself
Unit 2 43
CT_SB3_p025_043_U2.indd 43 6/12/19 12:08 PM

Stage 2
Understand general sense,
main ideas, and some details.
Stage 1
Select and review poems.
Unit 3 Stage 3
Describe emotions.
Social Practice
of the Language:
Read poems.
Stage 4
Write sentences based on
words and expressions that
communicate emotions.

Recreational and Literary Literary expression.
Opening
1 Read and answer the questions in groups.
1 What poems have you read?

2 Do you know or like any other poems?
3 What is your favorite poem in your mother tongue?
CT_SB3_p044_061_U3.indd 44 6/12/19 12:11 PM

Initial Assessment
In this unit you will create an inventory of emotions. Discuss in small groups the following aspects. Then check ((✓)
the answer that best describes how well prepared you are to …

I think I might
and I can I will
Share emotions with others.

Express your emotions in English.
Read poems in English.
Planner
These are the tasks you will gather in the unit. Feel free to suggest and add other tasks.

2 Selecting and reviewing of the poem I like. 48
3 Reasons why I like the poem I chose. 48
4 Strategies to understand my poem. 49
5 List of rhymes according to the sound in the poem I chose. 50

Development Reading my poem out loud. 51
6
Identifying elements in my poem that help me understand it. 52
7 Description of emotions about my poem. 55
8 A Poem Emotions Card. 57
9 Paragraphs with ideas and emotions about my poem. 58
10 Final version of my paragraphs with feedback from a partner
partner. 59
Sharing the emotions I experienced with my class. 59
11
Closure List of emotions for an inventory of emotions. 59
Displaying our inventory of emotions. 59
12
Assessment. 60
Unit 3 45
CT_SB3_p044_061_U3.indd 45 7/3/19 1:40 PM

Unit
3 Stage 1
Development
1 07 Work in pairs. Read and listen to the poems and discuss the questions.
Don’t
Quit Unknown author
When things go wrong, as they often will,

When the road you’re walking seems all up hill,
When the funds are low and debts are high,
And you want to smile, but you have to sigh.
When stress is pressing you down a bit,

Rest, if you must—but don’t you quit.
Success is failure turned inside out—
The silver tint of the clouds of doubt..
And you never can tell how close you are,

It may be near when it seems quite far;
So stick to the fight when you’re hardest hit,
It’s when things seem worst that you mustn’t quit.
Great Poems of the World 7
100 Happy Poems 25

When the weather suits you not,
Try Smiling Try smiling.
When your coffee isn’t hot,
Anonymous Try smiling.
When your neighbors don’t do right,
Or your relatives all fight,
fight
Sure it’s hard, but then you might
Try smiling.
Doesn’t change the things, of course—

Just smiling.
But it cannot make them worse—
Just smiling.
And it seems to help your case,
Brightens up a gloomy place,
Then, it sort of rests your face—
Just smiling.
p.61
1 What are the poems about?
2 Can you remember a personal experience that is similar to the ones expressed in the poems?
CT_SB3_p044_061_U3.indd 46 6/12/19 12:11 PM

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2 Read again the poems in Exercise 1 and circle the words you know that can help you understand the
general meaning of each poem.
3 Work in groups. Read the conversation. Share with your partners what opinions in the conversation
are similar to what you think of the poems from Exercise 1.
Paula: I loved the poem Try Smiling. It makes me

happy. When I finis ed reading it I was smiling!
Pepe: Sure, but I definitely p efer Don’t Quit. I like
the way it sounds.
Diana: Really? I think it’s more difficult to
understand. I didn’t like it very much.
Luis: I think that the two poems are similar. They talk
about staying positive in bad times.
Paula: Yes! We should read them when we are sad or
have a problem.
Diana: I suppose they are OK, but I would like to read
about other topics.
Pepe: The good thing is that there are many poems
with many topics. Let’s look for one you like.
4 07 Read the Skills box and listen to the poem Don’t Quit again. Pay attention to the way the voice
sounds to express emotions. Highlight or underline parts that are read faster or with a stronger tone
of voice.
n will,
When things go wrong, as they ofte
s all up hill,
When the road you’re walking seem
high,
When the funds are low and debts are
to sigh.
And you want to smile, but you have
On pages
bit,
When stress is pressing you down a
3
your Rea 9 and 41 of
’t you quit. der you c
Rest, if you must—but don other poe
m
an find
Success is failure turned inside out— to practic s
e
The silver tint of the clouds of doubt.
reading o
ut Reader
loud. Chapter
are,
And you never can tell how close you
3
It may be near when it seems quite far;

est hit,
So stick to the fight when you’re hard
that you mustn’t quit.
It’s when things seem worst
Poetry should not be read in a monotone. Try to add

some emotion by varying your tone. If part of the
poem is sad, try using a slow tone. If it's very
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exciting, speed up a little and add spark to your voice.
Unit 3 47
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5 Work in pairs. Take turns reading out loud the poem to each other. When you read it, imagine your
partner has a problem and you want to help him / her stay positive.

6 Work in small groups. Review the poems you read in the previous
exercises. If you can, look for other poems you likee in other sources You can g
o
in your R to pages 34-42
(books, Internet, if available, or your Reader) and share them with find more
eader to
your partners by reading them out loud. examples
of
poems. Reader
Chapter
7 Work in pairs. Choose one poem to work with for the rest of the 3
unit and discuss why you like it with your classmate. You can use the
conversation from Exercise 3 as a model. Then write your reasons.
The poem I like is

The poem I like is Try Smiling. I like it because
I like it because it is positive
and it is not difficult to
understand. I like the way it
sounds because it is similar
to a song.
• If available, for more examples of poems, you can go to https://www.poetryfoundation

.org/poems/browse#page=1&sort_by=recently_added&filter_poetry_teens=1

8 Work in pairs and check (✓) if now you can do this:
I can tell others why I like or dislike a poem.

I can read a poem out loud and vary my tone according to the emotions.
If you are not sure you can do this, repeat Exercises 3 to 5

with a partner in the same situation as you.
CT_SB3_p044_061_U3.indd 48 6/13/19 7:13 PM

Unit
3 Stage 2
Development
1 Work in small groups. Read the poem and answer the questions together.
Poems About Animals

17
The Eagle
by Alfred Lord Tennyson
I
He clasps the crag with crooked hands;
Close to the sun in lonely lands,
Ringed with the azure world, he stands.
II
The wrinkled sea beneath him crawls;
He watches from his mountain walls,
And like a thunderbolt he falls.
p.61
1 What does the poem talk about? The title of a poem can
2 Where is the eagle in the first part? help you know what it
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3 What does the eagle do in the end? is about.
4 What details help you know what happens?
2 Read the poem in Exercise 1 again. Circle the pronouns in the poem.
Toolbox
To avoid unnecessary repetitions and identify who or what the poem is about, sometimes poetry uses a lot of
pronouns (I, you, he, she, it, we, and they) and their possessive variants (my,
( yours, his, etc.). They are used
instead of the name of an object, person, or thing
In the poem in Exercise 1, the eagle is only mentioned in the title, but we know all the poem is about the eagle
because of the constant use of the pronoun he.he

3 Read the title of the poem you chose in Exercise 7, page 48. Now find pronouns and try to identify
who or what the poem is talking about so that you can understand it better.
Unit 3 49
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4 Listen to the poem from Exercise 1. Write the groups of rhyming words that end with the
08
same sound.
Group 1: Group 2:
Rhyming words end with the same sound. When you have
rhyming words in a poem, you listen to the same sound several
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times. These rhyming sounds help poems sound like music.
5 Work in pairs. Discuss if all the words that end in the same sound have the same spelling.
Toolbox
Words that sound the same, but have a different spelling are called homophones. We don’t confuse them because
the context helps us understand their meaning. Some poems use them together to contribute to the musicality of
the lines.
Examples: see - sea new - knew

6 Work in pairs. Read again the poems you chose. Find homophones and words that end in the
same sound and rhyme. Make sure you understand the meaning of homophones. Make a list of
rhymes you discovered in the poem you chose.
CT_SB3_p044_061_U3.indd 50 6/12/19 12:11 PM

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7 08 Work in pairs. Listen to the poem from Exercise 1 again. Then take turns reading out loud. One of
you will read it fast and the other one slowly without changing the speed. Discuss if it was easy to
read without varying the speed or viceversa.
When you read a poem out loud, you should pay

attention to your voice, the speed, and the
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pauses to express the emotions in the poem.
8 Practice reading the poem in Exercise 1 several times and experiment with different speeds and
pauses that can help you understand and express better what the eagle in the poem is doing
and watching.
Reading a poem many times and

reading out loud are helpful
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strategies to understand poems.

9 In pairs, take turns to read the poems you chose out loud with the speed and rhythm variations as you
practiced in Exercises 7 and 8.
10 Work in pairs. Read the poem again and look at the underlined words. Discuss which of the words help
you understand the aspects listed.
• The physical aspect of the eagle. He clasps the crag with crooked hands;
• What the place where the eagle is looks Close to the sun in lonely lands,
like.
like Ringed with the azure world, he stands.
• The movement of the sea the eagle is
watching.
The wrinkled sea beneath him crawls;
He watches from his mountain walls,
And like a thunderbolt he falls.
Wee use descriptive words before things and people.

It is good to notice them and make sure we know
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what they mean to understand a poem better.
Unit 3 51
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11 Work in small groups. Think about the eagle from the poem in Exercise 1. Underline all the sentences
in the list that reflect your emotions and share them with your partners.
• Nature is impressive.
• It is a peaceful place.
• It is scary to jump from a mountain.
• The eagle is lonely.

12 Work in pairs. Look for descriptive words in the poem you chose to understand it better. Discuss with
your partner what the words mean and ask your teacher for help if you are not sure.
13 Read the poem you chose again. Write a few sentences about what you now understand better
about your poem after reading it many times, identifying what it is about, finding descriptive words,
and appreciating how it sounds.
I understood the poem

The Eagle better when
I identified that all of the
actions correspond to
the eagle’s movements
and perspective. The
rhymes in the poem
helped me find a rhythm
that makes the poem
interesting.

14 Check what you think you can do now when reading poems. Then discuss as a class ways to improve
and make notes with your teacher’s suggestions.
1 I can appreciate the musical qualities of a poem.

2 I can read out loud a poem with good speed and tone according to its meaning.
3 I can identify description words and pronouns to understand a poem better.
CT_SB3_p044_061_U3.indd 52 6/12/19 12:11 PM

Unit
3 Stage 3
Development
1 Work in pairs. Read the poem and discuss what it is about.
The Land of Nod

by Robert Louis Stevenson
From breakfast on through all the day

At home among my friends I stay,
But every night I go abroad
Afar into the land of Nod.
All by myself I have to go, And many frightening sights abroad
With none to tell me what to do– Till morning in the land of Nod.
All alone beside the streams Try as I like to find the way,
ay,
And up the mountain-sides of dreams. I never can get back by day,
The strangest things are these for me, Nor can remember plain and clear
Both things to eat and things to see, The curious music that I hear.
Poems and More Poems 17
p.61
2 Work in groups. Read the conversation about the poem in Exercise 1 and underline the words used to
describe emotions (the way they feel). Share who you agree with, Carlos or Rosa?
Carlos: Rosa, did you like the poem? Rosa: And in the end, I felt nostalgic because
Rosa: Yes. I don’t connect with poems all the time, when I have a nice dream I don’t want to wake up.
but I understood this one well. I open my eyes and want to go back to the dreams
Carlos: Why did you connect with the poem? that make me feel happy or fascinated.
Rosa: Well, because it is about dreams and we all Carlos: It makes me remember a dream where I scored
dream, right? I know the experience and what it’s like many goals in a soccer game! I was so excited!
to dream. The poem makes me want to dream that
Carlos: I agree. I imagined I was in the land of again, but as the poem says, I can’t.
dreams. It was like a big field and I could feel the That makes me feel a little frustrated.
wind in my face. It was a pleasant feeling. It made me p.61
feel calmed and happy.
Rosa: That’s great. But when the poem mentioned bad
dreams I remembered a nightmare I had many times
as a child. It was about a monster and it made me
feel terrified.
Carlos: I know. That makes me think of how anxious
I feel when I want to wake up from a bad dream but
I can’t.
A: I feel terrified when the poem talks about nightmares.

B: I feel frustrated when I can’t. dream a good dream again.
Unit 3 53
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3 Work in small groups. Read the conversation in Exercise 2 again and review what Carlos imagined
when he read the poem. Read the poem together and share the images that come to your mind when
you read it.
The poem makes me think The poem doesn’t make me imagine

of my favorite dream. anything. It's a little boring.
The poem makes me feel The poem makes me

peaceful. I imagine the sunset. imagine a magical land.
4 Work in small groups. Have a conversation about the emotions you experienced when you read the
poem from Exercise 1. Were your feelings and reactions all the same? Why do you think that happens?
Use the graphic organizer to remember words that can help you express your ideas.
Pleasant emotions Unpleasant emotions

,
happy, excited, calmed, angry, sad, scared, terrified
peaceful, relaxed, fascin
ated frustrated, confused
Emotions
Other
,
surprised, amazed, bored
, cu rio us
uninterested, indifferent
p.61
Our reactions and feelings are very

personal. No emotion is right or
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wrong, just different.
CT_SB3_p044_061_U3.indd 54 7/3/19 1:46 PM

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5 Work in groups. Ask each other the questions to describe the emotions in the poems you chose
and your reactions when you read them. Use the graphic organizer to remember words that can help
you express your ideas.
1 What feelings are mentioned in the poem? 4 What does the poem make you feel?
2 What does the poem make you remember? 5 What does the poem make you think?
3 What does the poem make you imagine? 6 What does the poem make you want to do?
Emotions
Other

6 Check (✓) the table with the answer that best describes your performance. Share your answers with
a partner and see if he / she thinks the same about it.
Not Sure Difficult Good Enough Very Well

1 Did you describe what a poem
makes you imagine?
2 Did you describe what a poem
makes you feel and remember?
3 Did you ask others about their
emotions?
4 Did you respect how your
partners felt?
For extra support, go back to Exercises 1 to 5

or ask your teacher for guidance.
Unit 3 55
CT_SB3_p044_061_U3.indd 55 6/13/19 7:13 PM

Unit
3 Stage 4
Development
1 Read a student’s text about the poem The Land of Nod from page 53, and underline the ideas on the
checklist below.
The Land of Nod

by Robert Louis Stevenson
From breakfast on through all the day The strangest things are these for me,
At home among my friends I stay, Both things to eat and things to see,
But every night I go abroad And many frightening sights abroad
Afar into the land of Nod. Till morning in the land of Nod.
All by myself I have to go, Try as I like to find the way,
ay,
With none to tell me what to do– I never can get back by day,
All alone beside the streams Nor can remember plain and clear
And up the mountain-sides of dreams. The curious music that I hear.
ms we visit every
ming. The poem mentions the land of drea
The poem The Land of Nod is about drea and we can’t
ms. When we wake up, dreams disappear
night. There are bad dreams and good drea
go back to them or remember them well. see trees and
l field where I can feel a nice breeze. I can
I imagine the land of dreams as a beautifu
calm in that place.
dogs, my favorite animals. I feel peaceful and t. The poem
n I want to wake from a bad dream and I can’
The poem makes me think of the times whe gam e. That
like one when I scored many goals in a
makes me remember my good dreams too, m or dream it
m was exci ting! It made me feel very happy! I can’t remember the complete drea
drea
again, and that makes me feel frustrated. m tonight.
ms. It makes me want to have a good drea
The poem makes me feel nostalgic for drea
The general idea and some details of the poem.

What the poem makes the person imagine.
What the poem makes the person think and remember.
What the poem makes the person feel.
What the poem makes the person want to do.
2 diff
Work in pairs. Go back the student’s text in Exercise 1 and circle the two different punctuation marks
used to finish the sentences.
All sentences have to begin with a capital letter and finish

with a period (.). It is also possible to finish
sentences with an exclamation mark (!) instead of
a period. Finish with an exclamation mark when
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your sentence expresses an intense feeling.
CT_SB3_p044_061_U3.indd 56 6/12/19 12:11 PM

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3 Work in small groups. Use this graphic organizer to share what kind of feelings you think should be
expressed with an exclamation mark.

happy, excited, calmed, angry, sad, scared, terrified
,
ated
peaceful, relaxed, fascin frustrated, co nfu sed
Emotions
Other
,
surprised, amazed, bored
, cu us
rio
uninterested, indifferent

4 In your notebook, complete a card with emotions about the poem you chose in the beginning of
the unit. Use the model card below as a guide.
A Poem Emotions Card

Name of the poem: The Land of Nod
Author: Robert Louis Stevenson
General idea of the poem: The poem is about where our dreams take us to other lands and
see different things.
Details: When I read the poem, I imagined I was in the land of dreams where I could see rivers,
huge mountains, and some strange things.
I felt anxious when I read the part about nightmares. And it makes me remember a dream where
I scored many goals in a soccer game! I was so excited! It made me want to dream again!
Unit 3 57
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5 Write one or more paragraphs about your poem with the ideas on your card from Exercise 4 and
the checklist from Exercise 1. You can use the paragraphs in Exercise 1 as a model.
6 Work in pairs and answer the questions. Then discuss with your teacher what you need to do to
improve your performance.
1 What steps did you follow to write your final paragraphs?

2 What punctuation marks did you learn to use?
If you are not sure what you need to do, review Exercises 1 to 4.
CT_SB3_p044_061_U3.indd 58 6/12/19 12:11 PM

Closure
Final Steps
1 Work in pairs. Exchange your paragraphs and use the checklist on page 56 to check if your partner
included everything. Makee sure your partner used periods and exclamation marks. When you finish
checking your partner’s work, offer and receive feedback.
2 Correct the things you need to improve in your paragraphs according to the feedback you
received from your partner in the previous step. Write the corrected final version.

3 For this unit, you read poems and chose one you liked. You discovered some features in your poem
to understand it better and you wrote and exchanged ideas about the emotions the poem caused in
you. Now you are ready to make an inventory of emotions. Go back to your Planner on page 45 and
check (✓) what you did to accomplish it.
Socialize
4 Get together with other groups of classmates you didn’t work with during this unit and follow the
instructions.
• Share the paragraphs you wrote. Highlight the emotions you experienced with your poems and talk about them.
• You can use several colors
List all the emotions you collected on a sheet of paper or construction paper. Y
if possible.
• Display your inventories of emotions in the classroom.
• Did you enjoy reading poems? Why?

• Did you discover something you didn’t know about your partners when you described the feelings and
reactions from the poems you read?
Unit 3 59
CT_SB3_p044_061_U3.indd 59 6/12/19 12:11 PM

Assessment
1 Now that you have completed the work in this unit, check (✓)) the answer that best describes your
performance, so you recognize those aspects where you need to improve.
Read and understand different poems.
Express what I like about a poem.
Read poems out loud with the proper rhythm and intonation.
Describe and share emotions about poems I read.
Write sentences about what I feel and understand in the poems I read.
KEY
1 I still need help 2 It’s not easy, but I can do it 3 I can do it very well. 4 I can help others.
2 Work with a partner to answer how well you developed your inventory of emotions.
My Final Product I think My partner thinks

I used language and vocabulary from the unit to express
emotions about my poem.
I carefully organized my emotions to create an inventory of
emotions.
I shared the emotions I experienced with my poems and talked
about them.
3 Answer if you accomplished the teamwork aspects below. Get together with classmates you worked
with as a group during the unit and compare all your answers.
Teamwork Yes No
We shared emotions with others.
We gave constructive and respectful feedback.
We listened attentively and respectfully to the emotions of our partners.
We showed interest in the work of others.
5 Go back to the Initial Assessment on page 45. In groups, discuss your progress in this unit.
CT_SB3_p044_061_U3.indd 60 6/13/19 7:13 PM

Glossary
abroad (adv) – in or to a foreign country uninterested (adj) – not interested
afar (adv) – at a distance wall (n) – a strong upright structure that protects an
amazed (adj) – very surprised area from the ocean or from flooding
among (prep) – within a group worse (adj) – more unpleasant or bad than something
azure (adj) – bright blue else or than before
beneath (prep) – directly under something or at a wrinkled (adj) – having small lines or folds in it
lower level
brighten (v) – to start to have more color or light
clasp (v) – to hold someone or something tightly with
your hand
crag (n) – a very steep rough part of a cliff or
mountain
crawl (v) – to move along the ground on your hands
and knees
crooked (adj) – not straight
debt (n) – an amount of money that you owe
doubt (n) – a feeling of not being certain about
something
eagle (n) – a bird of prey noted for its strength, size,
keenness of vision, and powers of flight
failure (n) – a lack of success in doing something
field (n) – a large area of land and / or water
frightening (adj) – making you feel afraid
funds (n) – money
gloomy (adj) – feeling sad and without hope
lonely (adj) – a lonely place is far from where people
live, and not many people go there
nightmare (n) – a very frightening and
unpleasant dream
nostalgic (adj) – remembering happy times in the past
peaceful (adj) – calm and quiet
pleasant (adj) – enjoyable or attractive in a way that
makes you feel pleased and satisfied
quit (v) – to stop doing something
ringed (adj) – encircled or surrounded by something
seem (v) – to appear to be something, or to appear to
have a particular quality
sigh (n) – a slow breath out that makes a long
soft sound
stream (n) – a small narrow river
suit (v) – to be convenient or appropriate for someone
terrified (adj) – extremely frightened
the land of Nod (exp) – the state of being asleep
thunderbolt (n) – a sound of thunder together with a
single flash of lightning that hits something
Unit 3 61
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Stage 2
Understand the content
of historical texts.
Stage 1
Select and review
Unit 4 Stage 3
Write brief reports.
descriptions of
historical events. Social Practice
of the Language:
Write a brief report
on a historical event.
Stage 4
Edit reports.

Academic and Educational Search and selection of information.
Opening
1 Work in groups. Discuss the questions.
1 Do you know what a report is?

2 Have you read reports about historical events? Have you read them in English?
3 Do you like to learn about history? Why?
CT_SB3_p062_080_U4.indd 62 6/12/19 12:18 PM

Initial Assessment
In this unit you will write a report on a historical event. Answer the questions to know how well prepared you
think you are.
Yes No
Can you understand historical texts in English?
Can you easily find reference material in English?
Can you express your ideas when writing in English?
Can you easily give and receive feedback?
Planner

2 Selecting and previewing of texts that describe a historical event. 66
3 General information about the text we chose. 66
4 Elements to understand main ideas from the text I chose. 68
List of main events in chronological order. 68
5
Organizer with questions and answers about my partner’s text. 69
Details about the events I chose. 69
6
Sharing what I understood about the event I chose. 69
Development
Timeline and sentences about the events that happened in the
7 71
text I chose.
Reasons and consequences about the main events in my text. 73
8
Adding intensity to the sentences I wrote for my rreport. 73
9 Writing my report. Offering and rreceiving feedback about it. 74
10 Evaluating my partner’s work, receive and provide ffeedback. 76
11 Final version of my report on a historical event. 77
Sharing with my class a report on a historical event I chose. 78
12 Closure
Assessment. 79
Unit 4 63
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Unit
4 Stage 1
Development
1 Look at the text and the labels it has. Then discuss with a partner what you think the text is about.
Title Subtitle Picture
The Second French Intervention

in Mexico
Background: The Pastry War

During the 19th century, the French attacked
Mexico two times. These two conflicts were
later called “The French Interventions.” The
first French Intervention was short and did
not have too many serious consequences.
This first intervention happened in the first
part of the 19th century. At that time, there The French f leet arriving in Veracruz.
were many French business owners living
in Mexico, and they had many shops and this was absurd and he did not pay the baker.
restaurants, particularly in Mexico City. As a result, on April, 16, 1838, the French
In 1838, the French ambassador to Mexico fleet from Martinique were ordered to block
presented President Bustamante with a the port of Veracruz until an agreement was
claim of 600,000 pesos for damages French reached. This meant no ship could leave or
citizens had suffered during the riots of 1828 arrive in the port.
in Mexico City. These riots were violent The blockade had lasted seven months
protests against the results of the presidential when the commander of the fleet added
elections that had not been decided yet, and another 200,000 pesos on the claim to cover
many businesses in Mexico City’s Alameda the expenses of the blockade; in addition, he
were robbed and destroyed in the confusion. ordered a bombardment of Veracruz. After
For example, when Bustamante was reading the first bombardment, Bustamante agreed to
the claims, he found one made by a French pay the debt in full and the French fleet sailed
baker. This baker said he had lost 60,000 away. Since then, historians have referred to
pesos worth of pastries. Bustamante thought this incident as the “Pastry War.”
56 History of Mexico
p.80
Before reading a text, you can anticipate what it is about by looking at textual
and graphic elements. Knowing the possible topic of a text helps you have in
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mind what you know about it, and that will help you understand it better.
2 Read the text. When you finish reading, discuss the questions as a class.
1 What is the topic of the text?

2 What do you think is the purpose of the text? To inform? To entertain? Both?
3 What kind of people would read this text?
CT_SB3_p062_080_U4.indd 64 6/12/19 12:18 PM

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3 Work as a class. Read the text again and underline dates, names, and places you find. Use the
information
ormation you underlined to retell what happened in the historical event described.
A: The French ambassador asked President Bustamante to pay for damages to French
business owners.
B: President Bustamante did not pay for damages.
Texts about historical events are mainly written in past

because they refer to things that happened in times
before the present in which we are living. The dates
lls
i
Sk
mentioned in historical texts are a clear evidence of this.
4 Read these sentences from the text in Exercise 1 and discuss with a partner which of the actions
happened first according to the dates. Do you think you could know the sequence if the text had
no dates?
You can fi
n
In 1838, the French ambassador to Mexico presented of how pa d more examples
st tenses a
President Bustamante with a claim of 600,000 pesos to talk ab re used
o
for damages French citizens had suffered during the events on ut historical
p
riots of 1828 in Mexico City. 46-56 of y ages
our
Reader. Reader
Chapter
4
Toolbox
Past events are expressed with verbs with an –eded ending (wanted,
(wanted, presented,
presented looked) in the case of most verbs.
Some verbs are irregular and follow no rules, for example, went is the past tense of go. When it is a negative
action, we don’t make changes to the verb and we use did + not: The government did not have enough money to
pay back.
In texts about historical events, we sometimes need to refer to events that happened a little before the date or
moment we are speaking about. In these cases we use the verb form had + verb with an –ed ending (past
participle). Regular verbs have the same past and past participle forms. Irregular verbs follow no rules, for
example, the past participle of go is gone. When it is a negative action, we simply add not: France had not invaded
Mexico before.
• Go back to the text in Exercise 1 and find more examples of these two past tenses. Can you understand
now the sequence of the historical events even if you don’t see dates?
Unit 4 65
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5 Look for texts that describe historical events and select one to work with for the rest of this unit.
You
ou can look for them in books, the Internet, if available, or in your Reader. Try to find a text that is
interesting for you. Follow the checklist to make sure it is the text you need.
The titles and pictures indicatee the text is about On pages

4
historical events. Reader y 6-56 in your
ou can fin
The text is mainly written in past tense. history te da
xt
work with to
The text has dates and names that are important .
Reader
to understand events. Chapter
4
6 Work in groups. Share the text you found and tell your partners what you think it is about. Write
the title of the text, the source where you obtained the information, and what it is probably about.
Title:
Source:
What is it about?:

7 Answer the questions by yourself. Then share your answers with your partner and ask your teacher
for guidance if necessary.
r reading?
ents can I review in a text before
Q1: What graphic and textual elem
A:
text is about a historical event?
Q2: How can I identify that my
A:
orical events?
are useful to find texts about hist
Q3: What sources of information
A:
If you are not sure about your answers, go back to Exercises 1 to 6.
CT_SB3_p062_080_U4.indd 66 6/12/19 12:18 PM

Unit
4 Stage 2
Development
1 Work in small groups. Look at the second part of the text from page 64 and circle names of countries
and cities. Tell
ell each other the names for the words you circled in your mother tongue and the
continent where they are.
The Second French Intervention the London meeting. The three countries had
agreed to land their troops at Veracruz, but
in Mexico also to respect the sovereignty of Mexico. In
December 1861, the tripartite European
How the Second French Intervention Began forces landed in Veracruz, but in 1862 the
Spanish and British forces withdrew because
The Reformation War left Mexico unstable
they realized the French had greater
and in debt. Other countries had lent money
ambitions.
to Mexico and the government did not have
enough money to pay back; consequently, in The French stayed and advanced as far as
July 1861 President Benito Juárez decided to Puebla. On May 5th, 1862, the Mexican army,
stop paying the money Mexico owed to other which was commanded by General Ignacio
countries. The affected countries were France, Zaragoza, defeated the French in Puebla. On
Britain, and Spain. May 17th, 1862, the French went back to
Veracruz to plan another attack. On
When Juárez announced a suspension on
September 1862, more French troops arrived
payment of foreign debts, Napoleon III, the
in Mexico to help the invasion.
emperor of France, organized a meeting in
London between England, Spain, and France
to discuss ideas to force the Mexican
government to pay them. They met in London
in October 1861 and signed a tripartite
agreement. In this agreement they decided
to go to Mexico with their troops and try to
force Juárez to pay the debt. Napoleon III had
a secret ambition. What did he really want?
He wanted to invade Mexico, take down the
government of Juárez, and impose an emperor
to rule Mexico as a French territory. The
The French Army invading Puebla.
French did not mention a word about this at
History of Mexico 57
p.80
2 Read the text from Exercise 1 again and talk about what happened. Underline the people you know to
remember about the historical context and understand it better.
A: President Benito Juárez decided to stop paying the money Mexico owed to other countries.
B: Napoleon III organized a meeting in London.
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3 Look for names of places and people in the history text you chose in Exercise 5, page 66. Now that you
know something about its context, read it to understand the general idea.
4 Read again the text you chose. You will begin working on this text to write a report. Underline
dates in the text and write the main events that happened in those years. List them in the order they
happened.
1861 To understand texts about historical

events, it is helpful to locate the
• President Benito Juárez decided to stop paying dates and specify the events that
thee money Mexico owed to other countries.
s
ill
Sk
happened to identify the sequence.
ganiz
• Napoleon III orga ed a meeting in London.
nized
n,
• Some European countries such as Britain, Spai
and France signed an agreement.
panis
• British, Span h, and French forces landed in
ish,
Veracruz.
Toolbox
The main ideas in history texts are the most important events. To understand them better, we can ask and answer
questions with words such as what, when,
when where, who, why, and how. The answers will give us the secondary
ideas or details that explain better the main events.
Notice that you need to use the auxiliary did to ask most of these questions. When you use did, the verb stays in
simple form: Where did it happen? Why did they meet?
• In pairs, go back to the text in Exercise 1. Ask and answer questions about the events. For example,
What happened? Who participated? Where did it happen?
CT_SB3_p062_080_U4.indd 68 6/12/19 12:18 PM

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5 Work in pairs. Exchange your list of events from Exercise 4. In your notebook, make an organizer
with questions about each event on your partner’s list. Use the example as a guide. Ask each other the
questions you prepared and write the answers your partner gives you.
What happened? Who participated in the meeting?

Napoleon III organized a meeting. Britain, France, and Spain.
Juárez stopped
paying foreign
When did Napoleon III organized debts.
the meeting? Where did it happen?
He organized it in 1861. In London.
Why did Napoleon III organize the meeting?

To discuss ideas to force Mexico to pay the debt.
6 Give your partner the organizer you completed about his / her historical event. Use the organizer
to write details about your events in your notebook.
Event: Juárez stopped paying foreign debts.

Details: For this reason, Napoleon III
organized a meeting in 1861 with Britain,
France, and Spain. The meeting was in
London. They discussed ideas to force
Mexico to pay the debt.
7 Work in small groups. With the help of your notes, tell your partners what you understood about
your text.
8 Work with your partner from Exercise 5. Give your partner your opinion on his / her performance
based on the checklist below.
1 My partner made a list of main events in the correct order.

order
2 My partner answered my questions about the details of the main events.
If you are not sure about understanding main events and

details of a historical event, go back to Exercises 4 to 6.
Unit 4 69
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Unit
4 Stage 3
Development
1 Work in pairs. Read the final part of the text about the Second French Intervention. Talk about what
happened in these final years and circle the dates mentioned.
The Second French Intervention

in Mexico
The Final Years

The French reinforcement troops that came finally
defeated the Mexican army on May 31st, 1862.
Juárez escaped to San Luis Potosí as soon as the
battle ended. The Conservative Party was pleased
with these events. They had not supported the
liberal government and wanted to have a monarchy Painting of Maximilian of Habsburg.
in Mexico. The Conservatives gladly offered the
throne of Mexico to Maximilian of Habsburg. ended. As soon as the Civil War ended, Juárez
Maximilian was proclaimed the emperor of Mexico received support from the USA.
in 1864 with the support of Napoleon III.
During the government of Maximilian,
The new government repeatedly tried to capture people in France were clearly unhappy about
Juárez. As a consequence, Juárez hid in the north of all the money Napoleon III was spending
the country from 1864 to 1865. During the conflict excessively to fight Juárez and keep the
between Mexico and France, the USA was emperor in the throne. For this reason, in 1866
extremely busy with a Civil War (1861-1865). For Napoleon III ordered his troops to retire from
this reason, the USA could not help Juárez stop the Mexico. Maximilian had no support and, as a
French invasion. In 1865 things started to change. consequence, his troops were defeated in 1867.
Juárez began to have some successful battles against A few months later, Maximilian was executed.
Maximilian’s army and the Civil War in the USA
p.80
2 Work in pairs. Read the text again and place the events in the timeline according to the dates
mentioned in the text.
1 The execution
xecution of Maximilian. 4 The rench troops defeated the Mexican army.
2 Period of the Civil War in the USA. 5 The SA started helping Mexico.
3 The escape
scape of Juárez to San Luis Potosí. 6 The eriod Juárez hid in the north of the country.
1861 1862 1863 1864 1865 1866 1867
CT_SB3_p062_080_U4.indd 70 6/12/19 12:18 PM

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Toolbox
• Look at the underlined words in the text from Exercise 1. Answer:
1 Which of the words means at the same time or simultaneously?

2 Which of the words means immediately after?
During and as soon as can be very helpful to join ideas when you write sentences about historical events to
during) or when an event is an immediate
indicate that two events happen at the same period of time (during)
consequence of another (as soon as).

3 Work in pairs and make a timeline of the main events of the history text you chose. You can
use the timeline in Exercise 2 as a guide.
4 Work in pairs. Use the timeline you did to identify simultaneous events or events that happened
right after others. Help each other write sentences with during or as soon as about your events.
Juárez escaped to San Luis Potosí

as soon as the battle ended.
During the conflict, the USA was
extremely busy with
a Civil War.
Unit 4 71
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Toolbox
• Go back to the text in Exercise 1 and look for consequences or reasons for
or the events below.
1 People in France were not happy. Reason: Napoleon III spent a lot of money in Mexico.
2 The USA could not help Juárez stop the French invasion. Reason:
3 The new government tried to capture Juárez. Consequence:
• Now check how you can link these ideas in one sentence. This will help you write your report on a
historical event.
People in France were not happy because Napoleon III spent a lot of money in Mexico.
The new government repeatedly tried to capture Juárez, so he hid in the north from 1864 to 1865.
When you join sentences, it is not necessary to repeat names twice (like
Juárez). In these cases use a pronoun the second time (he, she, they, etc.).
5 With a partner, look for more events in the text from Exercise 1 that explain the reason or the
consequence for the events. Write some examples using so and because.
People in France were not happy because

Napoleon III spent a lot of money in
Mexico.
The Conservative Party was pleased
because the French troops defeated
the Mexican army.
The Conservative Party wanted to have
a monarchy so they gladly offered the
throne to Maximilian of Habsburg.
CT_SB3_p062_080_U4.indd 72 6/12/19 12:18 PM

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6 Work in pairs. Read a fragment from the text in Exercise 1. Look at the underlined words and discuss
what effect
ect they have on the event. Go back to the text in Exercise 1 and underline two more
similar words.
During the government of Maximilian, people in France were clearly

unhappy about all the money Napoleon III was spending excessively
to fight Juárez and keep the emperor in the throne.
Toolbox
• Use the words you underlined in Exercise 6 to describe these actions.
1 The Conservative Party offered

ed Maximilian of Habsburg the throne of Mexico.
2 The USA was busy with a Civil War.
Some words we use to describe people or things (excessive, clear) can be used to add intensity or express the
manner of actions by adding –ly.

7 Rememeber the main events and details you wrote before about your text. Use them to write
sentences to describe reasons and consequences of each event in your notebook.
The Conservatives wanted a European monarch, so they gladly offered the throne of Mexico to Maximilian.
8 Check the sentences you have written about your historical event. Add –ly words to actions that
need intensity or a better description.
9 Put your sentences in a paragraph to write your report on a historical event you have been
preparing throughout this unit. Follow the checklist below and write it on the next page.
I used a timeline to write the events in sequence.

I used specific words to indicate when an event happened.
I explained the reason or the consequence of the events.
I used words to describe how the events happened.
Unit 4 73
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10 Work in pairs. Exchange your reports and tell your partner if the information is organized correctly
according to the checklist in Exercise 9. If necessary
necessary, go back to the paragraph to guide your feedback.
11 In small groups, explain what you learned about the things on the list.
• Detect events that happened at the same time or

right after others.
• Make sentences that express reasons and
consequences.
• Organize information.
ormation.
For extra support, review the exercises on this

stage or ask a partner or your teacher for help.
CT_SB3_p062_080_U4.indd 74 6/12/19 12:18 PM

Unit
4 Stage 4
Development
1 Work in pairs. Read a student’s report on a historical event and look at the checklist below. Check ((✓)
only the elements you can find in the report.
Christopher Columbus was one of the famous explorers of the 15th and 16th centuries. He was born
in 1451 in Genoa, Italy in a family of tradesmen. Columbus started sailing at a young age. Magellan the
explorer also started to sail when he was young. Columbus participated in several expeditions to Africa
and an expedition into the Atlantic Ocean in 1476 that almost cost him his life. In his
40s (in 1492) Columbus left Spain in the Santa María, with the Pinta and the Niña
alongside. After sailing for 36 days, Columbus and several crewmen set foot on an
island (in the present day Bahamas) and they claimed it for Spain. They continued
exploring the islands of Cuba and Hispaniola (now Haiti and the Dominican Republic)
and met with the leaders of the native population. He died on May 20, 1506, still
believing he had discovered a shorter route to Asia. He died before Magellan, who
was also an important explorer that proved the globe was round. Magellan had a very
interesting life, made many trips, and died in the Philippines.
p.80
It has a title to say what it is about.

The events described are ordered in sequence.
There are details about the main events.
All the ideas are about the same topic.
2 Work in pairs. In your notebook, edit and write an improved version of the text in Exercise 1,
according to the steps below.
1 Add a title.
2 Eliminate any unnecessary information.
When you write reports, make sure all the information is related
to the topic you defined. Don’t add information that is
unnecessary. Unrelated information makes a text confusing and
s
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Sk
difficult to follow, as the information about Magellan in Exercise 1.
3 Work in pairs. Talk about what is different in the report you wrote in Exercise 2 from the one in
Exercise 1. Which one is easier to understand and to follow?
A: I think our version is easier to understand.

B: I agree because our report has a title so others can know what it is about.
Unit 4 75
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4 Work in pairs. It is time to edit the report you wrote in Exercise 9, page 74. Exchange your reports and
follow
ollow the checklist in Exercise 1 to evaluate your partner’s work and provide feedback.
It has a title to say what it is about. There are details about the main events.
The events described are ordered in sequence. All the ideas are about the same topic.
5 Work in pairs. Share your evaluations and make suggestions on how you can improve.
Let me think. I believe a good title is "Columbus,

Can you suggest a good title? a great voyager." Could you help me find
information that is not related to my topic?
Sure, I think the information

about Magellan is unnecessary.
6 Review the feedback you received and make notes about what you need to improve.
CT_SB3_p062_080_U4.indd 76 6/12/19 12:18 PM

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7 With the notes from the feedback you received, edit your report and write the final version. If
you need help to correct your report, ask other classmates for suggestions. If a classmate asks you for
help, show interest and make suggestions.

8 According to the feedback you received to edit your report, write what you need to improve when
writing and a possible solution on how you think you can improve. If necessary
necessary, ask your teacher
for help.
If you need help, go

back to Exercises 1 to 3
and review what you can
improve when writing.
Unit 4 77
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Closure
Final Steps
1 In this unit you looked at texts about historical events and selected one. Y
You read and understood it
to extract all the information you needed to make a report. You wrote and edited a report, so now
you are ready to share your work. Go back to your Planner on page 63, and check (✓) what you did to
accomplish it.
Socialize
2 As a class, read your reports out loud to your classmates. Listen respectfully to all the reports and
comment as a class what you liked about each one, and what you learned from them. Bind the reports
together to create an anthology of historical events.
• What did you learn from the information you read to write your report?
• Which of the things you learned to read and write reports can you use in other school subjects?
• What problems did you have to understand and write inf
information?
• How can you improve when you write?
CT_SB3_p062_080_U4.indd 78 6/12/19 12:18 PM

Assessment
1 Now that you have finished this unit, check (✓)) the answers to the question to help you recognize
those aspects where you need to improve.
1 What things were difficult to do?

Check different sources to look for texts on historical topics.
Select information.
Identify elements to contextualize and understand the main ideas of historical events.
Ask and answer questions to help me understand the content of a historical event.
Organize and edit the information
ormation to write a report on a historical event.
Other:
2 Now that you have written a report on a historical event, work with a partner to answer how well you
developed your Final Product.
My Final Product Yes No

I carefully selected the sources of information I used.
I carefully organized the information in paragraphs to write my report on a historical event.
I used language and vocabulary from the unit to write sentences for my report.
I accepted the feedback I received to improve my report.
I edited the information and wrote a good final version of my report.
I shared my report with my class with enthusiasm.
3 Get together with classmates you worked with as a group during the unit and check ((✓) what you did.
Discuss with your classmates how you can all improve your teamwork performance.
1 We helped each other organize our ideas.

2 We listened attentively to our partners.
3 We offered constructive and respectful feedback.
4 We respected turns of participation when sharing our reports.
4 Work as a class and review your answers. Discuss them together and ask your teacher ffor guidance on
Unit 4 79
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Glossary
agree (v) – to decide together what will be done and population (n) – all the people who live in a
how it will be done particular area
agreement (n) – an arrangement or decision about proclaim (v) – to state something publicly
what to do, made by two or more people, groups, or reinforcement (n) – the process of reinforcing
organizations something
alongside (prep) – along the side of something, or rule (v) – to govern a country or area
close to the side of it sovereignty (n) – the right to rule a country
blockade (n) – an official action that is intended to spend (v) – to use money to pay for things
prevent people or goods from moving from one place support (v) – to approve of an idea, or of a person, or
to another organization and help them be successful
business (n) – the work of buying or selling products tradesman (n) – someone who sells goods or services
or services for money tripartite (adj) – involving three countries or
century (n) – a period of one hundred years organizations
citizen (n) – someone who lives in a particular troops (n) – soldiers, especially in large numbers
town or city withdraw (v) – to no longer take part in something or
claim (v) – to say that something is yours, especially to stop someone or something from taking part
as a right
crewman (n) – a man who is a member of the crew
of a ship, aircraft, etc.
damage (n) – physical harm caused to something so
that it is broken, spoiled, or injured
debt (n) – an amount of money that you owe
defeat (v) – to win against someone in a game, fight,
or election
expense (n) – an amount of money that you spend in
order to buy or do something
fleet (n) – a group of vehicles, planes, boats, or trains,
especially when they are owned by one organization,
country, or person
foreign (n) – from another country, or in another
country
gladly (adv) – in a willing way
hide (v) – to put something in a place so that no one
can find or see it
impose (v) – to introduce something such as a new
law or new system, and force people to accept it
lend (v) – to give someone something for a short time,
expecting they will give it back to you later
owner (n) – someone who owns something
pastry (n) – a food made by mixing flour, fat,
and water
payment (n) – an amount of money that you pay or
receive
CT_SB3_p062_080_U4.indd 80 6/12/19 12:18 PM

Stage 2
Describe enigmatic events.
Stage 1
Choose a past event.
Unit 5 Stage 3
Formulate hypotheses to
guess riddles that explain
Social Practice past events.
of the Language:
Guess and formulate
hypotheses about past events.

Recreational and Literary Recreational expression.
Opening
1 Work as a class. What do you think happened in the pictures?
1 Do you like to play games? 2 Do you know any games where you solve mysteries?
Unit 5 81
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Initial Assessment
In this unit you will make an enigma inventory. Discuss in small groups the following aspects. Then check ((✓) the
answer that best describes how well prepared you are to …

I think I might
and I can I will
Ask questions to obtain information

in English.
Answer questions about a past
event in English.
Play a game in English.
Planner
These are the tasks and evidence you will gather in the unit. Feel free to suggest and add other task.

2
Creating my own enigma. 84
3
4 Clues and evidence for my enigma. 85
5 Thinking about solutions for my enigma. 85
Development
6 Questions about my partner’s enigma. 87
7 Notes about my partner’s enigma. 88
8 Making suppositions about what possibly happened in my
88
9 partner’s enigma.
10 Solving my partner’s enigma. 92
11 Closure Playing a game to solve enigmas with the class. 92
12 Assessment. 93
CT_SB3_p081_094_U5.indd 82 6/13/19 7:14 PM

Unit
5 Stage 1
Development
1 Work in small groups. Read the text and discuss what it is about and if you think the text is interesting
or not. Why or why not?
The Stolen Enigmas, mysteries, and more. 37
Pearls
Lord and Lady Sotheby returned from a dinner party last night. When
they arrived, Lord Sotheby went to his study to write a letter,
and Lady Sotheby went upstairs to change. Lord Sotheby
was writing the letter when he heard his wife scream.
He ran upstairs as fast as he could. When he arrived,
Lady Sotheby was sobbing and screaming, “I’ve been
robbed! Someone stole my pearl necklace! I put it on my
bedside table and just turned around for some seconds to
grab my robe! And it was gone!” Lord Sotheby ran to the hall
and phoned the police. They arrived really fast and the police chief interrogated all the
people who were at the mansion when the robbery happened (a cook, a chauffeur, a maid,
a butler and the Sotheby’s son and daughter). The police were confused. According to
Lady Sotheby, there were no sounds, nothing else was out of place, no footprints, nothing!
The police did not know where to start because there were no clues. Who stole the
pearls? That’s the enigma today.
p.94
An enigma is a situation that is apparently inexplicable.

It can be an entertaining game to propose enigmas to
s
ill
Sk
others for them to figure out the solution.
2 Read the text in Exercise 1 again. Work as a class and discuss if the text is an enigma.
3 Work in pairs. Look at the main elements that an event with an enigma has. Find them in the text in
Exercise 1 and highlight them in different colors. Share the answers with your partner.
A mystery or an
inexplicable situation
A victim or someone who

An interrogator
Elements of wants an explanation
an enigma
The place where

People involved things happen
A: The mystery is who stole the pearls.

B: The interrogator is …
Unit 5 83
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4 Create your own enigma. You can get ideas from personal experiences, a book you read, a movie
you saw, or an anecdote you heard, etc. Complete your enigma with elements you think are interesting
or fun for you.
Elements of an enigma My Enigma

Mystery or Beto went to bed. He slept all
inexplicable night. When he woke up, he
situation: was in an unknown room.
People involved: Beto, an old man, and a dog.
Place: A strange house.
p.94
5 Listen to the interrogation of suspects from the The Stolen Pearls story and check (✓) only the
09
pictures that match what the characters said. Work in groups and discuss your answers with your
partners.
1 2 3
The Cook The Chauffeur The Butler
4 5 6
The Maid Pete Sotheby Layla Sotheby
CT_SB3_p081_094_U5.indd 84 6/12/19 12:20 PM

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6 Work in pairs. Look at the pictures you checked in Exercise 5 and guess who stole the pearls.
When you are solving enigmas, a

method to find the solution is You can re
a
asking questions to get the details enigma a d about an
lls
nd its
i
solution o
Sk
and circumstances. pages 62
n
-70 of
your Rea
der. Reader
Chap ter
5

7 Create clues and evidence for the situation of your enigma. Think of details that are important
such as objects in the place, what people were doing, what people said, etc.
Clues and Evidence for my Enigma Clues and Evidence for my Enigma
• Pictures from security cameras.
• Questions from thee interrogation.
• Answers from
om the interrogation.
8 Think about the solution you want to give to your enigma.
My Enigma’s Solution My Enigma’s Solution
• The butler stole the pearls.
9 Work in pairs. Answer the questions together.
1 What are the most important elements a situation If you are not sure about your answers,
with an enigma should have? go back to Exercises 3 and 7.
2 What can you use to solve an enigma?
Unit 5 85
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Unit
5 Stage 2
Development
1 Work in pairs. Read the interrogation of the police chief from The Stolen Pearls case and tell your
partner what happened step by step.
Police: Lady Sotheby. I interrogated all the suspects. Police: What did you do then?
We searched the place, including the garden. We Lady Sotheby: I got up and walked to the chair next
thought the butler was the thief, but we only found a to the window to grab my robe. I drew the curtains
diary under the ground where he dug. and looked out the window.
I need to ask more questions. Can you help me? Police: How long were you at the window?
Lady Sotheby: Of course. Lady Sotheby: A minute, more or less.
Police: What happened exactly? Police: When did you notice the necklace
Lady Sotheby: I entered my bedroom. Then I sat on disappeared?
my bed. Lady Sotheby: As soon as I turned around. It wasn’t
Police: Did you close the door behind you? there and I looked for it everywhere. I couldn’t find it.
Lady Sotheby: Yes. I locked it with my key. Police: What did you do?
Police: What did you do next? Lady Sotheby: I opened the door and screamed
Lady Sotheby: I took off my necklace. for help. In a minute everyone was here.
Police: Where did you put the necklace? Then, my husband called you.
Lady Sotheby: On the bedside table.
p.94
2 Work in groups. Read the conclusions from the police chief and discuss if you think they are possible
or not according to the events in Exercise 1.
1 The thief was already in the room when Lady Sotheby came in.
2 The thief took the necklace when Lady Sotheby was looking out the window.
scr
3 The thief hid in the room and slipped away during the confusion after Lady Sotheby screamed and opened
the door.
A: I think the thief was already in the room. You can fi

n
how to dra d an example of
It is possible
ossible because Lady Sotheby locked
from evid w conclusions
e
the door behind her. enigma o nce to solve an
n
B: I agree with you. It is possible. pages 69
-7
the story 0 of
in Reader
your Rea Chapter
der. 5
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2
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3 Look at the questions from the conversation in Exercise 1 and say what is different about them.
Did you close the door behind you? Yes, I did. What did you do? I opened the door and screamed.
Toolbox
Remember that questions about past events are formed: Did + subject + verb? These questions need answers with
yes or no.. But, if you need details (place, time, duration) of an event, add a question word (when, how long, what,
where,, etc.) before the auxiliary. You can use these questions to ask for information to figure out an enigma.
• Go back to the conversation in Exercise 1 and find a question word you can use for each detail about
the events of the enigma.
1 To ask about a place: Where

2 To ask about the duration of an event:
3 To ask about an exact moment:

4 Work in pairs. Exchange your enigmas from Exercises 4 and 7 on pages 84 and 85. Write questions
about your partner’s enigma. Ask each other the questions to understand the main ideas and details
of the event of your partner’s enigma.
A: What happened? My Questions

B: Beto went to bed and slept all
night. The next morning, he woke
up and he was in a different room.
A: Did Beto recognize the room?
B: No, he didn’t.
A: Where was Beto?
B: On the bed.
A: Did he have different clothes?
B: No, he didn’t.
A: Did he have marks on his
body?
B: No, but his feet were dirty
with mud.
Unit 5 87
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5 Write notes about your partner's enigma with the answers you obtained in Exercise 4.
Notes Notes
Beto went to bed and slept all night. The next
morning, he woke up and he was in a different room.
Beto didn’t recognize the room.
Beto was on the bed.
Beto didn’t have different clothes.
Beto didn’t have marks on his body, but his feet
were dirty with mud.
6 Work in pairs. Analyze the information you wrote in Exercise 5 and make suppositions of what
possibly happened with a different classmate.
Why do you think Beto’s It is possible he walked

feet were dirty? asleep on the mud.

7 Work in pairs. Discuss together with the partner you worked to share enigmas and tell each other if …
1 You stated the events of the situation clearly.

clearly If you are not sure about your answers,
2 You asked questions to know about the enigma go back to Exercises 2 to 5.
of your partners.
3 You answereded satisfactorily the questions you were
asked about your enigma.
CT_SB3_p081_094_U5.indd 88 6/12/19 12:20 PM

Unit
5 Stage 3
Development
1 Work in small groups. Share ideas about what you think happened in the robbery scene below.
A: I think there was an earthquake.

B: I think theree was a fight.
2 Work in pairs. Read the text about the picture in Exercise 1 and discuss your guesses to explain the
conclusions of the detective.
Eofnigma
the
week
An Insurance Fraud
Y
esterday Mrs. Burley told the police she arrived home from
the supermarket to find out someone had broken into her
house. Someone had broken a window from the outside,
climbed into the house, and entered through the broken window.
They had stolen a painting worth a fortune. However, the detective
arrived at the scene and just by looking at everything in the living
room, he knew Mrs. Burley was lying and wanted to claim money
from the insurance company. How did the detective know?
p.94
A: The detective probably thought footprints A: Perhaps the detective saw something
were
ere not real. under the sofa.
B: It is possible, but I think it has more to do B: Maybe Mrs. Burley was very nervous and
with the evidence in the scene. made the detective suspect something.
Unit 5 89
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St 3
Toolbox
When you are making guesses, as when you analyze enigmas, it is helpful to use words such as maybe,
maybe probably,
and perhaps.. Place them right before the verb or at the beginning of the idea.
Examples:
Perhaps, the thief was in the room.
The thief probably hid the painting inside the house.
3 Complete the sentences with guesses about what happened in the picture from Exercise 1 using
probably, perhaps, or maybe.. Add two more guesses of your own.
1 The window is broken. the thief threw a rock from the outside.
2 The footprints are from the shoes of a man. They are too big for women’s feet.
3 the thief crawled in the room through the broken window.
4
5
4 Work in groups. Look at the picture from the robbery scene in Exercise 1 and describe what you see.
Use the questions as a guide and make notes.
1 What do you see about the window?

2 What do you see about the furniture?
3 What do you see about the footprints?
4 What do you see on the floor or the walls?
There is one window. It is broken but only a small part. There is nothing under the window.
There is a sofa and a small table. The sofa is against the wall …
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5 Work in groups. With the help of your description of the scene from Exercise 4 try to figure out the
enigma. You can use the tips to help you.
A: I don’t think it’s possible a thief broke a Tips to analyze events

window from the outside. • Imagine the event step by step according to how
B: Why do you say that? it is described.
A: Because there are no pieces of glass on • Check if what you see in the scene corresponds
the floor. to the actions you imagined.
C: Mrs. Burley probably broke the window • Make guesses based on what you know and see,
from the inside. not on ideas that you can’t support.
• Exchange ideas to have many points of view.
6 Work in groups. Read how the enigma from Exercises 1 and 2 was solved. Compare with your solution
and discuss if there were details you did not analyze or see.
“What you say is impossible, Mrs. Burley. First of all, the hole in the window is too small for
someone to get in the room through it. The thief would be seriously injured. Second, if someone
comes in with muddy shoes, the footprints would start right under the window. Finally, if you
break a window from the outside there should be pieces of glass on the floor inside the room,
not only outside. Mrs. Burley, you are trying to cheat us. You fabricated this scene.”
p.94
7 Work with your group from Exercises 4 to 6. Discuss how you solved the enigma according to the
table below.
We had problems finding a solution We proposed a solution that was

Our solution was correct.
to the enigma. similar to the correct one.
We did not consider all the evidence We considered most of the We considered all the evidence to
to solve the enigma. evidence to solve the enigma. solve the enigma.
We made guesses that were not We made some guesses supported All of our guesses were supported
supported by evidence. by the evidence. by evidence.
Unit 5 91
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Closure
Final Steps
1 Work in pairs. To come up with the solution to the enigmas you exchanged during the unit, follow
the instructions.
1 Take out your notes with information

ormation you obtained from the questions you made about you partner’s enigma.
2 opose a solution to the enigma.
Review what you know, analyze your facts, and propose
Enigma's solution
2 Now that you have created and solved an enigma, go back to your Planner on page 82 and check (✓)
what you did to accomplish it.
Socialize
3 Now that you have collected your evidence, you are ready to get together and work with your class.
4 Get together with the partners you exchanged enigmas in Stage 2. Tell each other the solutions of
your enigmas. If the solutions are not correct, explain the real solutions to your partners.
5 Work as a class to play a game.
• Prepare a card with your situation and enigma to solve. Write the solution on the back of the card.
• Put your cards in a box to have an enigma inventory of the class to play a guessing game. Decide how many
questions can be asked and how much time the class will have to guess the enigma.
• The teacher can take out a random enigma from the box. The gr group that prepared that enigma will answer
questions from the class. Try to figure out the solution all together.
1 What was more enjoyable, to cr create an enigma or to solve one? Why?

2 What was entertaining about solving an enigma?
3 What was the most difficult thing about solving an enigma?
CT_SB3_p081_094_U5.indd 92 6/12/19 12:20 PM

Assessment
1 Work in groups. Now that you have finished this unit, complete the sentences according to your
experience solving enigmas.
1 We created an enigma about

2 We included these clues and evidence in our enigma:
3 We made these suggestions to solve others’ enigmas:
4 We participated in a game and solved these enigmas:
2 Now that you have created an inventory of enigmas, choose the option that best describes how you
worked on your Final Product. Share your answers with the partner you worked with and check if
he / she agrees or disagrees with your answers.
1 Think about the structure of your situation with an enigma:

a) It had all the elements and there weree enough details. It was creative and challenging.
b) I did’t think about the details carefully, but the situation was interesting.
c ) I probably missed important elements.
2 Think about the way you presented your enigma to a partner.
a) I answered all the questions my partner asked because I planned the information well.
b) I could not answer all of the questions because my partner asked unexpected things.
c ) I answered some questions, but I noticed I had not thought a lot of details to explain.
3 Think about the way you gathered information to solve your partner’s enigma.
a) I asked enough questions to gather all the necessary information to solve the enigma and I took a lot of notes.
b) I asked several questions, but I forgot to ask some things and my notes were not very complete.
c ) I asked some useful questions, but I did not make good notes and forgot some of the information.
4 Think about the solution to your partner’s enigma that you proposed.
a) I analyzed the information very carefully and proposed a logical solution based on the facts.
b) I analyzed the information but my solution was based more on imagination than logic.
c ) I analyzed the information but I did not check all the details.
3 Work in groups. Answer the questions below according to how you work
worked in teams.
1 Did you participate and give suggestions to solve others’ enigma?

2 Did you take turns and listen to each other?
3 Did you accept and respect all the solutions to the enigmas?
4 Did you propose creative and original ideas?
4 Work as a class and review your answers. Discuss them together and ask your teacher ffor guidance on
Unit 5 93
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Glossary
as soon as (phr) – immediately after something has necklace (n) – a piece of jewelry that hangs around
happened your neck
bedside (n) – the area near your bed rob (v) – to take money or property illegally from a
break in (v) – enter a place to steal person or place
butler (n) – the most important male servant in a rich robe (n) – a bathrobe
person’s house, whose job is to organize other scream (v) – to make a loud high cry because you are
servants hurt, frightened, or excited
chauffeur (n) – someone whose job is to drive rich sob (v) – to cry noisily while taking short breaths
and important people around in their car steal (v) – to take something that belongs to someone
cheat (v) – to behave dishonestly else without permission
claim (v) – to say that something is yours, especially strange (adj) – unusual or unexpected, especially in
as a right a way that surprises or worries you
climb (v) – to walk to the top of something high suspect (n) – someone who the police believe may
cook (n) – someone who prepares and cooks food have comitted a crime
diary (n) – a book in which you write your experiences take off (v) – to remove something, especially a piece
each day of clothing
dig (v) – to make a hole in earth or sand using your thief (n) – someone who steals something
hands, a machine, or a tool, especially a shovel unknown (adj) – if something is unknown, people do
draw (v) – to pull something across a space in order not know about it or do not know what it is
to close or open it upstairs (n) – on an upper level of a building
footprint (n) – a dirty mark made by a foot or shoe on with stairs
a floor
garden (n) – an area of land next to or near a house
that is used for growing flowers
glass (n) – a hard clear substance used for making
objects such as windows or bottles
grab (v) – to take hold of something in a rough or
rude way
ground (n) – area of land
hall (n) – a long narrow passage inside a building with
doors along it leading to rooms
injure (v) – to hurt someone and cause damage to
their body
insurance (n) – an arrangement in which you regularly
pay an insurance company an amount of money so
that they will give you money if something you own is
damaged, lost, or stolen
key (n) – a small piece of metal used for opening or
locking a door or a container
lock (v) – to fasten something such as a door or a
container, usually with a key
maid (n) – a woman whose job is to clean rooms,
serve meals, wash clothes, etc. in a house
muddy (adj) – covered with mud, or full of mud
CT_SB3_p081_094_U5.indd 94 6/12/19 12:20 PM

Stage 2
Interpret general sense, main
ideas, and details.
Stage 1
Listen to and evaluate
descriptions of unexpected
Unit 6 Stage 3
Describe unexpected
events.
situations shared in an Social Practice
oral exchange.
of the Language:
Interpret and provide
descriptions of unexpected
situations in a conversation.

Family and Community Exchanges associated with information of oneself
and that of others.
Opening
1 10 Listen to the situations and check ((✓) those that can surprise you.
Situation 1 Situation 2 Situation 3 Situation 4 Situation 5
2 Work in pairs. Share the most unexpected thing that has happened to you.
At home At school With a friend
Unit 6 95
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Initial Assessment
In this unit you will share an oral testimony about an unexpected situation. Discuss in small groups the following
aspects. Then check (✓)) the answer that describes how well prepared you are at this point.
1 I find it difficult to …
describe an event in English.
interpret what other people tell me in English.
give details about an event in English.
work collaborately with a partner.
Planner
2 Notes about my unexpected situation. 98
4 List of feelings and emotions related to my unexpected situation. 100
5 Organizer to order the events in the sequence they happened. 102
6 Development Main events and details about my unexpected situation. 104
7 Exchanging my personal unexpected situation. 105
8 List of words to intensify emotions and feelings. 107
9 List of tips to share emotions. 108
Using a checklist to review the story in my mind befor

before sharing it. 109
10 Rehearsal of the presentation of my oral testimony of a past

unexpected situation and constructive feedback about my 109
Closure performance.
11 Presenting my oral testimony of a past unexpected situation. 109
12 Assessment. 110
CT_SB3_p095_111_U6.indd 96 6/13/19 7:14 PM

Unit
6 Stage 1
Development
1 Work in pairs. Read the newspaper headline and discuss what you think happened.
EVENING NEWS
A man wakes up alone
in locked bus!
p.111
2 11 Work in small groups. Listen to what happened in the situation from the newspaper. Discuss what
happened and answer the questions.
1 Where is the conversation taking place? How do you know?

2 Who is asking questions to Mr. López?
3 Was it an unexpected situation for Mr. López? What happened that was surprising?
p.111
3 Work in pairs. Read the excerpt from the conversation in Exercise 2 and underline the sentence where
you can find how Mr
Mr. López felt.
Journalist 2: How did you feel?

Mr. López: Oh, I was really mortified!
I grabbed my cellphone and turned on
the light. Then I tried to open the bus
door, but it was locked.
4 Work in pairs. Talk about how you would feel if you got stuck on a bus.
A: I would be really angry. How could they forget about me?

B: I would be very scared. I wouldn't know who to call.
Unit 6 97
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5 Think about a personal experience when something unexpected or unpredictable happened to
you. Use the questions as a guide and make notes.
?
Was there anything unusual that day When and where did it happen?
Did anybody you know participate?
My Unexpected Situation My Unexpected Situation
What and where it happened: It was my What and where it happened:

birthday and my family and friends didn´t
say anything to me. I got home, opened the
door, and a lot of people shouted “Surprise!”
My family and friends organized a party for
me and pretended not to remember my When it happened:
birthday to surprise me.
When it happened: Last year.

Who participated:
Who participated: My family and my close
friends. p.111
6 12Listen to the main character talk again about what happened. Then work with a partner to
compare this conversation to the one you previously heard.
1 Is it the same situation? Is it also a face to face

conversation?
2 Which conversation is more personal, this one or
the one with the reporters?
3 What differences in the emotions and tone of voice
can you recognize when Mr. López speaks to his
daughter and when he speaks to the reporters?
4 In which of the two conversations does Mr. López
use informal
ormal expressions?
Conversations in more personal contexts (with friends or family, for example)

usually show more spontaneous feelings and use informal expressions.
When a conversation is with unknown people or in formal situations, feelings
s
ill
Sk
are not so detailed or personal, and language has less informal expressions.
CT_SB3_p095_111_U6.indd 98 6/12/19 12:22 PM

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7 Work in pairs. Look at the underlined expressions in Conversation A. Find and circle the informal form
of these expressions in Conversation B. Use your glossary if necessary.
Conversation A Conversation B
Bus employee: Alright, everybody. You may ask Mr. Mr. López: Hello! Paty?
López questions now. Paty: Dad! Where on earth are you? I’ve been
Journalist 1: Good morning Mr. López. I’m Simon worried sick.
Little from the Evening News. Can you tell us what Mr. López: I’m stuck on the bus.
happened? Paty: What do you mean stuck? What bus?
Mr. López: Well, I was on my way to Mexico City to Mr. López: The bus from Torreón. I took a nap and
see my daughter, but I don’t like traveling, so I put when I woke up I was all alone and it was so dark
my headphones on and fell asleep. I slept all the trip I couldn’t see anything. I had to turn my cell lamp
from Torreón to Mexico City and when I woke up the on. I was scared to death, and confused, and …
bus was dark and empty. I couldn’t see anything. Paty: I can’t believe my ears! No one noticed you
Journalist 2: How did you feel? were there?! Have you tried to open a door?
Mr. López: Oh, I was really mortified! I grabbed my Mr. López: Yes, but it’s too stiff. I’m so nervous.
cellphone and turned on the light. Then, I tried to I don’t know what to do. If I have to wait here
open the bus door, but it was locked. much longer I’m going to have a heart attack.
Journalist 1: So what did you do then? Paty: Calm down, dad. I’m right here. Did you call
Mr. López: I phoned my daughter. emergency services or the bus line?
Journalist 2: Why did you decide to phone your Mr. López: I don’t know any local numbers,
daughter? my girl. Please make the calls and help me
Mr. López: Well, I don’t know anybody here in Mexico get out of here! I’m so stressed!
City and I had no other phone numbers. Paty: Don’t worry daddy, I love you.
I’m getting you out of this. p.111
8 12 Read and listen to Conversation B again. Pay attention on how the tone of voice transmits
feelings. Then discuss the questions in small groups.
1 When emotions are strong, is the tone of voice higher or lower?

2 When emotions are strong, is the speed faster or slower? You can g
o
on pages to your Reader
76 to 84 to
read ano
th
Emotions like excitement, stress, or fear are better an unexp er example of
ected
expressed by using a high tone of voice and situation. Reader
Chapter
accelerating speed a little. Calmer emotions use
s
ill
6
Sk
a more neutral tone of voice and normal speed.
9 Work in pairs. Role-play Conversation B. Try to reflect the emotions with the correct tone of voice
and speed.
Unit 6 99
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10 To prepare the unexpected situation you are going to share at the end of this unit, follow the
instructions:
You will share your unexpected situation with your partners, so it will be informal and
personal.
1 Make a list of the feelings and emotions related to your experience.
2 Add some notes about which are more important to stress with tone and volume.
g to me.
1 My family and friends didn’t say anythin
Emotions and Feelings: Disappointment
Notes: Low tone of voice, normal speed
ned the door, and a lot of people

2 I got home, opeened
shouted “Surprise!”
Emotions and Feelings: Big surprise
Notes: High tone of voice, faster
11 Work in pairs. Share the emotions you identified for your unexpected situation and the way you plan
to use your voice to transmit them.
12 Work in pairs. Think about how well you did and check (✓) the aspects you can do below.
Then ask a partner to evaluate you in the second column.
Aspects I think I can My partner thinks I can
Identify unexpected situations.
Express feelings and emotions

in formal conversations.
Express feeling and emotions
in informal conversations.
Share emotions and feelings
with the correct stress, tone,
and volume.
If you are not sure about your answers, review the previous exercises to
find the correct answers or ask your teacher for guidance if necessary.
CT_SB3_p095_111_U6.indd 100 7/3/19 1:53 PM

Unit
6 Stage 2
Development
1 13 Work in small groups. Listen to a boy sharing an experience and discuss what unexpected things
happened to him.
2 Work in pairs. Read the underlined phrases from the conversation you just listened to and decide
what kind of clues they belong to.
Marco: Let me tell you something really embarrassing Marco: Then, the bus arrived, and we got on. I was
that happened to me yesterday. I was standing at the looking for my wallet in my backpack when, suddenly,
bus stop waiting for the bus when Laura, the girl I I realized I had left it home. Again, I couldn’t believe
like from school, arrived. my luck!
Lucy: How exciting! Did you talk? Lucy: Do you mean you lost your wallet?
Marco: Yes. She said hello and asked me how I was. Marco: No, I just forgot to put the wallet in my
I told her I was great. Then she asked where backpack. That never happens to me. I was frustrated!
I was going. Next,, I told her I was going to the I wanted to pay for Laura’s bus fare.
market, and guess what … Lucy: Oh, Marco. That was terrible! What did you do?
Lucy: What? I’m dying to know! Marco: Well, in the end, Laura told me not to
Marco: She said she was going there too, and we worry and offered to lend me the money
could go together! I couldn’t believe my luck! to pay for my bus fare. I was really
Lucy: And then what happened? embarrassed! p.111
Anticipate the kind of experience it was. Help understand the order of events.
Announce that something

unexpected happened.
Unit 6 101
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Toolbox
• Notice in the conversation the words you classified as clues to understand the order of events in
Exercise 2. Write them.
1 2 3 4
To indicate sequence when you share an experience it is helpful to put events in order and use words to specify
the sequence when you tell your events.
3 Work in pairs. Look at the words that help understand the sequence of events and use them to tell
each other the main events of the conversation in order
order.
A: The first thing was that Marco was standing at the bus stop when Laura arrived.
B: Next, they talked and saw they were both going to the market.

4 Think about the unexpected situation you are going to share as Final Product. Order the events in
the sequence they happened.
CT_SB3_p095_111_U6.indd 102 6/12/19 12:22 PM

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5 Look at the conversation from Exercise 2 and write the lines that give details of what Marco and Laura
said during the event.
She said hello and asked me how I was

.
Toolbox
• Put the sentences you wrote in Exercise 5 about what Marco and Laura said next to the exact words that
were used in the moment things happened.
1 “Hello, Marco! How are you?” She said hello and asked me how I was.
2 “I’m great, thank you.”
3 “I’m going to the market.”
4 “I’m going there too. We can go together.”
5 “Don’t worry. I can lend you the money.”
The exact words we say are expressed in direct speech with quotation marks ((“Hello, Marco! How are you?“).
When we tell someone about a past event we share what people said using indirect speech (She said hello and
asked me how I was). Notice that in indirect speech the present becomes past.
Unit 6 103
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6 Work with the events of your unexpected situation that you ordered in Exercise 4. Think about
what people said during the events and include them as details.
Main Events Details (When, where, what people said.)
No one gave me a birthday wish. On my birthday last year.
I got home and opened the door. I asked, “Is anybody home?”
I heard people shouting. They shouted, “Happy Birthday Pepe!”
Main Events Details (When, where, what people said.)
7 14 Work in pairs. Read and listen to the lines from the conversation in Exercise 2 and discuss the
questions.
Marco: Next, I told her I was going to the market, and guess what …
Marco: I was looking for my wallet in my backpack when, suddenly, I realized I had left it home.
1 Do you think the underlined expressions are used to create suspense before something unexpected?
2 Do you know similar expressions in English or in your mother tongue?
CT_SB3_p095_111_U6.indd 104 6/12/19 12:22 PM

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Toolbox
Notice that when you use expressions like suddenly or guess what to create suspense, it is very helpful to reduce
your speed for better effect. You will find these expressions useful when you share past events to create interest
with the suspense and emphasize how unexpected things were.
• Practice with a partner reading out loud the phrases you listened to in Exercise 7, and try to reduce speed
to create an effect of suspense.

8 Work in pairs. Exchange as an oral testimony your personal unexpected situations you chose for the
product. Remember to include words for suspense and what people said.
ions such as:

When it is your turn to listen, participate by asking quest
that?
What happened next? Then what happened? Why do you say
A: Let me tell you something that happened to me last year. It was my birthday and no one
remembered it.
B: Why do you say that?
A: Well, I received no birthday wishes during the day, but guess what ...
B: What happened?
A: I got home in the afternoon. I opened the door, and it was very silent. I asked if anyone was there
and, suddenly, a bunch of people shouted “Happy Birthday!”
B: What happened next?
A: All my family and friends were there and we had a small party. In the end, they told me it was a
plan to pretend they forgot my birthday to surprise me.

9 Answer the questions with what you learned.
Aspects What I learned

In what ways can you share what people said in a
past event?
In what ways can you create suspense when sharing

unexpected events?
10 Compare your answers with a partner. If your answers are different, go back to Exercises 1 to 7
and ask your teacher for guidance.
Unit 6 105
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Unit
6 Stage 3
Development
1 15 Work in pairs. Listen to the conversation and then tell each other what things you remember
the girls said.
A: The girl said her mom made her feel nervous.

B: Yes. And her friend answered “how stressful!”
2 Work in pairs. Read the conversation you listened to and take turns to ask each other the
questions below.
Silvia: Pam, let me tell you something totally Pam: What happened then?
unexpected that happened to me at school today. Silvia: Well, the whole morning I kept hearing a lot of
Pam: Ok, let’s hear it. whispering and caught many classmates … staring at
Silvia: I had a bad night and I got up late for school. me. I was incredibly uncomfortable.
And my mom made me feel very nervous. She told me Pam: What happened next?
to hurry up like ten times in five minutes. Silvia: At recess I sat down with Claudia. We were
Pam: How stressful! talking and, suddenly, she started laughing loudly.
Silvia: I got dressed in a minute and I obviously did I asked her what was so funny and she pointed at my
not have time for breakfast. I made it to school right feet. I looked down, and guess what …
on time. Suddenly, I noticed everyone in class was Pam: What?
… I don’t know the word … I mean looking at me Silvia: I was in such a hurry this morning that I never
without taking their eyes off me. noticed I had put on different right and left shoes!
Pam: Staring? Were many of your classmates staring They were not a pair! They were not even alike!
at you? I was truly embarrassed!
Silvia: Yes! I looked myself in the mirror to check if Pam: Oh no! That’s why everyone was
my face was clean and my hair well-combed. staring at you!
I looked fine. I was extremely confused and couldn’t
understand anything. p.111
1 How unexpected was the situation for Silvia, a lot or a little?

2 How uncomfortable did Silvia feel in class, a lot or a little?
3 What words revealed to you the answers to the previous
questions?
3 Read the conversation in Exercise 2 again and underline what Silvia says when she doesn’t remember
how to say staring.
When you have a trouble remembering a word you need, you can
use other words to describe it or you can slow down or use
s
ill
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synonyms. For example, It’s like a ball, but it can float.
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3
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4 Look at the underlined words in the conversation in Exercise 2 and complete the statements.
1 The underlined words that describe things or feelings are: unexpected, nervous,
2 ds more intense are: totally, very,

The underlined words that make the description words
Toolbox
Adjectives such as nervous or confused are very useful to describe personal experiences. When you add degree
adverbs, you can transmit more intensity in the feelings. Use them to describe to others your unexpected
situation for your Final Product.
Examples: extremely nervous very confused truly embarrassed

5 On page 100, you identified some emotions you experienced in the unexpected situation you are
preparing to share. Use that list to add words to intensify those emotions you think can be stronger
and be sure you include them when you present your oral testimony.
• very disappointed
• truly surprised
In the sto
ry
in your R on pages 74-84
eader you
more exa can find
m
express e ples of how to
m
and inten otions
sify Reader
them. Chapter
6
Unit 6 107
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6 Work in pairs. Role-play the conversation in Exercise 2 with the help of the list of tips below. Exchange
roles and practice the conversation again. Help each other notice what you can improve.
• Use a strong tone of voice for intense feelings.

• Slow down when you describe the word you don’t know.
• Slow down to create suspense after express
essions
ions like
suddenly or guess what.
• Explain slowly with other words things you forget.

7 Think about the unexpected situation you will share as a Final Product and make a list of tips to
share the emotions you identified in Exercise 5. Use the checklist in Exercise 6 as a guide.
• If you have a recording device and want to try a different way to practice more, record your
role-play and review if you did what is on your checklist.
8 Work in groups. Take turns and give constructive feedback to your partner about his / her
performance. Use the checklist from Exercise 6 you used to role-play the conversation as a guide to
give each other feedback.
I think you really used a I agree, but what I like the

strong tone of voice when most is how you slowed
expressing intense feelings. down to create suspense.
To review how to share an unexpected situation listen again to the conversation in Exercise 1 and use
the checklist and the feedback you received to identify those areas where you can improve.
CT_SB3_p095_111_U6.indd 108 6/12/19 12:22 PM

Closure
Final Steps
1 Prepare yourself to share your unexpected situation. Use the checklist below and review your story
in your mind.
situation in sequence.
Mention the events of your unexpected
said, your feelings.
Give details: time, place, what people
ng emotions.
Raise your tone of voice to express stro
ions like suddenly or guess what.
Slow down for suspense with express
y feelings that need strength.
Make sure you add words that intensif
2 Work in small groups. Rehearse sharing your unexpected situation to prepare for a class presentation
of oral testimonies. Take turns to share your situations and use the previous checklist to give each
other feedback on what to improve.

3 Now that you have selected a past unexpected situation, decided on the sequence of main events
and the details to add, and rehearsed your presentation, you are ready for a session of oral
testimonies. Go back to your Planner on page 96 and check (✓) what you did to accomplish it.
Socialize
4 Work as a class. In turns, each of you will present your oral testimonies of a past unexpected situation
for the whole class.
5 Listen respectfully to all the unexpected situations and make notes about what you lik
like about
the presentations of your classmates.
6 Share as a class some of the notes you made about the presentations.
1 Why did you choose the unexpected situation you shared?

2 What was enjoyable or interesting about some of the situations you listened to?
Unit 6 109
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Assessment
1 Now that you have finished this unit, answer the questions so you recognize those aspects where you
need to improve. Share your answers in small groups.
1 Do you need help to make notes in English?

2 How well do you think you can identify feelings and emotions?
3 What should you include when you describe an unexpected situation?
4 What can you do to understand better when you listen to an oral testimony?
5 What can you do to improve your performance?
2 Now that you have presented your oral testimony, discuss and answer if there’s something you could
see in your classmates’ work that you can try to do to improve.
My Final Product Performance I think My partner thinks

My unexpected situation had all the elements and there were
enough details like emotions, feelings, time, and place.
My unexpected situation was interesting for my classmates.
In my presentation, I mentioned the events of my unexpected
situation in sequence.
I used words to intensify feelings that need strength and raised
my tone of voice to express strong emotions.
I slowed down for suspense with expressions like suddenly or
guess what.
3 Get together with classmates you worked with as a group during the unit and describe together your
teamwork performance. Discuss what you all need to improve.
We took turns and listened to others attentively.

We helped each other prepare for our presentation.
We offered constructive and respectful feedback.
We accepted and respected all the ideas and suggestions.
5 Go back to the Initial Assessment on page 96. In small groups, discuss how you progressed in this unit.
CT_SB3_p095_111_U6.indd 110 6/12/19 12:22 PM

Glossary
alone (adj) – without anyone with you, if you are stiff (adj) – if something that should move easily
alone, there is no one else with you is stiff, it does not move or operate as easily as
alright / all right (adv) – used for saying that you will you expect
allow someone to do something, or you do not mind if stuck (adj) – caught or held in a position so that you
they do it cannot move
arrive (v) – to reach a place, after having been trip (n) – an ocassion when you go somewhere and
somewhere else come back again
asleep (adj) – not awake truly (adv) – very
close (adj) – connected by shared interests and shared unexpected (adj) – something that is unexpected is
feelings such as love and respect surprising, because you did not expect it at all, or you
comb (v) – to make your hair neat with a comb expected it to happen in a different way
dark (adj) – lacking of light wake up (v) – to stop sleeping
daughter (n) – your female child wallet (n) – a small flat case that people keep money,
embarrassed (adj) – ashamed of something and credit cards, and small documents in and usually carry
worried about what other people will think of you in their pocket or purse
embarrassing (adj) – making you feel nervous, whisper (v) – to say something very quietly so that
ashamed, or stupid other people cannot hear you
empty (adj) – containing no people worried sick (exp) – extremely worried
fare (n) – the money that you pay for a trip
get on something (v) – to get into a bus, plane,
or train
grab (v) – to take hold of something in a rough or
rude way
headphones (n) – a piece of equipment that you wear
over your ears to listen to something without other
people hearing it
hurry up (v) – used for telling someone to do
something more quickly
lend (v) – to give someone something for a short time,
expecting that they will give it back to you later
locked (adj) – if something is locked, it is firmly fixed
or held in that position
luck, not believe your (phr) – to feel that something
extremely lucky has happened to you
market (n) – a public building or place where people
sell and buy goods
mirror (n) – a piece of special glass in which you can
see yourself or see what is behind you
nap (n) – a short sleep, usually during the day
party (n) – a social event at which people meet to
celebrate something or to have fun by eating and
drinking, dancing, playing games, etc.
shout (v) – to say something in a loud voice
stare (v) – to look at someone or something very
directly for a long time
Unit 6 111
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Stage 2
Read narrative texts and
understand general sense,
main ideas, and details.
Stage 1
Select and review
narrative texts.
Unit 7 Stage 3
Describe characters.
Social Practice
of the Language:
Read fantasy or suspense
literature to evaluate cultural
differences.
Stage 4
Complete and write sentences
based on characters’ actions
and features.

Recreational and Literary Understanding oneself and others.
Opening
1 Work in groups. Discuss and answer the questions.
1 What differences
ences are there between fantasy and suspense stories?
2 Which fantasy or suspense stories have you read?
3 What texts do you pref
prefer to read?
CT_SB3_p112_134_U7.indd 112 6/12/19 12:35 PM

Initial Assessment
In this unit you will make a comic book. Discuss in small groups the following aspects. Then check (✓)
( the
statements that best describe how well prepared you feel.
1 I can read a story in English and understand it. 3 I can rephrase stories in English.
I sometimes find it difficult to understand I find it difficult to rephrase stories in English.
stories in English. I can’t rephrase stories in English.
I can’t read stories in English and I don’t like it.
2 I can describe characters in English.
I find it difficult to describe characters in English.
I can’t describe characters in English.
Planner

2 Sharing texts in groups to select one. 116
Places, people, objects, and cultural aspects from the events that
3 118
happened in my story.
4 Notes about the main characters and main events of my story. 118
5 Timeline with the main events of my story. 119
Reviewing the tenses and the sequence of events of my story. 120
6
Development Planning for my comic. 122
7 List of words to describe the main characters of my story. 125
Adding actions to my scene plan. 125
8
Character cards. 126
9 Making my comic strip, including speech bubbles. 130
10 Paragraphs with information about my comic. 131
Final version of my comic with the paragraphs explaining it. 132
11
Presenting my comic. 132
Closure Class discussion to compare and contrast similarities and differences
diff
132
12 about cultural aspects in my story.
Assessment. 133
Unit 7 113
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Unit
7 Stage 1
Development
1 Read the covers of the book Great Heroes and look for
or the elements in the box on the covers of the book.
author title synopsis publishing house
author’s biography year and place of publishing
back cover
Great Heroes
G reat Heroes is a fantasy novel by
the young rising author Ixchel
Gutiérrez. The protagonists are two
by Ixchel Gutiérrez
best friends, Den Vok and Raster front cover
Iska, who acquire super powers.
These brave teenagers had worked
together to protect the city of
Great Heroes
Maxipolis for a long time. Thanks
to them, Maxipolis was a safe city
and a nice place to live, until things
started to change.
The novel has been translated
into several languages and turned
into a popular comic series.
inside cover
I xchel Gutiérrez is a young

Mexican author who has
acquired world fame with her
colophon first ovel, Great Heroes. She
is proud of her relationship
with her friends, which is
where she got the inspiration
Editorial Amoxtli © 2017 for her characters.
Printed in Mexico City, Mexico.
p.134
2 Work with a partner and ask each other questions about where to find the elements you identified.
A: Where is the name of the author?

B: It’s on the front cover.
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3 Read the covers of the book The Adventures of Inspector Morley and discuss the topics in the list to
compare them to the book in Exercise 1.
The Adventures of Inspector Morley • Type of text

entertain)
Volume 2, the second of Sir Jonathan
• Purpose (to inform or
Livingstone’s trilogy, it is a masterpiece
of suspense for teenagers. If you like • Audience
suspense with a touch of humor, this • Characters mentioned
s
is the book for you. In this novel the • Place where it happen
antagonist is the British thief “The
Crumpet,” famous for leaving objects
in place of the things he steals.. In his
first obbery this infamous
thief left a crumpet in place
A: Great Heroes is a fantasy novel,
of the crown he had stolen, while The Adventures of Inspector
and this is how he got his Morley is a suspense story.
name. Clever and astute, B: I think both books are for
but perhaps not as clever
as Inspector Morley and his teenagers.
faithful assistant Nikita.
Sir Jon
Livingsatthan
British one was a
diplomawriter and
most of t.
t He sp
ent
and trav his life living
places; elling to exoti
c
of his idhe credits many
e as
from this originating
he was . In 1956 p.134
recognitknighted in
life-longion of his
to the a contribution
have be rts. His novels
big scre en taken to the
en.
Unit 7 115
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4 Choose a suspense or fantasy book you find interesting. You are going to make a comic book
about it. If you can’t use a library, choose one of the texts from this unit or use your Reader.
Read the covers and write basic information about it.
Title: On pages
8
Reader, y 8-101 of your
Author: entertain
ou will fin
d an
Publishing house: in
classic su g
sp
Year and Place of publishing: story writt ense
e Reader
Synopsis (What it will be about): Bram Sto n by Chapter
ker. 7
5 Work in small groups. Exchange the information about the books you found. Share ideas about each
book and vote to select the one you like the most. If the book is too long, just choose a chapter or a
fragment. Give reasons why you like it.
A: I prefer Great Heroes because I like books that are about

superheroes.
B: I think I want to work with The Adventures of Inspector Morley
because I like to learn about other cultures.
C: I agree. I think a story in another country could be more exciting.
The name of the story we chose is:

6 Work in pairs. Check what elements of a book you can review to select a narrative text to read.
Type of text Purpose Audience Characters Place
7 How do you feel about the elements you selected in Exercise 6?
I don’t understand. I understand with examples.

I need some help. I can explain to someone how to do it.
s 1 to 6.
If you answered you don’t understand or you need some help, review Exercise
CT_SB3_p112_134_U7.indd 116 7/3/19 3:18 PM

Unit
7 Stage 2
Development
1 Work in small groups. Read the text and when you finish, discuss the questions below about the
underlined words. Look up the words in the Glossary if necessary.
Chapter 11:
The Finale
1 The Crumpet had eluded the authorities for a whole year and had not been caught yet. What’s
more, exactly a year had passed since the Crumpet’s first robbery on December 31 . Since then,
st
the Crumpet had already committed four thefts,, leaving different objects at each site: the first
one was a crumpet,, and since then, the police gave the thief this alias. Then were left a scone,
–all so terribly British. But this time, Inspector Morley and his faithful
a bowler hat, and a teacup–all
assistant Nikita were one step ahead. They made a plan to capture the Crumpet in the act. They
had received a tip from Scotland Yard, the headquarters of the London police. Apparently, the
Crumpet intended to strike again on New Year’s Eve at Lord and Lady Byron’s New Year’s Eve
party that gathered the most wealthy and powerful people in Britain.
2 There were hundreds of guests that evening all wearing costumes and masks, but more importantly,
they were wearing their most expensive jewelry and accessories. There were guests dancing in
the ballroom while others were chatting in the Grand Hall. Guessing where the Crumpet would
strike was impossible, but Inspector Morley had a theory. He believed the Crumpet would not
expose himself by robbing at the actual party and that, instead, he would try to steal Lady Byron’s
valuable tiara from her safe. The detective’s plan was to hide with Nikita in the library, where the
safe was, to wait for the Crumpet to show up. Inspector Morley was hiding behind the curtain
safe
while Nikita was hiding under the desk by the safe.
3 The clock was announcing the end of the old year and the beginning of the new when a short slim
figure, dressed in black and wearing a mask climbed in through the library window. It was pitch-
black, but Inspector Morley and Nikita were wearing special nighttime-vision eyeglasses. The
thief walked up to the safe and was about to open it when Nikita jumped and started struggling
with the robber. At that moment, Inspector Morley tapped the Crumpet on the shoulder and very
politely exclaimed, “So sorry, old fellow.” and proceeded to use the tip of his umbrella to spray
the robber’s eyes with pepper spray.
4 The next day the newspaper headlines were all about the
notorious Crumpet, but not about how Inspector Morley and
Nikita had caught this infamous thief, but about the fact the
Crumpet turned out to be a “she” and not a “he.” To everyone’s
surprise, all these months, it had been a woman evading the
authorities all along.
The Adventures of Inspector Morley 187
p.134
1 Are the underlined objects common where you live?
What objects do you think the robber
r would leave Identifying places, names, and certain
in a story set in Mexico? objects can help you know where the actions
2 Do we have aristocratic titles like Lord and Lady in in the story take place and help
you notice certain cultural aspects.
Mexico? Think of names these characters could have
This can help you understand and
s
ill
in a story set in Mexico.

Sk
enjoy a text better.

3 How do you call the headquarters of the police in Mexico?
Unit 7 117
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2 Read the text you chose for your Final Product. Find names of places, people, or objects in the
first paragraphs that can reveal where the events happened and the culture you will find to help you
understand your story better.
Our story happens in

Reading the story, I can learn more about the culture of
3 Read the Skills box and the story from Exercise 1 again and put the number of the paragraph next to
its description.
1 This paragraph describes the climax of the story.

2 This paragraph concludes the story with a twist.
3 This paragraph provides some background information.
4 This paragraph sets the scene.
The main characters appear during the most important events of the story. Incidental
characters do not affect too much the main events and appear only once or occasionally.
In narrative texts, there are usually some introduction parts that give background
information or explain what happened before the main event. The most important
events develop until they reach a climax and conclude. Sometimes there are
s
ill
Sk
unexpected events or twists which are common in suspense texts.

4 Work in groups. Read again the story you selected together and make notes about the main
characters and the main events that develop until the end of the story.
Main Characters: Main Characters:

Nikita, Inspector Morley, the Crumpet
Main Events: Main Events:
Nikita and Inspector Morley make a plan.
They hide in the library and wait. The Crumpet
arrives.
They capture the Crumpet after a struggle.
The identity of the Crumpet is revealed.
CT_SB3_p112_134_U7.indd 118 6/12/19 12:35 PM

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5 Work in pairs. Read the events from the story in Exercise 1 and identify which ones are placed in the
timeline. Discuss why some events listed don’t appear in the timeline.
Events
The Crumpet once left a teacup in the crime scene.
The Crumpet and Nikita struggle and Morley sprays pepper gas on the robber’s eyes.
Inspector Morley gets a tip from Scotland Yard and makes a plan with Nikita.
Nikita and the inspector wear night vision glasses.
The Crumpet’s identity is revealed.
The Crumpet had eluded the authorities for a whole year.
The Crumpet enters the library through the window.
The Crumpet had eluded the The Crumpet and Nikita struggle and Morley
authorities for a whole year. sprays pepper gas on the robber’s eyes.
1 2 3 4
Inspector Morley gets a tip from Scotland The Crumpet’s identity is revealed.
Yard and makes a plan with Nikita.
Making timelines is a way to determine the main events A: When the Crumpet left a teacup
and the order in which they happen. This will wasn’t included in the timeline.
help you understand a story better. Timelines B: I think that event was important
don’t include background information or for the character but it wasn’t
s
ill
Sk
details, just the main events that happen. important for the story.

6 Work in groups. Make a timeline with the notes you previously wrote about the main characters
and main events of the story you selected for your Final Product.
1 2 3 4 5
Unit 7 119
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7 Work in pairs. Look at the sentences from the story in Exercise 1 and decide the order in which they
happened.
They made a plan to capture the Crum

pet in the act.
Yard.
They had received a tip from Scotland
Toolbox
Stories are usually narrated in the past. When narratives in the past want to refer to an event that happened
previously, further in the past, they use the verb form had + past participle (past perfect). So in the examples, first
they received the tip and then they made the plan.
The past participle of most verbs is identical to their simple past form (wanted, tried, etc.), but irregular verbs
follow no rules.
• Look in the text for more examples of verbs formed with past perfect had + past participle)
ect ((had participle and discuss
with a partner when they happened in the sequence of events.

8 Work with your Final Product team. Review the text you are reading and the sentences of the
main events you wrote, and check that they are in the correct tense. Discuss when these events
happened and write them. If necessary, correct your timeline.
1 The Crumpet had eluded the

f a whole year.
authorities for
a
2 The Crumpet and Nikita made
plan to capture the Cru mpet.
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9 Work in pairs. Read the story from Exercise 1 again and compare it to the comic below
below. Discuss what
paragraphs in the story are represented in the comic and which are not.
A: The second
This is picture belongs
1 too easy! 2
to Paragraph 3
in the story.
B: I think Paragraph 1
is not represented in
So sorry, 4 the comic strip.
old fellow.
3
10 Work in small groups. Read the sentences and discuss if they describe narrative texts or comics.
Use the comic from Exercise 9 and the story in Exercise 1 as reference.
1 This text has more opportunities to give detailed background information.

2 This text presents the actions of main events with pictures.
3 This text requires the reader to imagine the appearance of the characters described.
4 This text adds what characters say and think in bubbles with small sentences.
I think narrative texts give more I agree. Comics use

background information than comics. very little text.
Stories can be adapted into comics by identifying the main events and presenting
them in a sequence of pictures. Comics don’t describe characters or
actions because we see them in the pictures; in narrative texts we have
to imagine what the words say. Comics select important things
s
ill
Sk
characters think and say and put them in short sentences inside bubbles.
Unit 7 121
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11 Get together with your Final Product team to plan a comic about the story you selected. Plan
your comic by deciding what events from your timeline will become scenes in your comic. Define the
characters that will appear in the scenes.
Planning my Comic Planning my Comic

Scenes
Scenes
• Scene 1: The Crumpet enters through
the window.
• Scene 2: The Crumpet goes to the safe
and Nikita jumps to capture her
Characters
The Crumpet, Nikita
Characters
Don’t include incidental characters in your

scene if they are not really necessary.
12 Check (✓) the strategies you think you can use now to understand narrative texts better.
Identify main ideas, details, and characters.

Make timelines to understand sequence of events.
Use verb forms to understand order of events.
If you are not sure you can do this, do again

the exercises by yourself. To review main ideas,
details, and characters, go back to Exercises 3 and
4; for timelines, go back to Exercises 5 and 6; for
verb forms, go back to Exercise 7. If you need
more guidance, ask your teacher for help.
CT_SB3_p112_134_U7.indd 122 6/12/19 12:35 PM

Unit
7 Stage 3
Development
1 Work in pairs. Read the text and discuss which of the superheroes mentioned you like better and why.
Chapter 2:
SUPERHEROES
TO T H E R E S CU E
D
en Vok was 30 years old and he had short, to be in every place they were needed, but it was
black hair, and brown eyes. He was tall, impossible. There had been way too much chaos
athletic,, and very strong. He had the ability in Maxipolis and these superheroes needed to
of controlling light and darkness with his find a solution quickly. After a long conversation,
special glasses. He always carried a reinforced the superheroes decided they needed help and
titanium shield that protected him when fighting
fightin asked themselves what they could do to get some
enemies. What people in Maxipolis liked a lot extra hands to fight crime. They came up with a
about him was that he was funny and patient with solution: they would organize a convention with
children. He always had time to talk to children and all the superheroes that protected the planet and
take a picture with them. ask them to work together as a league to defend
Raster Iska was only 22, but she had started the people of Maxipolis.
fighting crime since high school. She had psychic What a group they assembled!
assembled Mos Ber and
powers that gave her the ability of moving objects Abravia accepted immediately to take part in the
with her mind. Her strong mind also gave her the glorious league. Mos Ber said he was the strongest
ability of reading other people’s thoughts. She man on Earth and had the ability of lifting heavy
was also tall and slim, with beautiful blue eyes and objects. He could lift a building effortlessly. Mos Ber
blond hair. The citizens of Maxipolis liked Raster was very optimistic and everyone liked that about
Iska because she was brave and perseverant. him. Abravia told them she could travel in time to
She never gave up no matter how difficult the help people escape from danger. Abravia was kind
circumstances were. and Raster Iska was happy to have another girl
Things started to change in Maxipolis. It was in the group. The four superheroes piled up their
such a nice and peaceful city that it attracted the hands together to make a pact. Den Vok said he
attention of many villains. Crimes began happening was very grateful. Raster Iska couldn’t be happier.
in many places at the same time, and Raster Iska She looked at them joyfully and said it was the
and Den Vok were very busy. They tried desperately beginning of an unbreakable super friendship.
Great Heroes 27
p.134
A: I think the best superhero is Abravia C: I have a different opinion. I think it is dangerous
because she doesn’t have to fight. She to change things in the past. There can be
travels in time and rescues people before unpredictable consequences in the present.
bad things happen. D: I also disagree. I prefer a typical superhero with
B: I agree with you. It’s a great superpower. extraordinary strength. I think that’s more exciting.
Unit 7 123
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2 Go back to the text in Exercise 1 and look at the underlined words. With a partner classify them in
words that describe physical appearance, words that describe personality, and words that describe
how an action is done.
Physical appearance:
Personality:
How an action is done:
Toolbox
We use adjectives to describe what characters look like. We put them before the word we want to describe (blue
(
eyes) or after the verb to be (He was optimistic) to describe the subject. We use adverbs to describe the way
actions are done. We used them after verbs (accepted immediately).
move deduct, etc. You

When we describe the abilities of characters, we can use action words (verbs) like lift, move,
can turn them into things (like abilities) by adding an –ing ending to them. For example, we can use control + –ing
to say the ability of controlling light and darkness. These kinds of words (adjectives
(adjectives, adverbs, and verbs to
describe ability) are very useful to describe characters and what they do.
3 Work in pairs. Try finding other similar words (adjectives, adverbs

adverbs, and verbs that describe abilities)
in the story from Exercise 1 and write them in the correct box.
Adjectives Adverbs Verbs that

describe an ability
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4 Work with the text you chose for your comic. With your teammates, look for words that describe
the main characters from the story that you will use in the scenes of your comic. This will help you
decide how to draw them. Make a list of words that best describe your main characters.
Words to describe Words to describe my charac

ters
my characters Character:
Character: Raster Iska
Physical appearance:
Physical appearance: tall, slim,
blue eyes, blond hair Personality:
Personality: brave, perseverant
Character: Character: Character:
Physical appearance: Physical appearance: Physical appearan

ce:
Personality: Personality: Personality:
5 Keep working with your text to find words that describe the actions you will put in the scenes for
your comic. Use the scenes you planned in Exercise 11, page 122 and write notes about how actions
should be pictured in the comic.
Scene: The superheroes pile their hands to make a pact.

Raster Iska looks at them joyfully.
Scene Plan
Unit 7 125
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6 Get together with your group and discuss abilities or things the main characters from your story
can do. Use these abilities and the description words you prepared in Exercise 4 to make a character
card for each person that will appear in your comic.
Raster Iska Den Vok

• Physical appearance: tall, slim, blue • Physical appearance: tall, athletic,
eyes, blond hair brown eyes, short black hair
• Personality: funny and
• Personality: brave,
perseverant patient
• Abilities: superhuman
• Abilities: ability of
reading other people’s powers, ability of controlling
thoughts and moving light and darkness, and
objects with her mind. lifting enormous
rocks.
Character: Character:
• Physical appearance: • Physical appearance:
• Personality: • Personality:
• Abilities: • Abilities:
Character:
Character:
• Physical appearance:
• Physical appearance:
• Personality:
• Personality:
• Abilities:
• Abilities:
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7 Work as a class. Share what you think about the text of superheroes in Exercise 1 based on the
questions below.
1 What do you think about the superheroes? Are they original?

2 Do you like fantasy stories with superheroes? What do you think about stories like this?
3 Is it common in your community to read about superheroes?
4 Would you like to read more about this story?
I think Abravia is a very original

I believe these superheroes are not original.
superhero. I would like to read
There are many like them in other stories.
more about her adventures.
I think they are boring.
Well, honestly I don’t like superheroes.

I liked the idea of a group of superheroes I prefer characters that are more
working together. Maybe it’s not original, realistic. I didn’t like the story at all.
but I like stories like that!
8 Work with your Final Product team. Tell your partners to help you complete the table. If you disagree
with your partners’ descriptions, ask your teacher for guidance.
I can do it with help

Even with help I can do it
Aspects or if I have
I don’t understand. on my own.
an example.
I can understand descriptions of characters
in texts.
I can describe the characters I have read about.
I have discovered new tools to describe
characters.
If you answer that you don’t understand even with help, go

back to Exercises 1 to 6 to review about how to describe
characters and what tools could be helpful to understand
descriptions of characters in texts.
Unit 7 127
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Unit
7 Stage 4
Development
1 Work in pairs. Review the article Superheroes to the Rescue on page 123. Each of you will choose one
superhero. Ask each other the questions below to describe the characters you chose.
1 Is your character a man or a woman? 4 What abilities does he / she have?

2 What does he / she look like? 5 Do you remember something your character said?
3 What is his / her personality like?
Raster Iska is brave and perseverant.

What is her personality like?
2 Read these sentences from the chapter Superheroes to the Rescue on page 123 and write the
sentences that describe what the characters say below.
• Den Vok said he was very grateful. ger.

in time to help people escape from dan
• Abravia told them she could travel
Toolbox
Narrative texts can include what people said in indirect speech, like the example sentences, or with quotation
marks (“) in direct speech. Comics only use brief lines in direct speech and put them in speech bubbles, and mostly
in the present tense (I am very grateful!).
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3 Put what the characters said in the story you read on page 123 as they would appear in a comic.
Den Vok said he was very grateful.

Abravia told them she could travel in time
to help people escape from danger.
Mos Ber said he was the strongest man on Earth

and had the ability of lifting heavy objects.
Raster Iska looked at them joyfully and said it was

the beginning of an unbreakable super friendship.
I am very grateful!
1 2
3 4
Unit 7 129
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4 Get together with your Final Product team. Go back to Exercise 5 on page 125 and add more
sentences to your notes about what the characters will say in a speech bubble. Remember to use
direct speech.
Scene Plan
outside a building in a
Scene 1: Raster Iska and Den Vok have a conversation
city. They look worried
“What can we do? We need help.”
5 Now you have all you need to make your comic. Follow your scene plan and character
descriptions to draw each panel. If possible, use your notebook or do it on construction paper and
make sure your pictures show the actions and appearance of characters.
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Toolbox
When you make a list of several things in a sentence, like a list of physical characteristics, separate each item with
a comma and add the word and before the final one to indicate it is the last item on the list. Don’t forget to put a
period (.), a question mark (?), or an exclamation mark (!) to finish your sentences.
6 Look at the sentences that describe characters and discuss what is the correct punctuation when you
make a list of different
erent physical characteristics in a sentence.
Den Vok was 30 years old and he had short, black hair, and brown eyes. He was tall, athletic, and very strong.

7 Write some paragraphs in your notebook to complete your product. Answer each of the questions
with complete sentences to form the paragraphs with the help of your comic and character cards.
Paragraph 1: Paragraph 2: Paragraph 3:

What is the title of your comic? What happened? What How did everything end?
Who are the characters? What do they look like? did the characters say?
What are their abilities and characteristics?
The Adventures of Inspector Morley

The main characters of my comic are Inspector Morley, Nikita, and the Crumpet. Inspector
Morley is smart …
8 Read and answer the questions about what you have learned so far. In groups, exchange what you
learned about the topics below.
Criteria My Answers
1 How narrative texts and comics present what characters say
say.
2 What to include in a description of a character.
3 Tips to punctuate paragraphs.
If your partners mention something you don’t remember, go back and solve
again Exercises 1 to 7. If you need more guidance, ask your teacher for
help.
Unit 7 131
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Closure
Final Steps
1 Work in pairs. Exchange the paragraphs your group wrote. Use the checklist below to give each other
feedback to improve your paragraphs.
The ideas are organized in paragraphs.

The first paragraph includes the title of your story and the description of your characters.
The second paragraph explains what happened and what the characters said.
The third paragraph says how the story ends.
2 On a piece of paper, write the final version of your paragraphs with the feedback you received from
other classmates.
3 Paste your paragraphs next to the comic and get ready to present your work to the class.

4 Now that you read the story you selected and prepared a comic about it with the main events and
characters, go back to your Planner on page 113 and check (✓) what you did to accomplish it.
Socialize
5 Present your comic to the class. As you show them the scenes, read your paragraphs out loud for your
classmates to understand the story better
better.
6 After all your classmates have finished, vote as a class for the three best comics in class.
7 As a class, review the winner comics and discuss if the places, the objects, the people, and the culture
are similar or different to the ones you have in your community
community.
1 What was the thing you liked most about the comics the class voted as the best?
2 What was the easiest and the most difficult thing about making a comic?
CT_SB3_p112_134_U7.indd 132 6/12/19 12:35 PM

Assessment
1 Now that you read fantasy and suspense literary texts, check (✓) those aspects that you think you
can do well now.
1 Use the information in the covers of a book.

2 Read and understand narrative texts.
3 Identify the characters and main events in a story.
4 Describe actions and characteristics of characters.
5 Compare elements in a story with my own culture.
2 Now that you created a comic from a fantasy or suspense text, say how well you developed your
Final Product. Think about the comics of other classmates to help you decide your answers and see
what you can improve.
My Final Product I think My partner thinks

My comic had all the elements. There were clear pictures,
dialogs correctly written in direct speech in the bubbles.
My story was interesting for my classmates.
I included the main events and the main characters of the story
in the comic I made.
I identified cultural differences from my text and compared them
with my community.
3 Get together with classmates you worked with as a group during the unit and answer the questions
to describe your teamwork performance. When you finish, write the aspects that you need to improve
next time you work with other classmates.
1 Did all the team members take turns and listen to others attentively?
2 Did all the team members help to prepare for the presentation of the comic?
3 Did all the team members offer constructive and respectful feedback?
4 Did all the team members respect others’ ideas and suggestions?
5 I need to improve
4 Work as a class and discuss together ways to improve on the aspects you think you didn’t do
as well as you wanted. Ask your teacher ffor guidance on how to improve.
5 Go back to the Initial Assessment of page 113. In small groups, discuss how you progressed
in this unit.
Unit 7 133
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Glossary
acquire (v) – to get something, for example by buying Lord (n) – a man who has a high rank in the British
it or being given it aristocracy
assemble (v) – to bring a group of things or people mask (n) – something that you wear to cover part or
together in one place for a particular purpose all of your face in order to hide who you are or for
background (n) – information about what has decoration
happened in the past that helps you to understand the masterpiece (n) – an excellent painting, book, piece of
present situation music, etc., or the best work of art that a particular
biography (n) – a book that someone writes about artist, writer, musician, etc. has ever produced
someone else’s life New Year’s Eve (n) – the evening of December 31st,
bowler hat (n) – a round hard black or brown hat when many people celebrate with their family or
worn by men, especially in the past friends by staying awake until midnight
brave (adj) – capable of dealing with danger or pain, pitch-black (adj) – completely black or dark
without seeming to be frightened proud (adj) – feeling happy about your achievements,
climax (n) – the most exciting or important moment in your possessions, or people who you are connected with
a story, event, or situation, usually near the end publishing house (n) – a company that publishes
colophon (n) – a brief statement containing books or magazines
information about the publication of a book such as rising (n) – the increasing amount of something
the place and date of publication, and the name of the safe (n) – a strong metal box with a special lock, used
publisher for storing valuable things
costume (n) – clothes that you wear at a costume scone (n) – a small soft cake that sometimes contains
party, pretending to be a famous person, an animal, dried fruit
a character from a story, etc. slim (adj) – thin
crumpet (n) – a flat round cake eaten hot with butter spend (v) – to stay somewhere or to do something for
diplomat (n) – an official whose job is to represent a period of time
their government in a foreign country steal (v) – to take something that belongs to someone
effortlessly (adv) – done well or successfully and else without permission
without any effort strike (v) – to make a sudden violent or illegal attack
faithful (adj) – continuing to support someone or be on someone or something
their friend, even in a difficult situation synopsis (n) – a short summary of a book, play,
fame (n) – the state of being famous movie, etc.
headquarters (n) – the place where a company or teacup (n) – a cup for drinking tea
organization has its main offices teenager (n) – a young person between the ages of
infamous (n) – well known for something bad 13 and 19
jewelry (n) – objects that you wear as decoration. theft (n) – the crime of stealing
Types of jewelry are rings, bracelets, and necklaces twist (n) – a sudden unexpected change in a story
knighted (v) – if someone in the U.K. is knighted, they
are given the status of a knight by a king or queen
Lady (n) – used as part of some official title in the
British aristocracy
league (n) – a group of people, organizations, or
countries that have joined together because they have
the same interests or aims
lifting (n) – the act of taking something in your hands
and move it from one place to another
CT_SB3_p112_134_U7.indd 134 6/12/19 12:35 PM

Stage 2
Exchange proposals
and opinions to open
a conversation.
Stage 1
Negotiate a topic
for a conversation about
Unit 8 Stage 3
Ask and answer
questions to go deeper
cultural habits. Social Practice in a conversation.
of the Language:
Talk about cultural habits of
different countries.
Stage 4
Use strategies to keep going
and conclude a conversation
about cultural habits.

Family and Community Exchanges associated with specific purposes.
Opening
1 Work in small groups. Look at the pictures at the top and share if these habits are common where
you live.
Remember that cultural habits are the traditions,
customs, food, etc. that a community shares.
Unit 8 135
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Initial Assessment
In this unit you will have a conversation about cultural habits. Read the task and write usually, sometimes and not
yet according to your experience.
1 I can have a conversation in English.

2 I can ask questions about any topic in English.
3 I can keep going a conversation in English.
4 I can politely provide feedback.
5 I am open to receive feedback.
Planner

2 Brainstorming cultural habits. 138
3 Topic for my conversation. 138
4 Opinions and facts about the cultural habit I chose. 140
5 Conversation to share facts and opinions. 140
6 Practicing interruptions and clarifications 142
Development
Questions about the topic I chose. 145
7
Conversation to get more information and ask ffor clarification. 146
8 Following tips to improve my conversation skills. 147
9 Words to describe elements related to the cultural habit I chose. 149
10 Organizer to practice my conversation. 150
Rehearsing my conversation on cultural habits. 151
11
Feedback to improve when you participate in a conversation. 151
Closure
Conversation about cultural habits. 151
12
Assessment. 152
CT_SB3_p135_153_U8.indd 136 6/13/19 7:16 PM

Unit
8 Stage 1
Development
1 16 Work in pairs. Listen to the conversation and discuss what the students are talking about.
A: They’re talking about cultural habits.

B: I think they're negotiating about what they will talk about.
2 16 Listen to the conversation in Exercise 1 again and check (✓)) the pictures that are about the cultural
habits mentioned.
1 2 3
3 Work in groups. Read the conversation you listened to in Exercise 2 and underline the expressions
where Jimmy and Paola agree or disagree.
Paola: What cultural habit can we talk about? Jimmy: I don’t think so. I don’t know much about
Jimmy: Why don’t we talk about piñatas? other countries.
Paola: Piñatas sound like fun but … In my opinion, Paola: We can share what we know and read a little
they are not a cultural tradition. to have more information.
Jimmy: I don’t agree. In my community, they are Jimmy: I think it is a good topic. Do you
very important for our traditional posadas. All the all agree?
neighbors help make piñatas for the street parties. Paola and Pedro: Yes! p.153
It’s a big deal for us!
Pedro: I agree with Jimmy. But I have another idea.
My family is from Oaxaca, we can talk about the
Guelaguetza.
Jimmy: That’s a good idea! The Guelaguetza is more
than a celebration. You can see how people make
mole, chocolate, or other traditional crafts like their
famous embroidered clothes. There is a lot to say
about people from Oaxaca in this topic.
Paola: Yes, and then we can talk about similar cultural
habits in other countries.
When you want to express your opinions, you

may agree or disagree with others. You can use
expressions such as I agree or I don’t agree to
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share your opinions compared with others’.
Unit 8 137
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4 Work in pairs. Share you own opinions about piñatas.. Do you agree with Jimmy or Paola?
A: I agree with Jimmy because piñatas are very

important in my community.
B: I don’t agree. I think just like Paola, piñatas
are interesting, but they’re not a cultural habit.

5 Work in small groups to start preparing for a conversarion You can g
o
about cultural habits. Brainstorm cultural habits that you all on pages to your Reader
103 to 11
consider interesting for your conversation. Write them here. read abo 2 to
ut
other cult
u
habits. ral Reader
Día de Muertos in Mexico. Chapter
8
6 Work in small groups to define the topic you will use to talk about cultural habits. Express your
opinions and agree on the topic you consider the most interesting.
The topic we agreed to talk about is
7 Read the statements and write a number score according to how you performed during the
conversation to decide a topic.
Aspects My Score
Get together with classmates that think
I could propose a topic and explain my they need more practice and repeat
reasons why we should use it. the conversation from Exercise 6. Ask
I used expressions to agree or disagree with your teacher for help if you need more
the opinions of my partners. guidance.
I listened to everyone’s opinions and helped
to reach an agreement.
KEY
1 I did this well. 2 I had some problems, but I did it. 3 I need to practice more. 4 I need help.
CT_SB3_p135_153_U8.indd 138 6/12/19 12:37 PM

Unit
8 Stage 2
Development
1 17 Work in pairs. Listen to the conversation and share what cultural habit the friends are talking about.
2 Work in pairs. Read the conversation you listened to and discuss what Rosa says to greet, announce
the topic, and make an invitation to participate.
Rosa: Hi guys! Are you ready to talk about the topic Lalo: Why is it so interesting?
we agreed? Who wants to start? Rosa: Well, history books say that the nuns chose
Pablo: We agreed to talk about what most Mexicans ingredients that symbolized the color of the flag:
eat for the Independence Day celebrations, and poblano chili for the green color, walnut cream
I found different opinions … I mean, I asked sauce for the white color, and pomegranate for
people I know what the most popular dishes for the red color.
this celebration are. They gave me several ideas, for Pablo: Sorry to interrupt you. It’s important to
example, chiles en nogada. mention the colors were from the flag used
Lalo: I don’t mean to be rude, but in my opinion, by the Trigarante Army, but the colors of
pozole is more popular and tastier. our flag today are still the same.
Rosa: I’m not sure about that. I think chiles en Lalo: Wow! That is really interesting. p.153
nogada are very tasty and they are pretty, too.
Pablo: Actually, Lalo you’re right. According to a
newspaper survey I read, pozole is the most popular
dish, followed by pambazos, tostadas, and then chiles
en nogada. So, the fact is that chiles en nogada is the
fourth most popular dish, and …
Rosa: Can I add something here before you continue?
Pozole might be more popular, but I believe the
story … sorry, what I mean to say, the history of
chiles en nogada is more interesting. I read the recipe
was invented by nuns.
A good way to start a conversation is by

greeting. Then refer to what you are
going to talk about and invite others to
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participate. Make sure you let others talk.
3 Work in pairs. Read the conversation in Exercise 2 again and underline in diff
different colors each
person’s opinion.
In conversations where everyone gives different points

of view it is fine to say what you think, your
opinions, and your preferences. Try to
support your opinions and preferences with
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facts, that is, things that can be proved.
Unit 8 139
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4 Work in pairs. Read the conversation from Exercise 2 again and circle the facts that support the
opinions you underlinded. Explain to another pair why you decided which are facts and which are
opinions.
A: "Chiles en nogada are very tasty" is an opinion. It’s what Rosa thinks because she likes them.
B: "Pozole is the most popular dish" is a fact. It’s not what Pablo thinks, it’s something
demonstrated in a survey.

5 Work with the topic you chose with your partners on page 138. Think about some opinions you
have about the topic and some facts to support your opinions to use them in a conversation.
My Opinion A Fact to Support It

To support artisans, there is a fair in Acolman
I think piñatas are an artistic expression. that gives a prize to the most beautiful and
original piñata.
p.153
• If you have Internet access, feel free to look up facts online or in any information
source you have.
6 Work in pairs. Have a conversation to share your facts and opinions from Exercise 5. Remember to
open the conversation with a greeting, saying the topic, and inviting your partner to speak.
A: Hi, guys! Let’s get started. We agreed to

talk about piñatas. Who wants to start?
B: I love piñatas. I think piñatas are an artistic
expression. There are piñatas from different
shapes, colors, and sizes. In fact, to support
artisans, there is a fair in Acolman that gives a
prize to the most beautiful and original piñata.
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Toolbox
• Check (✓) the purpose of these expressions from Exercise 2:
… sorry, what I mean to say, the history of chiles en nogada is more interesting.
To correct yourself and begin your idea again. To interrupt someone.
Can I add something here before you continue? Pozole might be more popular, but …
To greet someone. To interrupt politely.
7 17 Work in pairs. Listen again to the conversation in Exercise 2. As you listen, highlight the
phrases Lalo and Rosa use to interrupt Pablo and when they correct themselves. Then role-play the
conversation paying attention to how you use your voice.
Rosa: Hi guys! Are you ready to talk about the topic Lalo: Why is it so interesting?
we agreed? Who wants to start? Rosa: Well, history books say that the nuns chose
Pablo: We agreed to talk about what most Mexicans ingredients that symbolized the color of the flag:
eat for the Independence Day celebrations, and poblano chili for the green color, walnut cream
I found different opinions … I mean, I asked sauce for the white color, and pomegranate for
people I know what the most popular dishes for the red color.
this celebration are. They gave me several ideas, for Pablo: Sorry to interrupt you. It’s important to
example, chiles en nogada. mention the colors were from the flag used
Lalo: I don’t mean to be rude, but in my opinion, by the Trigarante Army, but the colors of
pozole is more popular and tastier. our flag today are still the same.
Rosa: I’m not sure about that. I think chiles en Lalo: Wow! That is really interesting.
nogada are very tasty and they are pretty, too.
Pablo: Actually, Lalo you’re right. According to a
newspaper survey I read, pozole is the most popular
dish, followed by pambazos, tostadas, and then chiles
en nogada. So, the fact is that chiles en nogada is the
fourth most popular dish, and …
Rosa: Can I add something here before you continue?
Pozole might be more popular, but I believe the
story … sorry, what I mean to say, the history of
chiles en nogada is more interesting. I read the recipe
was invented by nuns.
To interrupt politely, raise your voice a little bit to

be heard but do not shout or be disrespectful.
Try not to interrupt in the middle of an idea; wait
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until the person completes a point.
Unit 8 141
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8 Work with your Final Product team on the topic you chose. Have a conversation about your cultural
habit. Include openings, interrupt when necessary,, correct yourselves if you make a mistake, and
include the facts and opinions you prepared in Exercise 5.
Yeah, let’s get started. We agreed to talk

Hi, everybody! It’s time to about traditional Mexican celebrations. Sorry,
share what we read about I mean Mexican traditions. My mom gave me
cultural habits. several ideas, for example, Quinceañeras
celebrate their birthday with a big party.
I don’t mean to be rude, but in

my opinion, Día de los Muertos
celebration is more popular …
9 Work in pairs. Answer the questions together.
Criteria Answers
1 What ways to open a conversation
about an agreed topic can you mention?
2 What did you learn about expressing
points of view with facts and opinions?
3 How can you interrupt politely or restart
your idea if you make a mistake?
If you are not sure you can answer the questions, go back and solve again the exercises.
• To review
eview different ways to open a conversation about an agreed topic, go back to Exercise 2.
• To review
eview how to express points of view with facts and opinions, go back to Exercises 5 and 6.
• To review ways to interrupt politely or restart an idea when you made a mistake, go back to Exercise 7.
• If necessary, ask your teacher for extra help.
CT_SB3_p135_153_U8.indd 142 6/12/19 12:37 PM

Unit
8 Stage 3
Development
1 18 Work in pairs. Listen to the conversation and explain what the cultural habit is about and share
your opinion about it.
Laura: Hello my friends. As we agreed, I will tell you Mario: And who organizes a Pow Wow?
about a cultural habit I discovered, the Pow Wows. Laura: Pow Wows are organized by committees that
I went to one in Phoenix, Arizona. My cousin, who work hard for weeks before the event.
lives there, invited me last summer. Mario: And where do they get together?
Pedro: What is a Pow Wow, Laura? Laura: In different places. Generally, wherever there
Laura: It’s a festival where Native Americans, their are people who belong to the Native Nations.
families, and friends get together to celebrate their Mario: And when does the ceremony actually start?
culture. Laura: Well, the ceremony begins with the Grand
Ana: What do you mean by Native American? Entry: A parade of the Native Nations veterans
Laura: The first Americans … the people who carrying various flags including Tribal flags.
inhabited the USA when the Europeans arrived. Ana: Who attends a Pow Wow?
Ana: You mean Americans of indigenous origin. Laura: Usually anyone, but there are strict rules.
Laura: That’s right. Alcohol is strictly forbidden on the reservation
Mario: I see. And how do they celebrate? territory, and you have to ask permission to take
Laura: They sing and dance. photographs or videos.
Pedro: So, it’s a day when Americans of indigenous Ana: Why do you need permission?
origin meet to sing, dance, and pay tribute to Laura: Because some elders consider it
their culture. disrespectful.
Laura: Exactly. That’s why it’s called a Pow Wow … Pedro: What an interesting celebration! It’s a
the word means meeting. bit like the Guelaguetza.
p.153
I think Pow Wows are
like dance festivals.
I agree with both of you.

In my opinion, a Pow Wow is a festival where
Native American celebrate their culture.
2 Work in pairs. Read the conversation from Exercise 1 again and underline the questions.
Remember that to ask for information and details

in a conversation, it is helpful to ask questions
s
ill
Sk
with when, where, what, why, how, and who.
Unit 8 143
CT_SB3_p135_153_U8.indd 143 6/12/19 12:37 PM

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Toolbox
Questions to ask for information are structured like this: Question word + auxiliary (do, does, did, etc.) + subject +
verb in simple form. The question word who is an exception because it uses no auxiliary and the verb is
conjugated as in affirmatives.
When you participate in a conversation, you can understand better what other people share with you by asking
questions with these words. You will learn more about facts and opinions others share with you.
3 Work in small groups. Complete the questions in the graphic organizer. Then answer them with
ormation from the conversation in Exercise 1.
information
It’s a festival where

Native Americans
celebrate their culture.
When What is a Pow Wow

Wow? Where
? ?
Pow Wow
Who How Why

? ? ?
CT_SB3_p135_153_U8.indd 144 6/12/19 12:37 PM

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3
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4 Work in pairs. To get ready to participate in a conversation about cultural habits, prepare some
questions you would like to ask your partner about the topic he / she chose.
When does the Guelaguetza begin?
5 Work in pairs. Read an excerpt from the conversation in Exercise 1 and discuss the questions.
Pedro: What is a Pow Wow, Laura? Laura: That’s right.

Laura: It’s a festival where Native Americans, their Mario: I see. And how do they celebrate?
families, and friends get together to celebrate their Laura: They sing and dance.
culture. Pedro: So, it’s a day when Americans of indigenous
Ana: What do you mean by Native American? origin meet to sing, dance, and pay tribute to their
Laura: The first Americans … the people who culture.
inhabited the USA when the Europeans arrived. Laura: Exactly. That’s why it’s called a Pow Wow …
Ana: You mean Americans of indigenous origin. the word means meeting.
1 What question did Ana use to ask something she didn’t understand?
2 What expression does Ana use to confirm she understood Laura’s
explanation about what Native American is?
3 Why do you think Pedro repeats in his own words what Laura
explained?
In conversations, as a listener it is good to say in other words

what you hear to make sure you understood. Y You should also ask
for clarification if you don’t understand. As a speaker, you can
rephrase information or explain it using different words. Try to
s
ill
Sk
give examples or extend details so everyone understands.
Unit 8 145
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6 Work in pairs. Have a conversation about the cultural habit you read about in Exercise 1. Ask for
clarification when you don’t understand and repeat what you hear in your own words to confirm
ou can use the conversation in the organizer as a guide.
understanding. You
Hi! Are you ready to talk about what Sure, I read the Guelaguetza is a festival to
we read? Do you want to start? celebrate some traditions in Oaxaca, like dance
and food. Artisans showcase their work too.
What do you mean by showcase?

They exhibit their work in
stands for the public to see.
Oh, like in a market.
That’s right.
When is the festival celebrated?

Every July.
p.153

7 Work in pairs. Invite others to ask questions to get more information and to ask for clarification
when necessary. Use the organizer to plan the conversation before starting. Talk about the cultural
habit you chose.
CT_SB3_p135_153_U8.indd 146 6/12/19 12:38 PM

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8 Work in groups. Practice your conversation trying to apply these tips and don’t forget to include the
facts and opinions you prepared in Exercise 5, page 140.
Tips
• Ask for clarification if you don’ t understand.
• Explain your ideas using different words.
• Ask for more information.
Absolutely, Pow Wows are like the Guelaguetza. Both

festivals celebrate the culture of their people.
I'm sorry. What do you mean
by celebrate the culture?
Are you ready to start to talk about

the cultural habit we chose?
Oh, I mean the festivals

show their cultural habits.

9 Work with your group from Exercise 8. Reflect about your conversation and give each other honest
feedback. Use the questions below as a guideline.
• Did you start the conversation properly (with a greeting,

for
or example)?
• Did you interrupt politely when necessary? If you want to review different tips
to have a
conversation, go back to Exercise 8
• Did you begin again your ideas after a mistake? and ask
your teacher for guidance.
• Did you ask for clarification when you didn't understand?
• Did you explain with different wor
words to clarify or confirm
understanding?
Unit 8 147
CT_SB3_p135_153_U8.indd 147 7/3/19 3:29 PM

Unit
8 Stage 4
Development
1 19 Work in pairs. Read and listen to the second part of the conversation on page 143. Share the most
interesting facts you learned and something you would like to know more about.
Laura: Of course, Pedro, the Pow Wow festival is a lot

like the Guelaguetza. You’re from Oaxaca. Why don’t
you tell us about the Guelaguetza?
Pedro: Well, it’s …
Mario: Sorry to interrupt, but what is the
Guelaguetza?
Pedro: It’s an annual, indigenous, cultural event
in Oaxaca. In my opinion, it’s probably the most
important, oldest, and most colorful dancing fiesta in
Mexico.
Ana: I totally agree.
Mario: And what does Guelaguetza mean?
Pedro: It’s a Zapotec word that means to share
or give …
Ana: Hey Laura, you’re too quiet. Don’t you want to
ask something? Pedro: Yeah! And the men wear these huge, heavy,
Laura: And where’s the celebration? colorful plumes for the Feather Dance.
Pedro: The largest, local event takes place on the Ana: Like the colorful feathers and handmade jewels
Cerro del Fortin in the city of Oaxaca. Hundreds of of the Native Americans.
people climb the wide, steep stairwell to witness Laura: All these sound amazing!
the celebration. Then, each region presents its most Mario: Yes, it does. Thanks Laura for sharing about
valuable, local traditions, and heritage through music, the Pow Wow. And Pedro, thanks for telling us about
dances, songs, and costumes. the Guelaguetza.
Laura: That sounds a lot to the Pow Wow dancing and Pedro: You’re welcome.
singing shows. Ana: So far, we learned about two cultural habits.
Ana: Yes, but I prefer the traditional dances of It was great. Tomorrow we can continue
Oaxaca. I really like the Pineapple Flower Dance. The with more cultural habits. See you!
women wear these gorgeous, multicolored, regional, All: Bye! p.153
woolen dresses …
2 Work in groups. Go back to the conversation in Exercise 1 and circle the things in the list below
below.
1 A question to ask for more information or details.

2 A way to invite someone to participate.
3 A polite way to close the conversation.
To keep a conversation going, continue asking questions to get mor

more information
and show interest. It is also good to add comments with other things
you know or opinions. When someone is too quiet, try to include the
person and invite him / her to participate. Close the conversation by
s
ill
Sk
thanking everyone, making a positive comment, and saying farewell.
CT_SB3_p135_153_U8.indd 148 6/12/19 12:38 PM

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3 Work in pairs. Go back to the conversation in Exercise 1 and look at the underlined words. Discuss
what they are used for.
Toolbox
As in Spanish, adjectives are used in English to describe or give more information about people, places, and
things. We usually place them immediately before the word they are describing.
When more than one adjective is used, they follow this order of qualities: quantity / frequency, opinion,
size / height, shape / length, age, color, origin, material.
4 Use the adjectives in the box to describe the Guelaguetza festival in your own words.
huge colorful traditional heavy oldest gorgeous
A: The Guelaguetza is the oldest dancing fiesta in Mexico.

B: The dancers always look great in their colorful costumes.
5 19 Work in groups of four. Role-play the conversation in Exercise 1. Make sure to participate naturally
when it is your turn.
tion again so
You can ask your teacher to play the conversa
for a polite inter ruption or the
that you can review how to pause
eone to part icipate.
tone of voice you can use to invite som

6 Work in pairs. Think about words you can use to describe some of the elements related to the cultural
habit you chose. Describe them to your partner using the correct order ffor your describing words.
A: Typical piñatas are beautiful, large,

star-shaped, papier-mâché covered
clay pots that people fill with fruit and
candy and break with a stick.
Unit 8 149
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7 Work in small groups. Use the graphic organizer to practice your conversation. You can use these tips
as a guide.
• You don’t have to • Look at the graphic • You can

an include • Adapt the graphic
memorize all this organizer quickly useful phrases that organizer to your
information for to make the least you have learned needs and your
your conversation. pauses possible. during this unit. conversation.
Cultural Habits
Questions to ask
for clarifi ations
clarifications
Adjectives
Wh- Questions
Facts Opinions
Expressions
to interrupt

8 Work in small groups. Read and discuss the questions. Share ways to participate in a conversation to
keep it going and how to conclude it based on the answers you agreed with your partners.
1 What strategy did you use to start the conversation?

2 What strategy did you use to interrupt the conversation?
3 What strategy did you use to invite someone to participate?
4 What strategy did you use to end the conversation?
If you are not sure about your participation, go back to

Exercises 1 and 2, page 148. If you need to remember
how to conclude, go back to Exercise 7.
CT_SB3_p135_153_U8.indd 150 6/12/19 12:38 PM

Closure
Final Steps
1 Work in groups of four. Rehearse a conversation on cultural habits with the help of the organizer from
Exercise 7, page 150. Follow the guidelines.
the cultural
close the conversation and describe
STEP 1 Student A will start and
habit he / she chose in Stage 1. clarification.
rrupt to add information or ask for
STEP 2 Student B will politely inte
gree.
STEP 3 Student C will agree or disa
.
STEP 4 Student D will give opinions
also ask Wh– questions.
STEP 5 Students B, C, and D can
2 After the conversation, give each other feedback on what you can improve according to your tips
from Exercise 7, on page 150, and write a list of things you can improve.
You can make less pauses if you use a graphic organizer.

3 Now that you are prepared to have a conversation about cultural habits, go back to your Planner on
page 136 and check (✓) what you did to accomplish it.
Socialize
4 Work in groups. Have a conversation with diff
different partners about the cultural habits you prepared to
share what you know. Apply the feedback you received in Exercise 9, page 147.
• What did you learn about the cultural habits your classmates shared?
• Was it difficult for you to participate? Why?
Unit 8 151
CT_SB3_p135_153_U8.indd 151 6/12/19 12:38 PM

Assessment
1 Now that you have finished this unit, check (✓)) the answer that best describes your performance.
Discuss in small groups if you were successful in each step and why.
My performance Yes No
Identify cultural habits in my community and in different countries.
Listen to and understand conversations about cultural habits.
Share facts and opinions about cultural habits.
Make questions to ask for clarification or get more information about the cultural habits.
Use words to describe elements related to cultural habits in a conversation.
Have a conversation about cultural habits.
2 Now that you have participated in a conversation about cultural habits, reflect on your performance
and write your conclusions.
My Final Product Conclusions

I followed tips to improve my conversation skills to be prepared
to have a conversation about cultural habits.
I used language and vocabulary from the unit.
I shared facts and opinions about cultural habits.
The cultural habit I chose was interesting for my partners.
I applied the feedback I received and corrected my mistakes.
3 Get together with classmates you worked with as a group during the unit and check ((✓) the things
you think you accomplished as a team. Add more things you did well as a team.
1 During our conversations …
We offered constructive and respectful feedback.

We listened attentively to our partner’s opinions.
We appreciated different cultural habits.
We showed respect and tolerance for the different cultural habits we learned.
Other:
4 f guidance on
Work as a class and review your answers. Discuss them together and ask your teacher for
5 Go back to the Initial Assessment on page 136. In small groups, discuss how you progressed in
this unit.
CT_SB3_p135_153_U8.indd 152 6/12/19 12:38 PM

Glossary
agree (v) – to have the same opinion as someone else might (v) – used for saying that there is a possibility
army (n) – a large organization of soldiers who are that something is true
trained to fight wars on land neighbor (n) – someone who lives near you
artisan (n) – a worker who has special skill and nun (n) – a woman who belongs to a religious
training, especially one who makes things community of women and who lives in a convent
attend (v) – to be present at an event or activity parade (n) – a public celebration in which a large
background (n) – the type of culture, economic group of people move through an area
situation, or social status that someone comes from pomegranate (n) – a round fruit that has a hard skin
belong to (v) – to come from or be part of a group of and many thick red seeds inside
similar things or people prize (n) – a reward that you get for being successful
big deal (phr) – used for showing that you do not at something
think that something is very good or impressive rude (adj) – not polite
blanket (n) – a thick cover made of wool or another sauce (n) – a liquid food that you put on other foods to
material that you use to keep warm in bed give them a particular flavor
costume (n) – clothes that performers wear in a play, seat (n) – something you can sit on
movie, etc. showcase (n) – an event that emphasizes the good
dish (n) – food prepared and cooked in a particular way qualities of someone or something
elder (n) – older than someone, especially someone in stairwell (n) – the area containing the sets of stairs in
your family a building from the bottom to the top level
embroidered (adj) – decorated with a design of stand (n) – a large table or temporary structure used
colored stitches for selling things, especially food or drink
fair (n) – an event where people or companies bring steep (adj) – a steep slope rises quickly and is difficult
their products for you to look at or buy to climb
feather (n) – one of the narrow tubes with thin soft still (adv) – used for saying that a situation continues
hairs on each side that covers a bird’s body to exist up to and including a particular time
flag (n) – a piece of cloth decorated with the pattern survey (n) – a set of questions that you ask a large
and colors that represent a country or organization number of people or organizations
forbidden (adj) – not allowed according to a rule, law, tasty (adj) – food that has a nice flavor
or custom tribal (adj) – belonging to a tribe
give up (v) – to allow someone to have something that tribe (n) – a large group of related families who live in
was yours the same area and share a common language, religion,
gorgeous (adj) – very beautiful and customs
handmade (adj) – something made by a person, tribute (n) – money or other things that one leader
instead of by a machine had to give to a more powerful leader
heritage (n) – the art, buildings, traditions, and beliefs walnut (n) – a nut you can eat that has a knobby
that a society considers important to its history and surface
culture welcome (v) – to greet someone in a polite and
hold (v) – if a meeting or event is held in a particular friendly way when they have come to see you or to
place or at a particular time, it takes place there at help you
that time witness (n) – someone who sees an event that
indigenous (adj) – people who lived in a place for a happened
very long time before other people came to live there woolen (adj) – made from wool
inhabit (v) – to live in a particular place
jewel (n) – a hard, colored, and usually valuable stone
that has been cut and made shiny
Unit 8 153
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Stage 2
Read texts and interpret
general sense, key ideas, and
details.
Stage 1
Review a topic of interest
in several sources.
Unit 9 Stage 3
Evaluate agreements or
disagreements about a
Social Practice topic of interest to write
arguments.
of the Language:
Write agreements or
disagreements to participate in
a debate on one of the fine arts.
arts
Stage 4
Participate in a debate.

Academic and Educational Handling information.
Opening
1 Work in small groups. Read and discuss the following questions.
1 Do you like to participate in debates? 3 What topics do you like to debate?

2 Do you think you can convince someone of your ideas?
2 Think about these topics and check ((✓) the ones you would like to discuss. Give reasons why you may
be interested in these topics.
Music Sculpture Dance
CT_SB3_p154_174_U9.indd 154 6/12/19 12:41 PM

Initial Assessment
In this unit you will present arguments for

or a debate. Discuss in small groups the following questions to assess how
well prepared you feel.
1 Do you feel confident to look for information sources?

2 Do you feel confident to understand key ideas in texts in English?
3 Do you feel confident to say your opinions in English?
4 Do you feel confident when writing sentences in English?
5 Do you feel confident to discuss any topic in English?
Planner

2 List of possible topics and information sources. 157
3 Choosing a topic and a debate statement. 159
Arguments in favor or against the debate statement I chose. 159
4
Arguments from other selected sources of information. 160
5-6 Organizing and understanding different arguments. 163
Development Improving arguments using passive voice and synonyms. 166
7
Sharing my arguments to practice strength and confidence. 167
Giving and receiving feedback. 167
8
Choosing a position and gathering arguments. 168
9 Writing my final arguments and exchanging them for corr
corrections. 168
10 Establishing rules for my debate. 171
11 Rehearsing and practicing for the final debate and giving feedback. 172
Debate on one of the fine arts. 172
Closure
12 General feedback about my performance on the debate. 172
Assessment. 173
Unit 9 155
CT_SB3_p154_174_U9.indd 155 6/13/19 7:16 PM

Unit
9 Stage 1
Development
1 Work in pairs. Look at the information sources and discuss the questions below.
B
A
Dance
Y
FITNESS TODA Dance is an art, but not
all kinds of dancing are
fi e arts. The arts
considered fine rts
include music, visual arts
(paintings, etc.), literature, and
dance. Dance is a performing dance competitions are
art.. For example, dance better classified as a sport.
performances often feature Dance competitions have
Dan ce ballet, jazz, modern, hip hop,
fl menco, and other dance
flamenco,
all the elements necessary
to be considered a sport.
for
Fitness genres. Competition dancing
may also include elements of
performance in showcase and
While there are many artistic
elements in social dancing it
is not considered an art form.
cabaret divisions. However,
t
nce: A High-Performance Spor The Arts
rts Encyclopedia 37
Da
C
www.gooddebates.org/is-dance-a-sport …
Is Dance a Sport?
77% Say Yes 23% Say No

• You need great physical strength • Needing physical strength and fit ess
andd fitness.
fit ess. does not make it a sport. You also need
• It is competitive like sport. creativity.
• Dancing requires agility, dedication, • Dance performers compete only in
skill, and coordination. popular dance shows.
• Dancers practice several hours a day, • Dancing is a performing art, performed
like all athletes. before an audience, not for a sports
competition.
p.174
1 Have you seen information sour

sources similar to these? Where?
2 Are the three sources about a similar topic? What topic is it?
CT_SB3_p154_174_U9.indd 156 6/12/19 12:41 PM

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2 Work in small groups. Look again at the information
ormation sources in Exercise 1, read the Skills box, and
answer the questions. Share your ideas with your partners.
1 Who would need to read the information in these When you need to evaluate if an information
sources? Adults? Children? Or both? source is helpful for a topic you are researching
2 Describe the elements you see in each source. about, look at the titles, pictures, and scan the
3 What elements helped you know what the topic is? first text lines. Do this to select reading
materials effectively so that you don’t
waste time reading information that is
lls
i
Sk
Text A is a magazine. The title of the not useful for what you are doing.
magazine is Fitness Today. It has the
names of two articles that are inside
the magazine, Dance for Fitness and
Dance: A High-Performance Sport
Sport. Text B is an encyclopedia …
There is a picture of two dancers.
Text C is a
website …

3 You are going to participate in a debate about fine arts. Follow the instructions.
• Brainstorm topics about fine arts.

• Make a list of sources where you can find information on the topic.
Topics About Fine Arts List of Sources of Information
Unit 9 157
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4 Read the text and discuss with a partner if you agree or disagree with the statements below. If you
have different opinions, compare them with other classmates.
Dancers are Athletes

Second, dance can be performed as
part of a team or in solo competitions.
It is actually judged by the same rules as
gymnastics. Finally, when other “athletes”
immediately leave the game if they are
injured,, dancers still have to put a smile
on their faces and dance in spite of the
pain.. All the people who say that dance is
not a sport do not have valid reasons.
However, other voices argue that it is not

a sport. First, it is given points on the basis
by Michael Scottsman
of the subjective opinions of judges, that is,
Can dance be classified as a sport? the point system in dance relies on judges
To answer the question objectively, who can be biased. In other sports there is
we should listen to all viewpoints,, a clear winner by scores that are obvious.
especially from young people because Second, many people say that dance is
they are the most interested audienc much harder than any sport because of
e.
its physical demand. But just because it is
First, there are people who say that physical doesn’t mean it’s a sport. It isn’t a
dance is an art, a beautiful combina sport and will never be!
tion
of creativity and athletic skill, and that
you need to spend many hours in the Finally, make up your own conclusions: Is
gym and on the dance floor. dancing a sport or is it not? Is it the physical
effort or the focus on artistic quality what
really matters?
25
p.174
1 The article is about sports in general. 4 The first part shares ideas in favor of considering
2 The purpose of the article is to discuss if dance dance a sport.
is a sport or not. 5 The second part shares ideas against considering
3 The article is written for women only.
only dance a sport.
A: I don’t agree that the article is In order to carry out a debate, you need to have a
about sports in general. Dance is controversial topic in which there will be two positions:
the important topic. in favor and against. The debate topic can be
expressed as a question or as a statement, and
B: I agree that the purpose of the
the reasons we give in favor or against are
s
ill
article is to discuss if dance is a

Sk
called arguments.
sport or not.
CT_SB3_p154_174_U9.indd 158 6/12/19 12:41 PM

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5 Work in groups. Choose one of the topics you brainstormed in Exercise 3 to prepare a debate for
your Final Product. Complete a table like the one below in your notebook.
Fine Art Topic Debate Statement

Baile de los Machetes is more
Dance Danza del Venado vs. Baile de los Machetes
impressive than Danza del Venado
Art Modern Art Modern Art should not be called art.
6 Work in groups. Now that you have a topic, think of arguments that are in favor or against your
debate topic. You can use a graphic organizer like the one below.
It is an art form. Requires physical strength.
It’s an expression of Dance is There are dance

Against a sport. In favor
beauty and creativity. competitions with the
same rules as gymnastics.
It is focused on
artistic quality not You need to spend many hours in
in physical effort. the gym and on the dance floor.
7 Work as a class. Show your organizers to other groups and help each other add more arguments, and
improve the ones you have. Don’t forget to tell your classmates when you think their ideas are good.
Remember that “two heads think better than one.” Helping classmates with
constructive opinions is a good way to improve and learn new things.
Encouraging those that are having a difficult time doing something and finding
s
ill
Sk
positive things in everyone’s work make your classroom a better place to learn.
The idea of physical strength is very

good. You can add that dancers
have great physical condition.
Unit 9 159
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8 Find more arguments in favor and against the debate statement you decided. Use every source
available to you and consult the list you made in Exercise 3 to help you know what sources are
appropriate to find your arguments. Write the arguments you found here.
Fine Art:
Topic:
Debate Statement:
Arguments:
If you have access to different sources, some suggestions you can try are:
• magazines • websites
• books from a library • encyclopedias and dictionaries
• school textboo ks
• If you have access to the Internet and you are going to use it to look for arguments, write specific
words related to your topic on your search engine to get better results.
9 Work in pairs. Check (✓) which of the topics below is adequate for a debate. Share your reasons with
your partner
partner.
Is graffiti an art form?

How many families have more than two childr
children?
10 Explain the steps you followed to begin preparing yourself ffor a debate. Share your reasons with your
partner.
If you are not sure about your answers, review Exercises 1 to 8.
CT_SB3_p154_174_U9.indd 160 6/12/19 12:41 PM

Unit
9 Stage 2
Development
1 Read two different opinions about a debate statement and answer if the arguments are in favor
or against.
Debate Statement: The Danza del Venado is more

impressive than the Baile de los Machetes.
Text A
In my opinion, the Danza del Venado is a more impressive

dance. First, it is very artistic, and the movements are difficu
lt
and creative. It is a mixture of dance, ballet and gymnastics
movements which are not easy. Second, it is physically dema
nding
and requires flexibility and strength. Finally, it is visually very
impressive and beautiful. Its simplicity allows the spectator
to
appreciate the movements. It is also very moving. The scene
of
the death of the deer is particularly strong. This is why I
feel it is a
more complex dance.
Text B
I don’t agree that the Danza del Venado is more
complex than the Baile de los Machetes. To begin with,
the Baile de los Machetes requires a lot of coordination.
Dancers have to concentrate on their footwork, but also
on swinging the machetes. Also, the dancers need to be
fit because the dance involves a lot of movement. Finally,
this dance is not only visually exciting and colorful, the
music and costumes are fun and attractive. That is why
I think that it is more complex and impressive.
p.174
1 Text A expresses an opinion in favor / against the debate statement.

2 Text B expresses an opinion in favor / against the debate statement.
2 Read again the texts in Exercise 1 and underline the arguments each person used to support
their opinion.
To participate in a debate, the first thing you need to do is to state your opinion
(in favor or against the debate statement). For this purpose, you can use
expressions such as: in my opinion, I believe, I think, I agree, I disagree,
s
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Sk
I don’t think that, it is my opinion that, etc.
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Toolbox
After stating your opinion, the next step is to express arguments that support it. It is very helpful to use sequence
words to introduce your arguments in order to express yourself clearly. You can use words such as: first, to begin
with, second, finally, also, first of all, besides, etc.
Close your arguments with a sentence that repeats again what you think, for example: For all these reasons
I think, This is why I believe, etc.
• Go back to the text in Exercise 1 again and circle the expressions used to express an opinion, the
sequence words used to express ideas in an organizer way, and the conclusion sentence.
3 Prepare notes to express your opinion about the debate statement: The Danza del Venado is more
impressive than the Baile de los Machetes. You can organize your ideas in the outline below.
Your opinion: In my opinion,
Sequence word 1: To begin with,

Argument with details:
Sequence word 2:
Sequence word 3:
Conclusion sentence:
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4 Work in groups. Share your opinion on the debate statement with the ideas you developed in Exercise 3.
In my opinion, the Baile de los Machetes is more impressive than any other dance. First, the Baile de los
Machetes requires a lot of coordination. Second, the dancers need to be very fit because it involves a lot of
movement. Finally, this dance is exciting and colorful and its music and costumes are attractive. This is
why I think the Baile de los Machetes is the best regional dance.

5 Get together with your debate team. Work with the arguments you prepared on page 160. Put
them all together in two sections: arguments in favor and arguments against the debate statement.
Debate Statement:
Arguments in Favor Arguments Against
The Danza del Venado is a very creative and It has a very sad scene where the deer dies.
difficult dance.
6 Share your arguments with another team and give each other feedback. TTell each other if the
arguments are clear.

7 Work in pairs. Think about what you have practiced for this lesson and answer the questions.
1 What phrases can you use to introduce your opinions?

2 What words are useful to express arguments to support your opinion?
3 Why should you use arguments to support your position in the debate?
If you are not sure how to interpret main ideas and detais
in an argument for a debate, go back to Exercises 1 to 4.
Unit 9 163
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Unit
9 Stage 3
Development
1 Work in pairs. Read the texts and discuss which one is in favor and which one is against the
debate topic.
Modern Art: Art or Trash?
Text 1
I believe that modern art should not be called
art. To begin with, I can give an example. There
was a real case where an art exhibit made of
empty bottles and cigarette ends was mistaken
for rubbish by cleaning ladies and they threw it
away in the bin.. If something looks like rubbish,
it probably is. Secondly, modern art does not
require real artistic skills. Most modern
paintings or sculptures could be created by a
child. Can we really call that art? In my opinion, Text 2
true art requires creativity, talent, effort, and I do not really agree with the argument that
time to create. Modern art is none of that. modern art is not art. Many people say they do
not understand modern art and that any kid
could do it. But, first of all, art must be seen in
context. A good example of this are collages of
newspaper cuttings and other text and images,
composed by artists in the time of the World
Wars. The texts and images these artists used
were banned,
banned so this type of art became a way
of protesting. A kid may be able to make a
collage, but not a protest. Besides, an artist
putting together pieces of unusual materials
needs talent to decide how to distribute these
materials. In the end, working with garbage is a
way to create something new out of what is
usually thrown in a garbage can.
p.174
The word rubbish is not used much in the USA, it is British English. Americans prefer to
use garbage or trash. This is an example of some vocabulary differences between these
variants of English. The same thing happens with the word bin, that is more often used
s
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Sk
in British English instead of can, the term preferred in the USA for a garbage container.
2 Work in pairs. Tell

ell each other your opinion about the debate topic in Exercise 1.
A: I agree that modern art is trash. I think art should be beautiful, and trash is not nice to see.
B: Sorry, but I disagree. In my opinion, modern art is original.
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3
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3 Write your opinion about the topic in Exercise 1. Read the Skills box and include the passive voice
when it is not important to mention who does the actions.
I don’t think modern art is trash. First of all, Look at the underlined verbs in the text in
modern art is creative because artists try Exercise 1. They are examples of passive voice.
things that nobody has tried before. Also, many Passive voice is formed with the verb to be
modern artists are misunderstood. They are am, is, are, was, were) + verb in past
(am,
called “a fraud,” but they are just trying to be participle. The person who does
the action is not important and
lls
authentic instead of following old rules.
i
Sk
sometimes it is not mentioned.
4 Work in pairs. Match the sentences that have a similar meaning. Y

You can use your Glossary on
page 174 if you need help.
1 In the end working with garbage a) When an artist uses rubbish to create their art,
is a way to create something new. they are recycling.
2 The janitors threw an art exhibit b) The sculpture was confused with garbage.
away in the bin. c ) The government prohibited artists using certain
3 The piece of art was mistaken for garbage. texts and images.
4 The texts and images the artists used d) The cleaning staff threw away an art exhibit in the
weree banned. trash can.
Use synonyms in the arguments you

prepare for a debate to avoid repeating
s
ill
Sk
the same word over and over.
Unit 9 165
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5 Work in groups. To improve your arguments you can use passive voice when it is not important
who did the action and rewrite difficult ones with synonyms you use more or use synonyms to avoid
repetition of words.
1 The Danza del The Danza del 2 It has a very

ver The deer is
Venado is a Venado has sad scene killed in a very
very difficult very creative where a sad scene by a
and creative and difficult hunter kills a hunter.
dance. movements. deer.
6 Read the conversation. Look at the underlined words and decide which are used to agree and wich
to disagree.
Gemma: In my opinion, modern art is misunderstood.

Leo: Of course. It is misunderstood because it doesn’t
look like art. It looks like trash.
Gemma: It is quite the opposite. I believe that the
originality of modern art is not appreciated.
Leo: Oh, do you mean that using trash is original?
Gemma: Exactly! It is creative to look for unusual
materials.
To agree: Exactly
To disagree:
When expressing opinions and arguments, try using

On page
expressions like of course, exactly, and that is just 12
Reader, y 6 of your
what I meant to make your agreement stronger. ou can fin
more use d
fu
Use expressions such as it’s quite the opposite, expressio l
s
ill
n
Sk
that’s not it, and of course not,

not to disagree clearly. a debate. s for Reader
Chapter
9
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7 Work in pairs. Role-play the conversation in Exercise 6. Makee emphasis on the underlined words so
that you can transmit that you agree or dissagree.
• If you have a recording device and want to try a different way to practice more, record your
role-play and review if you emphasized on the way you agree or disagree.

8 Work in pairs. Use the arguments you prepared in Exercise 5 to share your opinions. Try to use the
expressions from Exercise 6 to makee your opinions stronger.
Of course not. I think it is quite

I believe modern art looks like trash.
the opposite. Modern art is
original and creative because
artists create from nothing.
It is fine to be confident and express opinions strongly,

but avoid being rude or raising your voice too much to
make a point. Exchanging opinions can be an interesting
s
ill
Sk
way to learn if we respect and listen to each other.
9 Tell your parther if he / she emphasized the expressions and transmitted agreement or
disagreement clearly
clearly.
A: I believe you really transmitted agreement when you changed your tone of voice and used
the correct expressions.
B: Thanks. I think planning my arguments help me a lot.
Unit 9 167
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10 Work with your debate team. Agree who will be in favor or against the debate statement. Use the
arguments you prepared and select those you need to express your opinion. Individually, write your
arguments, with the help of the checklist.
Begin with a sentence that expresses my point of view.

Use sequencing words to order my arguments.
Include details and examples to support my arguments.
End with a concluding sentence summarizing my point
of view.
11 Work in pairs. Exchange your arguments and check (✓

((✓)
✓) if your partner included all the necessary
elements. Give each other feedback
feedback to improve your arguments.
12 Work in pairs. Check (✓) the steps to write your arguments for the debate that you feel you can do on
your own. Share your answers with your partner
partner.
I can organize information in favor or against the debate statement I chose.

I can write arguments to express my point of view.
I can use sequencing words to or
order my arguments.
I can end with a concluding sentence summarizing my point of view.
If you didn't check a step and you want to review it, go back
to Exercises 1 to 9, or ask your teacher for guidance.
CT_SB3_p154_174_U9.indd 168 6/12/19 12:41 PM

Unit
9 Stage 4
Development
1 20 Read and listen to the debate. Then discuss with a partner which of the speakers you agree with.
Tania: Right. Now Samuel and Andrea have read their Andrea: Yes, but you can’t …
arguments. We will open the debate. Do any of you Tania: Just a moment Andrea, please. Let Víctor finish.
want to add something? Víctor: What I wanted to say was that you don’t
Samuel: I just want to emphasize that in my opinion, always need to understand something to like it.
modern art is just as valuable as more traditional art. Tania: Could you explain that, please? I didn’t
People just need to understand it in context, in its understand.
historical period. Víctor: Well, it’s like your favorite color or food,
Andrea: I disagree. It’s quite the opposite. A good for example, you just know you like them. There are
work of art can be appreciated by itself without things you don’t need to understand to like them.
having to understand anything. Samuel: Absolutely! Modern art, like any new thing
Tania: Does anyone in the audience have an opinion? or change, causes shock, but just like we eventually
Yes, Héctor. accept a new fashion in clothing, the same with
Héctor: I agree with Andrea. You don’t need to know modern art.
about history to appreciate the Mona Lisa. Tania: OK, so far, we have heard people who don’t
Andrea: Exactly! But most modern art is impossible to like modern art because it is necessary to understand
understand. it and others say it can be appreciated like
Tania: Yes, Víctor. Do you want to say something? traditional art if we know more about it.
Víctor: What Andrea is saying is not exactly true. Does anyone have another opinion?
There are many modern works of art … p.174
Tania: Sorry, Víctor. Could you repeat your idea and
speak a bit louder, please?
Víctor: Yes, of course. I was saying there are many
modern works of art I appreciate because they are
beautiful and …
A: I agree with Víctor. I can’t think a work of art

is beautiful without knowing about its history.
B: That’s true, but I agree with Samuel. I like
more what I understand.
2 Work in pairs. Read the conversation again and circle the expressions the speakers use to ask for a
repetition and to invite others to speak.
During a debate we should not interrupt others, but it’s fine to ask someone to
repeat
epeat and idea or explain it better if you didn’t understand or hear
well. To help everyone participate and have a good debate, the
person who is coordinating the debate should invite others to give
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Sk
their opinion.
Unit 9 169
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3 Work in groups of three. Share your opinions about the debate from Exercise 1. This time invite others
to speak and ask your partners to repeat or explain their ideas when necessary using the expressions
you circled in Exercise 2.
A: Paty, would you like to share your opinion?

B: Yes. I can’t think a work of art is beautiful without knowing about its history.
C: Can you explain that? I didn’t understand your point.

4 Work as a class. Read the guidelines to participate in a debate and then choose the rules that you
feel
eel are more suitable for your debate. Work with your teacher to make sure everyone understands
the rules.
56 Debates Language Use and Form
Debates follow rules for participation. In the first part of the debate, each team reads their
arguments in turns. There is a time limit for this presentation of arguments. During the
presentation, there is a person that acts as a moderator. The moderator opens by saying what
is the topic and saying who will argue in favor or against it. For example: Good morning. The
debate topic will be “Is
“ Modern Art Trash?”
Trash?” Let’s hear the arguments. Ana, can you start,
please? The moderator makes sure everyone respects the time limit and that no one interrupts
the reading of the arguments. The moderator will invite the participants to start reading their
arguments when it is their turn.
After the initial presentation of arguments, the members of both teams take turns to give
more arguments against what the other team said. This is why it is important to take notes
as you listen to your classmates read their arguments. The moderator makes sure teams take
turns to speak and will stop anyone from interrupting or being rude. The moderator can ask
someone to speak louder or more slowly if necessary and will just allow polite interruptions if
clarification
they are going to ask for clarification.
Finally, if there is an audience, they can

participate with their opinions on what they
heard.
To participate, you should raise your

hand and wait until the moderator invites
you to speak. To finish, the moderator
will conclude and thank everybody, for
example: Time is up. Thank you all for
participating.
p.174
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5 Based on the answers from Exercise 4, establish together the rules for the debate in which you
will participate.
Rules for Our Debate

ts?
the participants to read their argumen
1 What will be the time limit for
ate statement?
favor or the position against the deb
2 Who will star t, the position in
3 Who will be the moderator?
ate?
can the audience give after the deb
4 How many questions or opinions
5 Other:
6 Work in small groups. Share ways to participate in a debate. Make a list of the most important things
you should remember to participate in a debate.
Go to the
C
Reader to hapter 9 of your
review the
the rules, structure,
a
suggestio nd some
n
how to pa s about
r
in a deba ticipate Reader
te. Chapte
r
9
If you are not sure about your participation in a debate,

go back to Exercises 1 to 4, to check useful expressions
and rules to participate in a debate.
Unit 9 171
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Closure
Final Steps
1 Work with your debate team. Appoint a moderator and rehearse giving and replying your arguments
for the presentation. Use your notes and arguments to help you support your ideas.
2 After rehearsing, give each other feedback according to the checklist. Make notes in your notebook on
what you need to improve.
Yes No
1 Did the moderator introduce the topic and the participants?

2 Did the moderator make sure time limits were respected?
3 Did the moderator invite everyone to speak in turns?
4 Did any participant interrupt others?
5 Did you express your opinions to defend your position after the presentation?
6 Did you ask for clarification when necessary?
necessa y?
3 Now that you have written arguments and rehearsed to participate in a debate, go back to your
Planner on page 155 and check (✓) what you did to accomplish it.
Socialize
4 Do your debate in front of a different team. Then exchange roles. As you listen to the other team’s
debate, take notes on the positive and negative things you saw on their presentation.
5 When the debates are over, use your notes to tell the other team how well they performed.
• What did you learn from your partners’ feedback?

• What was easy or hard to do when preparing your
arguments?
guments?
• Did you follow the rules?
CT_SB3_p154_174_U9.indd 172 7/3/19 3:32 PM

Assessment
1 Now that you have finished this unit, check (✓)) the answer that best describes your performance, so
you recognize those aspects where you need to improve.
My performance 1 2 3
Check different sources about fine arts.
Understand main ideas and details in arguments.
Make arguments in favor and against a debate statement.
Share opinions based on the arguments in favor or against a debate statement.
Participate in a debate on one of the fine arts.
KEY
2 Now that you have participated in a debate, reflect on your performance, so you recognize those
aspects where you need to improve. Write your conclusions.
My Final Product Performance Conclusions

I reached an agreement on which topic to choose.
I used language and vocabulary from the unit to write my
arguments.
I carefully organized my arguments to share them with my
partners.
I checked the feedback I received and improved my participation
in the debate.
3 Get together with classmates you worked with as a group during the unit to describe your teamwork
performance. Use the statements below as a guide.
1 We exchanged facts and opinions together.

2 We offered constructive and respectful feedback.
3 We listened attentively to our partners.
4 We appreciated different opinions about the different fine arts.
5 We respected turns of participation and took part in a debate with interest.
6 We showed respect and tolerance for others’ opinions.
4 Work as a class and review your answers. Discuss them together and ask your teacher for guidance
on how you can improve where you need help.
this unit.
Unit 9 173
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Glossary
allow (v) – to give someone permission to do or have mixture (n) – a combination of two or more different
something things, people, qualities, etc.
argue (v) – to discuss something with someone who moderator (n) – someone who is in charge of a
has different opinion from you discussion, or a debate
ban (v) – to say officially that someone is not allowed pain (n) – a feeling that you have in part of your body
to do something when you are hurt or ill
basis (n) – a particular method or system used for painting (n) – a picture made using paint
doing or organizing something performing arts (n) – types of art that are performed
biased (adj) – preferring one person, thing, or idea to in front of an audience, such as plays, music,
another in a way that is unfair and dance
bin (n) – British word for a container for putting trash in polite (adj) – someone who is polite behaves towards
cabaret (n) – entertainment in a restaurant or club, other people in a pleasant way
performed while you eat or drink rely on (phr v) – to trust someone or something to do
clothing (n) – clothes in general something for you
cutting (n) – British word for an article cut out of a rubbish (n) – British word for garbage
newspaper sculpture (n) – a solid object that someone makes as a
death (n) – the state of being dead work of art by shaping a substance such as a stone,
deer (n) – a large brown animal with long thin legs metal, or wood
demanding (adj) – needing a lot of time, ability, and showcase (n) – an event that emphasizes the good
energy qualities of someone or something
exhibit (n) – British word for exhibition skill (n) – the ability to do something well
fashion (n) – a style of dress that is popular at a spectator (n) – someone who watches a public activity
particular time or event, especially a sports event
feature (v) – to be an important part or aspect of strength (n) – the physical energy that someone has
something to lift or move things
fit (adj) – be right size / shape swinging (n) – activity made by moving something
fitness (n) – the state of being physically healthy and from side to side
strong trash can (n) – British term for the container you use
footwork (n) – the way that you move your feet when to put the garbage or trash in
you are dancing or playing sports valuable (adj) – worth a lot of money
garbage (n) – something that is to be thrown away viewpoint (n) – an opinion
impressive (adj) – if something is impressive, you
admire it, for example because it shows great skill
in spite of (phr) – used for referring to a fact that
makes something else surprising
injure (v) – to hurt someone and cause damage to
their body
litter (n) – things such as pieces of paper that people
have dropped on the ground in a public place
loud (adj) – used for describing a sound that is strong
and very easy to hear
matter (v) – to be important
mistaken (adj) – if someone is mistaken, they are
wrong about something
CT_SB3_p154_174_U9.indd 174 6/12/19 12:41 PM

Stage 2
Assume a personal position
and anticipate others’
positions.
Stage 1
Present starting proposals.
Unit 10 Stage 3
Offer counterarguments
and defend their position
Social Practice during a discussion.
of the Language:
Discuss concrete actions to
address youth rights.

Family and Community Exchanges associated with the enviroment.
Opening
1 How do you feel about speaking in public?
2 Do you feel that you can express your

ideas about a topic in English?
3 What can you do to help you discuss a

topic in English?
Unit 10 175
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Initial Assessment
In this unit you will participate in a public discussion. Discuss in small groups the following aspects. Then check ((✓)
the answer that describes how well prepared you are to …

I think I might
and I can I will
Identify your rights and obligations
as a young person.
Express an opinion in English.
Defend your opinions in English.
Respect others’ opinions.
Planner

2 Selecting a right that I believe it is important. 178
Giving reasons why the right I chose is not respected / is very
3 178
important.
4 Opinions about the right I chose and reasons that support them. 179
Evidence and arguments to support my opinions. 181
5-7
Sharing my opinions and arguments. 181
Development Comparing and contrasting my opinions. 182
8
Comments and opinions on my partners’ ideas. 183
Collecting my information and arguments to cr
create a research
186
9 report.
Agreeing and disagreeing about different opinions. 186
Creating and role-playing a conversation. 187
10
Checklist to participate in a public discussion. 187
11 Rehearsing my discussion. 188
Closure Participating in a public discussion. 188
12
Assessment. 189
CT_SB3_p175_190_U10.indd 176 6/14/19 1:03 PM

Unit
10 Stage 1
Development
1 Work in pairs. Read some children and youth rights and answer the questions according to your
personal opinions.
Article 2 drinking water, nutritious

All children have equal food, a clean and safe
rights. These rights should environment, and information
environment
be respected no matter who to help you stay well.
they are, where they live,
what their parents do, what Article 28
language they speak, what You have the right to a
their religion is, whether they good quality education. You
are a boy or girl, what their should be encouraged to go
culture is, whether they have to school to the highest level
a disability, whether they are you can.
rich or poor. No child should
be treated unfairly or be Article 29
The United Nations discriminated for any reason. Your education should
Convention Article 12
help you use and develop
your talents and abilities. It
on the You have the right to give should also help you learn to
Rights of the Child your opinion; adults should
listen to your opinion and
live peacefully, protect the
environment, and respect
take it seriously. other people.
In the decade of the 1990s, the United Nations (UN) issued a
document about the human rights of children, and since then, Article 24 Article 31
many countries in the world have signed their agreement to You have the right to the best You have the right to play
respect these rights. The convention considers a child to be any health care possible, to safe and rest.
person under the age of eighteen. These are some of the articles
with rights of children that form part of the document:
12 Rights of the Child Rights of the Child
p.190
• For a complete version of The United Nations Convention on the Rights of the Child, go to
https://www.unicef.org/rightsite/files/uncrcchilldfriendlylanguage.pdf
1 Which of these rights do you think are the most important?

2 Do you think you can do something to help other children have what is mentioned in the articles?
2 21 Work in small groups. Read and listen to the conversation and share what problems about the
right to eat nutritious food the students mention.
Gina: I think that the right to have nutritious food is Gina: It’s true, but in my opinion, our nutrition is not
the most important right of youth. only the responsibility of adults.
Juan: Really? Do you think it is more important than Juan: We have to receive the best food they can give
the right to education? I don’t think so. us with the money they have, don’t we?
Gina: Well, yes. We need food for good health and Gina: Of course, but you are also responsible for your
to survive. We need to eat well in order to function nutrition because you have to take care of
properly and study. your body.
Juan: You have a point. Adults should make sure we Juan: What do you mean by that?
get nutritious food in order to study, play, and rest.
Unit 10 177
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Gina: Many times, we have food, but we don’t choose Juan: Ok, I agree that we have to do something for
correctly what to eat. We need to eat better in order our rights. But I also believe that we don’t eat well
to have good health. For example, if there is a bag of because not everybody knows what food is good for
chips and an apple, which snack would you eat? us. In my opinion, we need more information in order
Juan: Hmm … I guess the chips. to make good decisions. And we don’t always have
Gina: Can you see what I mean? We can sometimes nutritious food to choose from.
choose what to eat and we don’t really eat what Gina: You have a point there.
is best for us. We ruin our right to nutritious food
because we make bad choices. p.190
3 Work in small groups. Read the conversation again and talk about the ideas where Gina and Juan
agree or disagree.
A: Gina thinks the right to nutritious food is the most important. Juan disagrees. He thinks
the right to education is more important.
B: Juan thinks adults are responsible for our nutrition. Gina disagrees. She thinks we should
also participate in eating well.
C: Gina thinks we need food to study. Juan agrees with her.

4 You will participate in a discussion about youth rights. Think about one right you believe is very
important. You can choose one from the text in Exercise 1 or if you have access to other sources, you
can research about other rights. Share in groups the rights you chose.
I think the most important right we have is
5 In your notebook, write some reasons why you think the right you chose is not respected, or why
it is the most important. Then share your reasons with a partner.
The right to eat nutritious food is the

most important.
Reasons: We don’t eat nutritious food
when we can.
We don’t know what food is good for us.
We need to eat well in order to study
and have good health.
CT_SB3_p175_190_U10.indd 178 6/12/19 12:43 PM

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6 Work in pairs. Read again the conversation in Exercise 2 and discuss what opinions the friends express
and what reasons they give to explain them.
A: Gina thinks the right to eat nutritious food is the most important because we need food in order
to study, survive, and have good health.
B: Juan thinks we don’t eat well because we don’t know what is good for us.
Toolbox
• Work in pairs. Read the examples from the conversation in Exercise 2 and use them to complete
the statement below.
We need to eat well in order to function properly and study.

We ruin our right to nutritious food because we make bad choices.
The expression (1) is used to give the reason (why) of something and the
expression (2) is used to explain the purpose (what for) of something.
Use because and in order to when you need to explain and support your opinions.
7 Work in pairs. Role-play the conversation in Exercise 2 to practice giving reasons and explanations ffor
opinions.

8 Work in groups. Talk about the right you chose in Exercise 4. To help you exchange your ideas,
first write your opinions and explain them with the help of the expressions because and in order to in
your notebook.
A: I don’t think we respect the right to treat everyone fairly because we sometimes make fun
of other children who are different.
B: We have the right to good education, but we have the obligation to study in order to learn.

9 Work with your group from Exercise 8. Answer how well you did the things in the table and then ask
your partners their opinion about you. If necessary
necessary, ask your teacher or your partners for guidance.
Aspects Very well I am starting to do it I need help

1 I can express an opinion in English about my rights.
2 I can explain my opinion to others.
Unit 10 179
CT_SB3_p175_190_U10.indd 179 6/12/19 12:43 PM

Unit
10 Stage 2
Development
1 Work in pairs. Read the conversation and explain what proposal the students are making.
Gina: I was thinking about what you said that we Gina: I disagree; I believe many people will read our
need information to know what to eat in order to be posters. I saw a documentary on TV that said that
healthy. eight out of ten people get information from posters
Juan: Me too! We have to participate to help the at their school, workplace, or transportation more
right to nutritious food be real for the children of our than from books or other sources of information.
community. Juan: Great! We should start a poster campaign
Gina: In my opinion, we should eat only fruit in the here at school and see how it works. It will be as
morning to stay healthy and avoid bread. interesting as the project we made last year
Juan: I don’t think fruit is enough. Although fruit is about not throwing garbage on the roads
very nutritious, for a complete breakfast we need to and streets.
add bread or cereals and a protein like eggs. I read
Eat
that in a brochure at the local clinic. The brochure
also said that we should not eat too much sugar.
Sugary cereals are as bad as candy. Oatmeal is a good
cereal option.
Gina: What would happen if we tell everybody what to
eat for breakfast? We can help others be healthier.
Juan: Although that is a good idea, it will be difficult
to talk to everyone.
Gina: We can make posters with information from the
brochures at the local clinic and put them all over the
!
school.
Juan: I don’t think people would read them. In my
opinion, people don’t pay attention to posters.
Healthy
p.190
2 Work in pairs. Read the underlined opinions and discuss in which cases the students gave
arguments to support their opinions.
A: Gina thinks we should only eat fruit for breakfast, but she doesn’t have an argument
to support her opinion.
B: Juan thinks only fruit is not enough for a good breakfast. He supports his opinion with
information he read in a brochure at the local clinic.
We can all share our ideas in a conversation, but when you want to prove a point in a
discussion, it is not enough to express an opinion. Back up your opinions with real facts
and evidence you can get from information sources or from people who know about the
s
ill
Sk
subject. These facts and evidence build arguments to support your opinion.
3 Role-play the conversation. Make emphasis on the opinions and arguments.
CT_SB3_p175_190_U10.indd 180 6/13/19 7:17 PM

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ag
2
St
4 Look at the opinions and notes you made in Exercise 8, page 179. Write the arguments you can
use to support them.
If you can, look for information to support your opinion online or at a library.
If you don’t have
access to other sources of information, ask your teacher or informed adults
you know.
t everyone fairly
I don't think we respect the right to trea
ers. I watched a
because we sometimes make fun of oth
I heard that Mexico
documentary on TV about bullying and
ng students.
has the highest rates of bullying amo
5 Work in pairs. Share your opinions and the arguments you prepared to support them.
A: I think that we can be a better country if all children get an education. I read that children who
go to school help their communities when they grow up. I believe we can help if we teach people
who can’t go to school to read and write.
B: I think that the right to be treated fairly is very important. I heard on the radio that 7 out of
10 children are bullied.
C: I believe we should do something. In my opinion, we should not laugh when a kid makes fun of
another because I read children who bully others usually stop if we don’t pay any attention
to them.
Unit 10 181
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St 2
6 Read the examples from the conversation in Exercise 1 and answer the questions with a partner.
be difficult to talk to everyone. Sugary cereals are as bad as candy.

Although that is a good idea, it will
1 Which sentence says that two things are identical in a quality they have?
2 Which sentence contrasts two things and shows the limitation of an idea?
Toolbox
You can join two ideas with although to express how an idea is limited or not enough (It is a good idea, but it is
not enough because it has a problem, it will be difficult to talk to everyone). If you put a quality between as … as,
it will mean they are the same (sugary cereals and candy are equally bad). Try using these expressions to explain
better your arguments during a discussion.
• Circle one more example of these expressions in the conversation from Exercise 1.

7 Work in pairs. Share again your opinions as you did in Exercise 5. Now try to include contrasts
and comparisons with although and as … as. You can write your ideas first as practice.
bullied, I believe bullying can be

Although I read 7 out of 10 children are
eone makes fun of another.
prevented if we don't laugh when som
CT_SB3_p175_190_U10.indd 182 6/12/19 12:43 PM

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2
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8 Work in small groups. Share the opinions about the right you chose and give arguments. Give opinions
on your partners’ arguments.
A: I think the right to nutritious food is the most important right we have because we can’t study or
play without the energy from food. I read bad nutrition is the third most important cause of
sickness in children.
B: I think nutritious food is as important as clean water because we need the two in order to survive.
Our science teacher told me we can survive more time without food than without water.
C: Although food and water are important, they are not enough to stay healthy. I think that the
right to receive medical attention and health care is also very necessary. The doctor at the clinic
says that children who don’t get vaccines get more diseases.

9 Go back to Exercise 9, page 179. Make a list of the things you can do better now and a list of new
things you learned to express opinions better
better.
Things I can do better now Things I learned to express

opinions better
10 Work with your classmate from Exercise 7. Share your lists from Exercise 9 and help each
other notice how your conversation needs to improve.
If you need to review how to express opinions better,

go back to Exercises 1 to 8.
Unit 10 183
CT_SB3_p175_190_U10.indd 183 6/12/19 12:43 PM

Unit
10 Stage 3
Development
1 Work in pairs. Scan the report of a student and discuss what you know about this topic.
Research Report
Right: Discrimination in public places against
people who use a wheelchair.
Opinion: Although the law requires
accessibility for wheelchairs in public
places, many places do not follow these
requirements and that is a form of
discrimination.
Facts: For example, restaurants don’t respect
the correct space between tables (90
centimeters to make a right or left turn, and
ooms don’t have the required dimensions
more than 1 meter to make a 360º turn). For instance, bathr
for mobility (1 square meter).
ramps for wheelchairs (only four out of ten
As a matter of fact, not all schools or public buildings have
have ramps).
dly. Get together with others to raise money for
Proposals: Report places that are not wheelchair-frien
.
materials and make ramps in places where it’s necessary
ssibili ty/space-al lowance …
Source(s): Visited restaurants and www.acce
p.190
2 Work in pairs. Read the report carefully and discuss what you learned.
A: I learned that not all public buildings have ramps.

B: I learned that not having ramps for wheelchairs is discrimination.
3 22 Read and listen to the conversation. Then discuss with a partner what opinions given are similar
to yours. Underline them.
Mario: I researched disability discrimination in public Mario: Well, for example, not all restaurants have
places because I think it is a problem that is more the correct size to allow comfortable movement for
important than bullying. a wheelchair. According to the Association for the
Yvonne: Why do you think that? Disabled, you need 90 centimeters to make a right
Mario: First of all, it is against our right to receive or left turn, and more than 1 meter to make a 360º
equal treatment and I think it is the most important turn. Eight of the ten restaurants I visited don’t have
right we have. I found out that although many places this kind of space. And although there are laws that
have wheelchair accessible bathrooms, they are not require access for all people, there are still many
wheelchair-friendly. buildings with public services that only have stairs
Yvonne: What do you mean? and no ramps.
CT_SB3_p175_190_U10.indd 184 6/12/19 12:43 PM

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3
St
Yvonne: I agree that it is terrible, but although the bullying in the world! Seven out of ten kids are
situation is obviously unacceptable, there are laws bullied every day, and 82% of kids with disabilities
that can force these places to make changes. You suffer from bullying. As a result, 3 million students
can report them. I feel bullying is a bigger problem skip school every month.
because there are no specific laws to punish bullying. Mario: Well, then bullying is more serious than
Mario: Are you sure about that? Where did you find I thought. And it also affects people with disabilities!
that out? After listening to you, now I understand bullying is a
Yvonne: I read it in the newspaper. A human rights very important problem against the right to be treated
group made a letter to the senate, a petition to create fairly, but I still think helping people with disabilities
laws against bullying because there are no real laws is really necessary in our community.
about it.
Mario: I didn’t know that. And you’re right. We have
laws to protect people with disabilities. But still,
I suppose there is more discrimination against people p.190
with disabilities than bullying. Maybe that is why On pages
1
Reader y 30-140 of your
there are no laws. Bullying is a bad attitude, but ou can fin
that exem d a story
p
is it really a worse form of discrimination than not discrimin lifies
a
allowing people with disabilities go wherever they against e tion
qual Reader
rights. Chapter
need to go? I don’t think so. 10
Yvonne: Well, according to the international NGO

Bullying Sin Fronteras, Mexico is number one in
To express a personal opinion and support it, it is important to state your

opinion clearly, and then prepare arguments to prove your point (including
facts you research). If there is disagreement, be prepared to offer
s
ill
Sk
counterarguments and defend your posture with respect and empathy.
4 Work in pairs. Read the conversation in Exercise 3 again and discuss the questions.
1 What are the points where Yvonne and Mario agree? What words do they use to express agreement?
2 What are the points where Yvonne and Mario disagree? What words do they use to express disagreement?
3 What examples do they give to defend their views when they disagree?
disagr
4 What does Mario change his mind about in the end?
The point of a discussion is not to win, but to

defend ideas and propose several points of
view. Sometimes we can change our
mind when we listen to other
arguments and examples. Discussing
s
ill
Sk
is also a way to learn from others.
Unit 10 185
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St 3
5 To help you present your ideas in a discussion, complete notes with the information and
arguments you have collected so far to speak about the right you chose. Use the report in
Exercise 1 as a model.
Research Report
Right:
Opinion:
Facts:
Proposals:
Source(s):
6 Work in small groups. Use the report you prepared to exchange your opinions. Agree when necessary
and support your ideas with examples and facts when you disagree.
A: I think bullying is a very serious problem.

B: I don't think so. I think what people say about bullying is exaggerated.
A: Well, I read that 7 out of 10 kids are bullied in Mexico.
Toolbox
• Read the fragments from the conversation in Exercise 3 and circle the expressions used to ask for
clarification and to question the evidence of others.
Yvonne: I feel bullying is a bigger problem Mario: I found out that although
because there are no specific laws to punish many places have wheelchair
bullying. accessible bathrooms, they are not
Mario: Are you sure about that? Where did you wheelchair-friendly.
find
fi d that out? Yvonne: What do you mean?
In discussions like the ones you have been practicing, it is important to ask others to explain better what they say
to understand their arguments correctly. Also, when your classmates mention facts you don’t know about, it is
good to ask where they got the information from to make sure their arguments are well supported by research.
CT_SB3_p175_190_U10.indd 186 6/12/19 12:43 PM

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3
St
7 Work in pairs. Have a conversation like the one below and write it down in your notebook.
1
Give your opinion.
2
I think bullying is one of Question the opinion.
the worst problems for Really? Are you sure about that?
youth in Mexico.
4
Provide a counterargument with examples.
3
Give a reason with examples. I agree but, for example, there are more kids
Yes, I read in a government that leave school for lack of money than for
document that 7 out of 10 bullying. According to the document I read,
children are bullied every day. 60 % of the children that stop studying leave
school because of money problems.
8 Exchange your conversations with another pair. Role-play the other pair’s conversation. Then tell each
other if the opinions in the conversations were clear and well supported.
9 Work in groups. Prepare a checklist of the things you have learned to participate in a discussion in
your notebook. You can go back to previous pages to make sure you include everything you need.
my opinions.
I can give reasons and explanations for
I can use because and in order to.
ts of my classmates.
I can question the evidence for the fac

10 Work in small groups. Discuss the things you wrote in the checklist from Exercise 9 and ask your
partners for help if there is something in your list you haven’t understood yet.
If you want to review some strategies or steps to prepare your arguments

and opinions to participate in a discussion, go back to Exercises 1 to 9, or
ask your teacher for guidance.
Unit 10 187
CT_SB3_p175_190_U10.indd 187 6/12/19 12:43 PM

Closure
Final Steps
1 Work in groups. Rehearse a discussion about the rights you chose. Try to include the elements on the
checklist you made in Exercise 9 on page 187.
A: I think that the right to eat nutritious A: I read a survey by a health institution.
food is important. Adults provide our food, According to the results, eight out of ten people
but we have the responsibility to try to eat choose junk food over healthy snacks.
well in order to be healthy.
B: What do you mean it is our responsibility?
A: That we should choose food that is good
for us whenever we have options. When
people are asked to choose between a
healthy snack and junk food, most of us
choose the option that is not nutritious.
C: Are you sure about that? I disagree
because I prefer healthy food. Where did you
find that information?
2 Now that you decided on a right to discuss, practiced expressing your opinions with informed
arguments, and learned some skills to interact during a discussion, you are ready to have a public
discussion on the rights of youth. Go back to your Planner on page 176 and check ((✓) what you did to
accomplish it.
Socialize
3 Work as a class to have a public discussion. Y
Your teacher will probably invite other people to hear your
discussion. Share your opinions and arguments about the rights of youth. To participate, you must
raise your hand and speak when the teacher tells you.
4 After the discussion, share if the point of view of another classmate changed your opinions.
• What were the most important rights and the most inter
interesting proposals in the public discussion?
• What was easy or hard to do when preparing
pr arguments?
• What did you learn about discussing and about your rights during this activity?
CT_SB3_p175_190_U10.indd 188 6/12/19 12:43 PM

Assessment
1 Now that you have finished this unit, check (✓)) the answer that best describes your performance, so
you recognize those aspects where you need to improve.
My performance 1 2 3 4
Check texts about rights of youth.
Select information.
Share opinions and arguments to take a position and anticipate others.
Support my opinions with arguments.
Exchange points of view to defend my position during the discussion.
KEY
2 Now that you have participated in a public discussion, reflect on your performance so you recognize
those aspects where you need to improve.
My Final Product I think My teacher thinks

I reached an agreement on which right to discuss.
I used language and vocabulary from the unit to support my
opinions with arguments.
I shared comments and opinions on my partners’ ideas.
I followed the checklist we made to improve my skills when
participating in a public discussion.
3 Get together with classmates you worked with as a group during the unit and ask them how they
described your teamwork performance. Compare how your classmates described the teamwork
performance with the answers you checked.
Teamwork Yes No
We exchanged arguments and opinions together.
We listened attentively to our partners.
We respected turns of participation and took part in the public discussion with interest.
We showed respect and tolerance for other arguments and opinions.
4 Work as a class and review your answers. Discuss them together and ask your teacher ffor guidance
on how you can improve your performance.
this unit.
Unit 10 189
CT_SB3_p175_190_U10.indd 189 6/12/19 12:43 PM

Glossary
agreement (n) – an arrangement or decision about sign (v) – if a country signs a document, its official
what to do representatives sign it to agree to what it says
allow (v) – to give someone permission to do or have size (n) – how large or small something is
something survive (v) – to stay alive despite an injury, illness,
avoid (v) – to try to prevent something from war, etc.
happening take care of (v) – to do the necessary things for
bread (n) – a common food made from flour, water, someone who needs help or protection
and usually yeast turn (n) – a movement in which someone or
brochure (n) – a small magazine containing details and something changes of direction
pictures about a specific topic unfairly (adv) – in a situation in which the people
bullying (n) – behavior that frightens or hurts involved are not all treated equally
someone smaller or weaker wheelchair (n) – a chair with large wheels that
chip (n) – a very thin round piece of potato cooked in someone who cannot walk uses for moving around
hot oil and eaten cold worse (adj) – more unpleasant or bad than something
choice (n) – the opportunity or right to choose else or than before
between different things youth (n) – the time in someone’s life when they
disability (n) – a condition in which someone is not are young
able to use a part of their body or brain properly
documentary (n) – a movie or television program that
deals with real people and events
environment (n) – the conditions and influences in
which people carry on a particular activity
fairly (adv) – in a fair way
garbage (n) – something that is to be thrown away
health (n) – the condition of your body, especially
whether or not you are sick
health care (n) – the services that take care of
people’s health
healthy (adv) – physically strong and not sick
issue (v) – to announce something, or to give
something to people officially
law (n) – an official rule that people must obey
mobility (n) – the ability to move a part of your body
nutritious (adj) – nutritious foods provide the
substances that people need in order to be healthy
oatmeal (n) – a hot breakfast food made by boiling
crushed oats with milk or water
peacefully (adj) – in a calm and quiet way
raise (v) – to collect money for a particular purpose
rest (v) – to spend a period of time relaxing after
doing something tiring
right (n) – something that you are morally or legally
allowed to do or have
road (n) – a way that leads from one place to another
safe (adj) – not likely to cause damage, injury, or harm
CT_SB3_p175_190_U10.indd 190 6/12/19 12:43 PM

Bibliography
Reference Books
Adelson-Goldstein, Jayme and Norma Shapiro. Oxford Picture Dictionary.. New York, NY: Oxford University Press, 2008
Diccionario Macmillan Castillo Español–Inglés, Inglés–Español,, México: Macmillan, 2009.
Molinsky, Steven J. and Bill Bliss. Word by Word Picture Dictionary.. Upper Saddle, NJ: Pearson Longman, 2015.
Richmond Pocket Dictionary: Español–Inglés, Inglés–Español,, Madrid: Santillana, 2009.
Readers
Colbourn, Stephen. Dr. Jekyll and Mr. Hyde.. Mexico City: Macmillan, 2016.
Collin, Anne. Silver Blaze and Other Stories.. Mexico City: Macmillan, 2016.
Cornish, F.H. A Christmas Carol. Mexico: Macmillan, 2016.
Landon, John. Claws. Mexico City: Macmillan, 2016.
Macmillan Readers. Oxford: Macmillan, 2007.
McGovern, Kieran. Love by Design.. Mexico: Macmillan, 2016.
Reading Expeditions: Nonfiction Readers.. Washington, D.C.: National Geographic School Publishing, 2014.
Online Resources
http://www.en.oxforddictionarties.com http://www.esolhelp.com
http://www.librosdelrincon.sep.gob.mx http://www.ldoceonline.com
http://www.aprende.edu.mx http://www.macmillandictionary.com
http://www.bbc.co.uk/skillswise/english http://www.visualthesaurus.com
https://www.backstage.com/magazine/article/forms-nonverbal- https://www.eurocentres.com/blog/direct-and-indirect-speech-
communication-actors-must-master-8173/ whats-the-difference/
Unit 1
Unit 6
http://getintoenglish.com/wp-content/uploads/2014/02/ http://learnenglishteens.britishcouncil.org/grammar/beginner-
Phrasebank_giving-your-opinion.pdf grammar/past-simple-regular-verbs
https://www.fluentu.com/blog/english/english-filler-words/ https://www.vocabulary.com/lists/12827
https://converticious.com/list-of-units/ https://www.fictionpress.com/s/2826490/1/Comics-as-
Unit 2
https://www.thepunctuationguide.com/ Narrative-text
Unit 7
http://www.sciencefun.org/kidszone/experiments/ https://www.wikihow.com/Make-a-Comic
https://quizlet.com/149048538/narrative-text-story-elements-
flash-cards/
https://quizlet.com/22300934/five-characteristics-of-poetry-
flash-cards/ https://englishlive.ef.com/blog/english-in-the-real-world/
Unit 3
https://www.youtube.com/watch?v=MPsz6QVZeVE five-useful-ways-disagree-politely-english/
Unit 8
https://owl.purdue.edu/owl/purdue_owl.html https://extension.umn.edu/leadership-development/benefits-
http://www.english-for-students.com/English-Poems.html consensus-decision-making
https://www.espressoenglish.net/how-to-end-a-conversation-in-
english/
https://awc.ashford.edu/PDFHandouts/How%20to%20Write%20
a%20Good%20Paragraph_final.pdf
Unit 4
https://www.history.com/topics/mexico/history-of-mexico https://www.lifewire.com/web-search-tricks-to-know-4046148
https://www.scholastic.com/teachers/articles/teaching-content/ https://quizlet.com/152077198/sequencing-arguments-flash-
Unit 9
mexico-history/ cards/
http://www.bbc.co.uk/ahistoryoftheworld/topics/ https://www.concern.net/schools-and-youth/debates/materials
https://www.edu.gov.mb.ca/k12/cur/socstud/frame_found_
sr2/tns/tn-13.pdf
https://www.wikihow.com/Solve-a-Mystery
Unit 5
https://learnenglish.britishcouncil.org/english-grammar-
reference/talking-about-past https://www.unicef.org/rightsite/files/
uncrcchilldfriendlylanguage.pdf
Unit 10
http://learnenglishteens.britishcouncil.org/exams/speaking-
exams/agreeing-disagreeing
https://www.englishclub.com/speaking/agreeing-disagreeing-
expressions.htm
191
CT_SB3_p191_Endmatter.indd 191 6/13/19 7:06 PM

Macmillan Education
Compañías y representantes en todo el mundo
Come Together Student's Book 3 Macmillan Publishers, S.A. de C.V.
Insurgentes Sur 1886, Florida,
Diseño e ilustración D.R. © Macmillan Publishers, S.A. de C.V. 2019 Álvaro Obregón, C.P. 01030,
Texto D.R. © Manuel Luna y Adriana Del Paso 2019 Ciudad de México, México.
Macmillan es una marca registrada Tel: (55) 5482 2200
elt@grupomacmillan.com
Primera edición 2019
Reimpreso en 2019 www.grupomacmillan.com
www.macmillan.com.mx
Directora Editorial: Claudia Arancio www.macmillanenglish.com
Gerente de Creación de Contenidos: Adriana Alcalá
Commissioning Editor: Gabriela Velázquez Miembro de la Cámara Nacional de la Industria Editorial Mexicana
Coordinador de Diseño: Alejandro Flores, Berenice Gómez Registro Núm. 2275
Development Editor: Oliver Omaña
Diseñador: Carmelina Hernández Prohibida la reproducción o transmisión parcial o total de esta obra
por cualquier medio o método o en cualquier forma electrónica o
Concepto de portada: Berenice Gómez mecánica, incluso fotocopia, o sistema para recuperar información
Diseño de portada: Ana Castillo, Berenice Gómez sin autorización por escrito de la editorial.
Fotografías de portada: ©Depositphotos, Shutterstock.com Todos los derechos reservados conforme a la ley.
Ilustraciones de portada: Antonio Rocha, Shutterstock.com
Concepto de diseño: Berenice Gómez, Mónica Pérez Impreso en México
Diseño y formación: Deyanira Ballesteros / YZ Taller de Diseño
Ilustraciones: ©Depositphotos, Samantha G. R., Mario Garza / Esta obra se terminó de imprimir en agosto de 2019
GAM, A Corazón Abierto / Marcela Gómez, Salvador Heras, Bastian en los talleres de: Editorial Impresora Apolo, S.A. de C.V.
Hernández, Luis Montiel, Carlos Ortega, © Shutterstock.com Centeno 150-6, Granjas Esmeralda,
Fotografías: Francisco Palma; Aisyaqilumaranas / Shutterstock.com Iztapalapa, C.P. 09810
p 164; Akimov Igor / Shutterstock.com p 25; Aleksandar Todorovic / Ciudad de México, México.
Shutterstock.com p 137; Antwon Mcmullen / Shutterstock.com p 135;
Arsgera / Shutterstock.com p 154; Carolina Arroyo / Shutterstock.com 2023 2022 2021 2020 2019
11 10 9 8 7 6 5 4 3 2
p 156; CHRISTIAN DE ARAUJO / Shutterstock.com p 156;
©Depositphotos; ©Depositphotos/zhukovsky p 145; Free Wind 2014 /
Shutterstock.com p 86; Kelli Hayden / Shutterstock.com p 135;
Kobby Dagan / Shutterstock.com p 156; Lena Wurm / Shutterstock.
com p 135; LightCapturedBy Damian / Shutterstock.com p 161;
mark stephens photography / Shutterstock.com p 137; Marco Saroldi
/ Shutterstock.com p 130; Marco Saroldi / Shutterstock.com p 154;
Marco Saroldi / Shutterstock.com p 168; Marco Saroldi / Shutterstock.
com p 172; Pierre Jean Durieu / Shutterstock.com p 135;
Shutterstock.com; skyfish / Shutterstock.com p 154; Tony Moran /
Shutterstock.com p 161
ISBN: 978-607-473-753-0
192
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1
3
Student’s
Book
speak
create
Student’s Book
Student’s
interact
communicate
Book
learn analyze
experience
1
3
share
listen
understand
Manuel LUNA Adriana DEL PASO

think
explore
apply
Manuel
LUNA
Adriana
DEL PASO
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Initial Unit 8 135

Ask questions to obtain information

Sessions Sections Tasks Pages

Don’t forget to come back and check (✓)) your evidence.

82 Recreational and Literary

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For your For your Final Product

A: What happened? My Questions

Unit 5 87 88 Recreational and Literary

22 Family and Community Unit 3 61

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Social Learning Environment: Communicative Activity:

1 Work in pairs. Check (✓) the TV shows you like to watch.

drama comedy sports reality shows

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Sessions Sections Tasks Pages

Development Sharing impressions about my TV program. 15

Don’t forget to come back and check (✓) your evidence.

8 Family and Community

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TV programs can be informative like news, documentaries, and

as well as shows where sport critics talk about them.

A: Mónica likes Chef Challenge because she

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tickers actors subtitles anchors contestants

10 Family and Community

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for ever y age.

Mr. X: It has young actors because

1 What types of audiences are mentioned for these shows?

language we use when we speak every day.

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TV Channel Program Name Genre Audience Program Elements Language

My favorite TV show is Chef Challenge from My favorite TV program is Sportex

Assessment - Think About Your Progress

Aspects My Opinion My Partner’s Opinion

If you need more practice, do Exercise 7 again

12 Family and Community

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1 Who is Tina talking to?

1 What sound effects do Pablo and Sandy talk about? To learn m

language and the tone of voice always tell

words we hear or read in the subtitles.

understood everywhere English is spoken.

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They show Tina’s They show They create an

14 Family and Community

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The tone of voice …

Assessment - Think About Your Progress

Did you recognize what your program uses music for?

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I think exciting and entertaining I think boring and disappointed are

16 Family and Community

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I feel when I watch my favorite show. It is .

I feel relaxed. entertaining

It makes me laugh. interesting