The warm-up of this lesson was a successful stage as it achived its aim: to attract students' attention and introduce the topic of the lesson in a catchy way.

The teacher displayed cards with ordinal and cardinal numbers on the board and raised students' awareness about the difference in form between those two categories of numbers. The teacher elicited students' answers through guiding questions: "Why do I add 'th'/ 'st'?. Then, the teacher invites some students to pass and label the cards in the corresponding category (ordinals or cardinals), based on their differences in form.

Finally, she fosters students' awareness on their difference in use. She explains como uses of ordinal numbers (dates, grades, positions, stages in recipies).

I consider this warm-up successful not only because it presented the topic of the lesson in an interesting way, but also because it fostered students' engagement with the task through the use of cognitive skills. The activity started demanding their use of lower order thinking skills (identifying, labelling), to higher order thinking skills (thinking about possible uses of the structure. I.e: applying)

"Brain maturation typically occurs from the back to the front. Neuroscientists have shown that the area of the brain that matures most rapidly during adolescence is the prefrontal cortex, the area highly involved in decision making, thinking ahead, and comparing risks and rewards (Winters 2008). This impacts all aspects of teenage behavior, as the undevel ­ oped front part of the brain is responsible for reasoning functions and controlling impulses (Winters 2008). When compared with older, more mature learners, teens tend to be less responsible with homework, have trouble postponing gratification, and find it difficult to summon the willpower to study for tests. According to Steinberg (2008), the teenage brain “has a well-developed accelerator but only a partly developed brake.” No wonder educating teenagers is not an easy task!" (Lauría de Gentile & Leiguarda de Orué, 2012: p.17)

To introduce the content of the new unit Homes, Silvina Longo, the co-trainer teacher, used a resource which was connected to students' interests: a video of Scaloni giving a tour around his penthouse and describing each room.