Page 139 - @ccess 1 Teacher´s Book

Activity 12
• Tell students to continue the 12. Discuss what you liked and disliked in the panels you explored. TRACK 32
rack 32 • Encourage them to ask each • Listen to the example on the track and read the transcript below.
• Formulate questions about them.
discussion in pairs.

other questions about the
Yes, I
like the illustrations,
I like the illustrations
T comic and to answer them. because they are very simple. too. I also like the fact that
• Play the track so they fact that everybody wants to wear the character discusses real stuff.
But I don’t like that it highlights the
New Delhi is in India, but I don’t
know how to carry on with jeans. The same thing happens in know where exactly.
the conversation. Mexico! By the way, do you know
where New Delhi is?
• Ask them to write down the
questions they weren’t
able to respond to and to get • Exchange your questions with another pair of students and try to respond
to theirs.
together with another pair of 13. Go back to the comic My Trip to India and determine implicit information.
students to discuss them. Look at the example.
Because
here it says
Karla
Activity 13 doesn’t appear in that Luis will be
the comic and there is home for their
• Encourage students to no mention of her as Luis’s anniversary.
continue interpreting the wife but I believe
comic and to read between she is. Right, if she

the lines. And why do weren’t his wife,
he wouldn’t talk
• Model the activity by asking you think she is about it.
his wife?
some more questions, like
who Karla is.
• Play the track again and ask 14. Describe how you read the comic strip with a graphic scheme. Which panel
did you read first? Which was second? Which was last? Look at the example.
students to follow along with
the transcript. We read the comic from left Panel 1 Panel 2
• Ask them to work in to right, and top to bottom. Panel 3 Panel 4
We do the same thing when
teams and continue the reading a short story.
conversation. Panel 5 Panel 6
• Check the teams’ work and
provide help when necessary, Panel 7
giving students some clues 134 Student´s Book / Practice 8
on how to interpret what is
going on in the comic.

Activity 14
• Before this activity, cut a few short comic strips into individual panels and give one to each team, as if it
were a puzzle.
• Students should put the comic in the correct order and decide on the best way to present it for others to
read it. The layouts may vary, but all of them must start from top to bottom and left to right.
• Tell students to complete the activity in the book and allow some time for them to do it.
• Start a conversation with the whole class to decide why this is the best layout and what it has in common
with other texts.
• Guide the discussion so students can conclude that in English we read from left to right and from top to
bottom, no matter the text. Ask them if they’ve heard about other languages that use a different layout. For
example, Arabic is written from right to left, and Chinese is usually written vertically, instead of horizontally.

138 Teacher’s Book / Practice 8