Page 76 - @ccess 1 Teacher´s Book

Activity 16
16. Organize sentences according to each character’s turn in the conversation. • Remind the students of the
Look at the example.
importance of the dialogue
session 8
Dialogue sequence for their final
Scarlett’s mother: Look what I have here! Do you like this dress? It’s a ballet product. Have three different
costume. students read the example
Scarlett: I don’t know. I may like it. questions.
Scarlett’s mother: Do you like the color? Come on, look at it, you’ll like it a lot
because it’s blue. • Help your students to
Scarlett: Mmm, perhaps it fits me. structure their dialogue’s
Scarlett’s mother: Do you want to try it on? It’s your favorite color and you’ll
look really good in it because it’s your size. sequence. This activity is the
Scarlett: Ok, it’s fine because it will fit me.
penultimate step in the first
draft of the final product.
17. Comment on what kind of music and sound effects best suit the dialogue Sequences to form dialogues. Rehearsing dialogues Activity 17
you wrote.
• Check the music you brought to class and choose the most suitable tracks. • There are no incorrect
• Comment where you can add sound effects and suggest some you can make options; students may choose
with the resources at hand. Look at the example.
any musical genre and sound
Sound effects How to make them effects they wish to. What’s
important is that they learn
Wind Put your hands together and blow lightly through your fingers.
Light rain Squeeze a thin plastic bag. to express the emotions
Water dripping Tighten lips and open them forcefully. produced by a determinate
Steps Hit a surface softly using the sole of a shoe. genre, so that when they
18. Based on the gestures and nonverbal language you worked with choose audio for their film,
in Activity 6, establish voice speed and volume. Listen to the full TRACK 15 they can clearly convey the
example on Track 15.
That appropriate feelings.
her voice • Provide students with other
What
Scarlett do you mean volume is neither
talks slowly and Mom by “normal”? low nor high. objects that may help them
very quietly. uses a normal make other sound effects (for
voice volume. example, castanets, cans,
et cetera).
Continue this activity on the next page
Activity 18 T
Studentʼs Book / Practice 4 71
• Discuss the social and cultural rack 15
conventions of nonverbal
language with your students.

Teacher´s Book / Practice 4 75