Page 38 - @ccess 2 Teacher´s Book

Activity 13
• Remind students to read the
extract before cutting it out.
• Tell them to classify the
characters’ names, the stage
directions and the lines in
three different piles.
• Remind them to organize the
extract before pasting it.
• Tell them to analyze what the
line says and who could say it.
For example: if the line mentions
the word “wife”, it is probably
Fin’s dialogue or if there are lots
of exclamation marks, the stage
direction should describe the
feeling accordingly.
• Answer:
FIN: (looking out the open door)
He’s coming! He’ll be here in a
minute!
OONA: (comes back) Now, hold
your tongue, Fin, and put on this
nightgown of mine.
FIN: (indignantly) What?! Me put
on the clothes of a woman?! Are
you trying to make a fool of me?
OONA: Trust me, now, Fin.
FINN: (glares at her stubbornly,
then gives in with a sigh)
NARRATOR 2: So, grumbling away, Fin put on his wife’s nightgown. Oona put a white bonnet on his head,
then pushed him toward a cradle in the corner.
FIN: Woman, what do you think you’re doing?!
OONA: (pushing him into the cradle) Just lie down there, Fin. And you’ll need this baby bottle, too. (sticks
the bottle in FIN’s mouth)
FIN: (opening his eyes wide as he gets the bottle) Ulp!
OONA: Now, keep yourself quiet and leave everything to me.
• RB Box can either extend the current practice or provide material for developing it. If you have enough
material, take time during the practice to go through the Reader’s Book to foster curiosity and improve
reading skills.
Activity 14
• Remind students to think about the strengths each person has in order to decide which character they are
going to represent.
• It is time to start rehearsing the stage performance.
• Students should practice several times before the stage performance to master the dramatic reading.

Teacher’s Book / Practice 2 37