Page 39 - @ccess 2 Teacher´s Book

Activity 15
• Go through the example with
students. It is in their Reader’s
on page 11.
• Encourage them to imagine
how the character feels in each
situation to decide on the best
body language to represent
the dialogue.
• Model intonation, volume and
speed while reading the lines
in the chart. This will help
students to mark the words in
their play that need emphasis or
a different rate of speed in the
dramatic reading.
• The CD icon will appear
throughout the practice to
indicate the activity the track is
linked to. However, remember
the way we order activities is a
suggestion and you may change
them to suit the purposes you
established with your students.
Activity 16
• Read the activities with your
students first and make sure
racks 14, 15, 16 and 17 • Tell them to go through each
they understand them.

definition and provide some
examples. Vary each feature, so
they can understand the differences.
• Ask them to underline the tips they find useful so they know what to do when they are reading their play.
• Emphasize the fact that there is no proper way to speak, but we vary the voice’s features depending on the

T emotions we want to transmit.

38 Teacher’s Book / Practice 2