Page 39 - @ccess 2 Teacher´s Book
P. 39

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.























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