Page 89 - @ccess 2 Teacher´s Book
P. 89

Activity 11
              • Now your students will work
               with a classical monologue,
               from William Shakespeare’s As
               You Like It. In this monologue,
               Jacques (a noble) compares the
               world to a stage and life to a
               play, and lists the seven stages
               of a man’s life, from being a
               baby to being a person of
               advanced age, facing her/his
               imminent death.
              • A curious note on the track
               and the link we suggest in
               Activity 13, the words are
               pronounced using their modern
               pronunciation. However, if we
               had heard the monologue in
               its time, the words would have
               sounded differently (almost
               as they were written). English
               pronunciation has changed a
               lot from Elizabethan English
               (beginning of the 17th century).
              Activity 12
          rack 30  • This activity is intended to
               work on pronunciation with a
               deliberately more complex text
           T   than the ones students usually
               encounter, at least with regard
               to the repertoire of words and
               expressions. The track is clearly articulated and it is relatively slower than normal speaking pace. Students
               will gradually achieve conventional pace when speaking, and it is better to be clearly understood than to
               say everything quickly but with poor pronunciation. So, articulating clearly, rather than quickly, is the main
               objective here.
              • If your students find this activity beyond their capabilities, you may help by providing them with
               the transcript.
              Activity 13

              • This activity looks for lexical precision while listening to speech, which is a skill used to avoid
               misunderstandings and to move to a more advanced level of listening proficiency. At this level, your
               students may not be able to detect the words after hearing the track just once, so be prepared to play it
               at least twice. However, after playing the track three times, help your students in order to avoid ineffective
               repetition and restlessness.
              • If you have the time and resources, encourage your students to watch other versions of the monologue,
               that way they will have more examples for improvising their own monologue.









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