Page 91 - @ccess 2 Teacher´s Book

Activity 16
• The idea here is that each
person has the chance to
influence their own monologue.
However, it might be easier if
there were a common topic for
the whole team (as we propose
here), rather than expending
their efforts on a multiplicity of
topics. However, if you have a
small group, you may prefer
that each student selects her/
his topic (which entails skipping
this activity altogether).
• Correspondence between
genre and topic may not be
perfect here. For example, a
serious issue may become a
topic for a stand-up comedy
monologue by means of
rhetorical resources. A
lighthearted topic may also
become more serious by
means of voice and gestures, so
you may allow room for some
mismatches at this stage of the
development.

Activity 17

• It is important to distinguish
similarities and differences in
the monologues, since this will
help your students become aware of details their monologue needs to be successful with the audience.
• If time is short (or if your students find it difficult), you may want to work on this activity with the
whole class.
• When your students need to register something, do not strive for perfection in their notes. However, help
them to organize them as clearly as they can, so they really are useful later in this practice (or even in
other practices).
Activity 18

• The features of different types of monologue have already been covered in Activity 7. In this case, we
added notes on specifically how those features are meant to be used or what they entail when performing
the type of monologue chosen.
• Remind your students that each of them should have their own notes on the decisions they made for their
own monologue. That way, if one of them is absent, they do not have to start from zero.

90 Teacher’s Book / Practice 5