Page 91 - @ccess 2 Teacher´s Book
P. 91

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
   86   87   88   89   90   91   92   93   94   95   96