Page 97 - @ccess 2 Teacher´s Book

Activity 28
• So that activities for this session
really work as an improvisation,
they should be short (around
five minutes). Otherwise, the
improvisation factor is watered
down and it is just rehearsing
or preparing a dramatic
reading aloud.
• The purpose of distributing
activities as in other cases is to
reduce the load of preparing
everything, while everyone
plays to her/his strengths
and cooperates towards a
common goal.
Activity 29

• In order to accomplish this
quickly, it is important to allow
room for reflection beforehand.
Your students may make
mistakes, but if they have got
the gist of improvising, time
allowing, you could have a
second round of monologues
in which your students might
accomplish better results.
• We add words and expressions
to make the monologue funnier,
since it is a comic monologue;
however, you should help your
students to make the necessary additions depending on the type of monologue they have chosen.

Activity 30

• Remind your students to keep their monologues short. Just to give you a general idea, a native speaker
says between 110-150 words per minute. For example, this tip you are reading right now has around
110 words, so at a normal pace it could be said in one minute by a native speaker, so for your students
it should be quite slower. One minute of speaking without pauses even for more proficient speakers can
be a really hard task (just for fun, try to start saying a speech in your mother tongue without pauses and
hesitations for one minute, in order to be become more aware of the difficulties involved).
• Body language may also contribute to rhetorical effects. For example, if someone says I was happy, while
smirking, that is a sure sign of irony, even if the tone does not change to indicate it is so.

Activity 31
• This is a final chance to make adjustments to the monologue. Remember, it is more important to foster
creativity and to encourage your students so that they gain confidence than to attain a perfect rhetorical
product (which may be difficult to achieve even for a native speaker). Try to balance short and long
monologues. If necessary, time your students beforehand so you can give tips on how to adjust their pace.

96 Teacher’s Book / Practice 5