Page 130 - @ccess 3 Teacher´s Book

Activity 8 Building stage
• Allow some time for students
to read the short story and T
encourage them to organize it.
They should determine which rack 52
paragraph goes first and
which last.
• Ask students some questions
about the story, such as: What is
going on, What characters are in
it, Who is telling the story, Why is
the servant scared, Who he saw
at the market, What does he do to
avoid dying, Does he succeed in
his plan? Expect some answers
such as the merchant sends his
servant to the market, where
he sees Death. He knows she is
going to kill him soon, so he asks
the merchant for a horse to go to
another city, where Death cannot
find him. The story is told by
Death, since on the first line in the
third paragraph she says, “He saw
me standing in the crowd.”
Activity 9
• Help students understand
that the conflict is usually the
heart of the short story and is
related to the main character.
In a short story, there is usually
one main struggle. You can ask
questions such as: How would
you describe the main conflict?
Is it an internal conflict within the character? Is it an external conflict caused by the surroundings or
environment the main character finds himself/herself in?

• Provide help for students to recognize the climax as the point of greatest tension or intensity in the
short story. It can also be the turning point where events take a major turn as the story races towards its
conclusion. You can help them find it with questions like: Is there a turning point in the story? When does
the climax take place?

Activity 10
• Go through the example with students and ask them if they agree with the chart.

• Encourage them to use their Reader’s Book to support their comments and to go back to the text to
determine if what is stated is correct.

Translate icon / Additional definitions:

- flanks (n.): flancos (también: costado, flanquear)
- crowd (n.): multitud (también: atestar)
- jostled (adj.): empujado (también: empujarse)

Teacher’s Book / Practice 8 129