Page 131 - @ccess 3 Teacher´s Book

Activity 10 (continues)
• Ask students some follow up
questions such as: Why is
Helen’s Story the exposition of
the text? Why is the resolution
presented in the last part?
Students should provide similar
answers to what they discussed
in previous activities.

• Allow some time for students
to read the story they selected
and to determine which parts
belong in the exposition, conflict
and resolution.
• Monitor and provide help
if necessary.
• Encourage students to divide
the story in a way that makes
sense for the team. All members
must have something to do and
should be happy with the role
they have in the making of
the product.
Activity 11
• Ask teams to exchange the
story they selected with another
team. They should work with a
story they don’t know of yet.

• Model the activity and use
the example provided. You
can ask a volunteer to read
the beginning of “The Speckled Band” and you can start pointing out what is stated in the diagram, such
as the main characters’ names (“Sherlock Holmes is one of the main characters because he is a famous
detective”), the narrator (“We know that Watson is the narrator because he says that he is going to tell us
a story”), what is going to happen (“The narrator mentions the phrase a difficult case, that’s why we know
there will be a mystery to solve”), among others.

• Allow some time for students to complete the activity and provide help if necessary.
Translate icon / Additional definitions: flat (n.): departamento (también: piso, plano, liso, desinflado)

130 Teacher’s Book / Practice 8