Page 134 - @ccess 3 Teacher´s Book

Activity 13 (continues)
• Make sure students recognize
the relevance of analyzing the
characters in a story and of T
thinking about how they are rack 54
portrayed through their actions.
That will allow them to identify if
they are the main characters, or
just secondary or incidental.
Activity 14
• Encourage students to reach an
agreement about the role each
character plays in the story. You
can replay the track if necessary.

• Go through the example with
students and ask them if they
agree. Some might find it odd
that Helen Stoner serves as a
narrator as well, but she is the
one that tells Dr Roylott’s story
and explains the case to the
detectives. We, therefore, have a
story within a story. Helen tells
the story of how Julia died,
and then Watson tells us the
story about how they came
across the case and how they
solved it. Some other examples
of this are One Thousand and
One Nights (Arabian Nights),
where Scheherazade tells
several stories to a king, and
Don Quixote.
• Allow some time for students to copy the chart in their notebook and complete it.
Activity 15
• Ask students to look for words and expressions that describe the characters in the story. There should be a
few when they are first introduced, but there should be others further along in
the story.

• Read the example with them and elicit what the expressions allow the reader to know about Helen Stoner.
Their answers may vary, but they should be able to recognize that she is a young woman that looks like an
old lady, and that she is very scared about something.
• Go through the REMEMBER with students. Point out the role adjectives play when describing someone.
Make sure they understand that by identifying the adjectives in the story, they will be able to describe the
characters.
• Allow some time for them to complete the activity and provide help if necessary.
• Elicit a short description of the characters in the story they selected from each team.
• Remind them to describe the characters’ physical appearance, as well as their personality, attitudes
and emotions.

Teacher’s Book / Practice 8 133