Page 135 - @ccess 3 Teacher´s Book

Activity 16
• Go through the example with
students and make clear how
all the adjectives in Activity 15
appear in a list here.
• Ask them if they are able to
recognize those words in the
illustration about Helen Stoner.
They should be able to tell that
her physical appearance is
properly portrayed, but there
are a few adjectives about her
attitude and emotions that need
some emphasis.

• Encourage students to do the
same with the characters from
the story they selected.
• Remind them to consider the
brief description they did about
each of the characters before,
and the words and expressions
they highlighted in Activity 15.
• Elicit the words or expressions
which were easier to depict
on the illustration and which
were harder. They should be
able to identify that adjectives
regarding clothes and physical
appearance were much easier
than the rest, as those will
probably be in the text.
• Point out that their drawings must reflect what the characters look like, since they are going to create a
comic strip and, therefore, they have to draw it. Keep in mind that this activity is one of the steps needed
to make the language product, in this case, a comic strip.
Activity 17
• Go through the example with students and elicit what direct and indirect speech are. They should be
able to identify that the first one appears in quotation marks (“ “), and repeats exactly what the person
said. However, indirect speech reports what the person said, and we usually change the tense. We also
introduce what others say with reporting verbs (ask, tell, whisper, yell, etc.).

• Encourage students to find an extract with direct and indirect speech in the story they selected.
• Allow some time for them to classify the examples.
• Point out that identifying the speech register in the story will help them determine which lines will be the
characters’ and which will be the narrator’s. Provide examples from the stories they are working with.

134 Teacher’s Book / Practice 8