Page 141 - @ccess 3 Teacher´s Book

Activity 25
• Encourage students to ask
some questions about the
descriptions they listened to in
Activity 24.
• Ask students to reread the
transcript and to check the
questions that serve as an
example. You can elicit why
these particular questions
are important. Their answers
may vary, but students should
be able to respond that the
questions are linked directly to
the illustrations, so it’s important
to know what the characters
look like.

• Elicit other questions that may
be relevant in this example.
They could ask: How did Watson
feel when he woke up and
saw Holmes standing there?
or Was Holmes annoyed that
Watson was still in his bed and
not ready for the day? among
others.
• Play the track and encourage
students to pay attention to how
the students introduce these
questions in the conversation.
• Encourage students to think
about the questions that would
suit the description of the characters and to have a conversation about them.

• Tell them to ask about the details that were not provided in the description. You can tell them to ask not
only about physical appearance, but how the characters feel in each panel, or what they are doing, if they
are sitting down, looking through the window, etc.
• Remind students that these questions will help them take details into account that they didn’t consider
while making their first draft.
Activity 26

• Go through the example with students and elicit what information changed and why. Their answers may
vary, but they should be able to recognize that it is not only the narrator who speaks, but also Holmes and
Watson. They should also identify that the last statement in the narrator’s paragraph is deleted because this
information will be in the illustration of the final version and in the characters’ speech bubbles. Therefore, if
the characters appear fully dressed in the image, there is no need to say that in the text, nor to use indirect
speech, they should just have the characters talk.

140 Teacher’s Book / Practice 8