E IDENTIFY SUPPORTING DETAILS
Suggested 5 Your actual
teaching time: minutes teaching time:
●
To warm up, ask a volunteer to read the various
personality traits in the exercise. After each one, ask the
class Is it a positive or negative quality? (1–4, positive; 5–8,
negative)
●
Tell students they will scan the article about Beethoven
for the words and circle them. Review that when they
scan they don’t have to read the whole article again, just
look for the specific words. ( gifted, paragraph 1; energetic,
paragraph 6; imaginative, paragraph 1; passionate, title,
and then paragraph 5 has passionately in love; eccentric,
paragraph 4; difficult, paragraph 2; moody, paragraph 3;
egotistical, paragraph 2) Have students compare answers
with a partner.
●
Focus on the word passionate and point out that the word
is used in the title as a reference to Beethoven’s liking for
and dedication to music; it is also used in paragraph 5
to talk about being passionately in love, which means to
have strong feelings for someone.
●
Let students work in pairs to write the examples. Then go
over the answers as a class.
Answers for Exercise E
Answers will vary, but may include the following:
1. He composed his first piece of music by age 12.
2. He continued to write many pieces of music.
3. He wrote many unique compositions.
4. He asked several women to marry him.
5. He rarely bathed.
6. He dumped a plate of food on a waiter’s head.
7. He would walk through the streets talking to himself.
8. If anyone talked during a concert, he would stop
playing and leave.
F EXPRESS AND SUPPORT AN OPINION
Suggested 5 Your actual
teaching time: minutes teaching time:
●
Invite students to first discuss the questions in pairs. Then
combine pairs into groups of four and have them discuss.
●
Bring the class together and focus on item 1. Ask Based
on the article, do you think it’s possible for a person to
have a successful relationship with a creative personality?
Tell students to use examples from the text to support
their opinions. (Possible answer: Maybe not; Beethoven
completely neglected himself, and he probably wouldn’t
have been able to give the necessary attention to another
person. His only focus was music.)
Challenge: [+5 minutes] Call on a student to read the
last line of paragraph 6. On the board, write he could see
the roaring applause. In pairs, have students describe
what roaring applause looks like. Tell them to write their
ideas down. Bring the class together and have pairs share.
T21 UNIT 2 LESSON 3
Challenge: [+5 minutes] For homework, invite students
to look up Beethoven’s Ninth Symphony online and listen to
all of it or parts of it. Tell them to re-read paragraph 6 about
the composer’s last performance, where he performed this
piece completely deaf. Say Imagine you are sitting in the
audience. Write a few sentences describing your reaction. Tell
students they can use Vocabulary from Exercise A if they like.
Extra Challenge Reading Activity
NOW YOU CAN Describe a creative personality
A FRAME YOUR IDEAS
Suggested 5 Your actual
teaching time: minutes teaching time:
●
Have students work individually to rate their personalities
on the chart.
●
Bring the class together and ask a volunteer to read the
model out loud.
●
Then, in pairs or groups, have students compare their
ratings and make statements about themselves.
B DISCUSSION
Suggested 5–10 Your actual
teaching time: minutes teaching time:
●
Have students look at the pictures. Ask Which of these
people are you familiar with? Which of the arts does each of
these people represent? (music, visual arts, acting)
●
Call on volunteers to read the descriptions out loud. In
pairs, have students continue describing these three
artists. If students don’t know enough about these people
to provide details, they should research them on the
Internet. Or they can choose other creative people.
●
Encourage students to refer to the Vocabulary in Exercise A.
Tell them to discuss both positive and negative qualities.
●
Bring the class together and have pairs share who they
spoke about and the people’s qualities. At the end, ask Do
you think any of these people are considered a genius like
Beethoven?
OPTIONAL WRITING [+20–30 minutes]
●
Have students choose a creative person and work
individually to write a biography of this person. Refer
students to the model about Beethoven. Remind students
how the vivid examples showed Beethoven’s positive and
negative qualities (e.g., how he muttered and stamped his
feet).
●
Students can complete the writing assignment at home.
Option: [+5 minutes] Students can look up details about
a famous person’s positive and negative qualities. Remind
students that whatever research they do, they must write
it in their own words and write down the reference of the
website where they found the information.
Option: [+5 minutes] The descriptions students write
can then be peer-reviewed in class. Instruct students to
read a classmate’s assignment. On the board, write Are
there examples that demonstrate the person’s positive
and/or negative qualities?