LESSON

3 GOAL Describe a creative personality

A 1:21 VOCABULARY (Possible response: His strong personality made him

Suggested 5 Your actual
teaching time: minutes teaching time:
●
Have students listen to the words and study the
definitions. Then ask students to listen and repeat the
words chorally.
●
To check comprehension, have volunteers use the words
in sentences about people they know. Encourage them
to give examples of this person’s character or actions. For
example, My friend Ted is gifted. He can play the piano,
guitar, and drums like a professional musician.
Option: [+5 minutes] On the board, write Do you think
you have a creative personality? Why? Why not?
In pairs, have students discuss if they think they have a
creative personality.
Vocabulary-Building Strategies
B READING WARM-UP
Suggested 5 Your actual
teaching time: minutes teaching time:
●
On the board, write genius. Ask What is a genius?
(a person who has an extraordinarily high level of
intelligence, mental skill, or ability) As a class, brainstorm
names of some people who are considered geniuses.
(Possible responses: Albert Einstein, Leonardo da Vinci,
scientist Stephen Hawking, businessman Warren Buffet)
●
In small groups, have students discuss the warm-up
questions. Encourage them to give examples to support
their opinions.
●
Bring the class together and have volunteers share their
opinions with the class.
Option: [+5 minutes] Ask Do you know anyone who you
think is gifted? Does this person have an eccentric or difficult
personality?
C 1:22 READING
Suggested 15 Your actual
teaching time: minutes teaching time:
●
Ask a volunteer to read the title of the article aloud. Write
Beethoven on the board. Have students share what
they know about Beethoven. (Possible answers: He was a
famous German composer. He wrote nine symphonies—
the Fifth Symphony is the best known.) Tell students they
will read and listen to a short biography about Beethoven.
●
As students read and listen, tell them to underline
information in the article that will help them answer
the focus question in the direction line (What effect did
Beethoven’s personality have on his life?).
●
In pairs, have students discuss the focus question. Then
bring the class together and call on volunteers to share.
an unpleasant person who often lost his temper and
behaved selfishly. But it was also his strong personality
that enabled him to fight the obstacles and keep
working when he lost his hearing.)
LANGUAGE NOTE Infamous means well known for being
bad; aristocratic circles refers to groups of people in the
highest social class that had a lot of land and money;
temperament is a person’s character or personality; to
mutter is to speak in a low incomprehensible voice; to
neglect means to fail to look after something, or to pay little
attention to something.
Option: [+5 minutes] The following activity can either
be used as a listening activity or a reading activity. On the
board, write:
Difficult personality
Eccentric behavior
Egotistical behavior
Point out that the biography gives specific examples
illustrating each personality trait listed on the board. Have
students listen for the examples and take notes. Go over the
answers as a class. (Difficult personality: He once emptied
a plate of food over a waiter’s head; Eccentric behavior:
He walked through the streets muttering to himself and
stamping his feet; he neglected his personal appearance;
Egotistical behavior: He stopped playing and walked away
when people started talking while he was performing.)
Reading Strategies
D INFER INFORMATION
Suggested 5–10 Your actual
teaching time: minutes teaching time:
●
Write the word infer on the board. Elicit the meaning.
(to conclude something based on available information
and facts) Call on a volunteer to read the first item and
infer the year as a class. Focus students’ attention on the
first paragraph of the reading. Ask Does the paragraph
specify what year Beethoven moved away from Bonn to
Vienna? (no) Can we figure out what year he moved to
Vienna? (yes) How? (We know he was born in 1770 and
that he was 16 years old when he moved away, so if we
add the two numbers we get the year 1786.)
●
Have students work in pairs to infer the other information.
You can hint to students which paragraph to focus on for
each item. On the board, write Item 2: Paragraph 6; Item
3: Paragraph 6; Item 4: Paragraph 7 and Paragraph 1.
Point out that unlike items 1, 2, and 4, which focus on
numbers, item 3 focuses on carefully reading the context
and inferring what made Beethoven cry.
Extra Reading Comprehension Questions

UNIT 2 LESSON 3 T20