B 4:26 Listen to take notes • Review the comments with the class and ask if any

students in the groups named the same artists.

Suggested 5 Your actual
teaching time: minutes teaching time:

• Ask students to skim the chart in the book. Invite students extras
to interpret the notes. Workbook or MyEnglishLab
• Have students listen again to each interview and write
Speaking Activities: Unit 8, Activity 4
down additional notes in the chart.
• Have students compare notes in pairs.
AUDIOSCRIPT Continued, for page T94 (Listening
Comprehension)
C Discussion
INTERVIEW 3
Suggested 5 Your actual
teaching time: minutes teaching time:
M1: There’s a very nicely dressed young woman over here . . .
Excuse me. Would you mind talking to our listeners today?
• Divide the class into groups of three to discuss the artists. I’m with Focus on the Arts.
Remind students to refer to their notes in Exercise B to F2: Oh, I love that show! Are you Paul Green?
M1: I am. Nice to meet you, uh . . .
explain why they find the artist fascinating. F2: Katherine. Katherine Wolf. Thank you!
• To wrap up, invite students to offer names for these M1: Hi, Katherine. Katherine, I wonder if you have a favorite
categories: favorite movie director, favorite photographer, fashion designer.
F2: A favorite fashion designer . . . Well, I really like the Italian
favorite fashion designer, favorite painter or sculptor.
designer Valentino. He doesn’t design dresses anymore,
but he’s a classic.
M1: Wasn’t there a film about him?
now you can Discuss your favorite artists F2: Actually, I saw it. Valentino, the Last Emperor. I really loved
the passion he has for his art.
A Frame your ideas M1: So what do you especially like about his work?
Suggested 5 Your actual F2: Well, I find his dresses really elegant and very original. In
teaching time: minutes teaching time: the movie, he says his greatest desire was to make women
look beautiful. I think he was very successful at doing that.
• Invite a volunteer to read the questionnaire. Explain
His designs are very flattering to women.
vocabulary as needed. M1: I see.
• After students complete the questionnaire, have them F2: You know, seeing him in that movie made me want to
compare answers in pairs. have a creative job. He inspired me to take fashion design
classes myself.
M1: Really? That’s terrific! Thank you, Katherine.
B Notepadding F2: You’re welcome.
Suggested 7 Your actual
teaching time: minutes teaching time:
INTERVIEW 4
M1: We have time for one more. Let’s see . . . Excuse me! Sir!
• To prepare students for the activity, focus on the types of Could I take just a minute of your time?
M3: Sure. What’s going on?
artists and art listed in the two boxes. Write some types
M1: Hi, I’m Paul Green from Focus on the Arts, and I’m asking
on the board. people today about their favorite artists. What about you?
• To help students come up with artists, tell them to work in Do you have a favorite painter or sculptor?
pairs and brainstorm examples of each type of artist. Give M3: Cool! Well, actually I’m very fond of the paintings of Frida
Kahlo.
them a few minutes.
M1: Oh, the Mexican painter. I love her work, too. By the way,
• When students have finished, ask for their examples and can you tell me your name please?
write them on the board. Have students discuss what M3: Oh, sure. Nick Jenkins.
types of art the artists created, providing examples when M1: So, Nick, what is it that you like so much about Kahlo’s
work?
possible.
M3: You know, Kahlo had a very hard life. She was very sick
• If students still have difficulty naming artists, have as a child, and as a young woman she was in a terrible
students help each other think of the names. If necessary, accident. So she was always in pain, and she couldn’t
have students use the Internet to find a favorite artist. have any children.
M1: Really? I didn’t know that.
• Tell students to work individually to complete the M3: Yeah. Her work reflects her life experiences. And of course
information on the notepad. she was married to Diego Rivera, the great Mexican
muralist. It wasn’t always a happy marriage, so she had a
lot of material for creating her art.
C Group work M1: What a life she had!
Suggested 5–7 Your actual M3: You know, her self-portraits really touch my heart. They
teaching time: minutes teaching time: move me much more than Diego Rivera’s work, actually.
And he’s great.
• Call on students to read the speech bubbles above the M1: Well, they were both great artists with natural talent.
photos. Thanks, Nick. It was nice talking with you.
M3: Hey, my pleasure.
• Have students work in groups to discuss their favorite
M1: Well, that’s all the time we have for today. And remember,
artists. Ask students to give examples of the artists’ work keep focused on the arts!
and describe their style. Encourage students to follow the
format of the comments in the speech bubbles.

T95 UNIT 8, LESSON 4