3
LESSON
BEFORE YOU READ
Warm-up
Suggested 5–8 Your actual
teaching time: minutes teaching time:
• To introduce the topic, write on the board artistic talent.
Ask Who here is an artist? Ask for a show of hands and
write the number on the board.
• Read the questions and ask volunteers to read the sample
quotes. Now that they have thought about different kinds
of artistic abilities, ask Have you changed your mind? Are
you an artist?
• Ask students to talk about their artistic abilities with
the class.
Option: (+10 minutes) To challenge students, write on the
board What is art? Divide students into small groups
and tell them to write a definition of art. Emphasize that
there is no right or wrong answer. If groups cannot agree
on a single definition, tell them to discuss and write two
definitions. Have groups share their definitions with the
class. (Possible response: Art is something you make, such
as a painting, sculpture, or photograph, because you think
it’s beautiful or to express your feelings.) Then have a
student look up art in a dictionary and read the definition.
Ask Do you agree with the definition?
READING 4:23
Suggested 15–17 Your actual
teaching time: minutes teaching time:
• To prepare students for the activity, tell them to look at
the picture. Ask What is the picture of? What age do you
think the artist was? (Possible responses: 1. A house, trees,
flowers, the sun, a person; 2. Probably a child who is
about three or four years old.) Then ask Do you think this
is art?
• Ask a volunteer to read the caption. Explain that scribble
and doodle have similar meanings: children scribble,
which means to make meaningless marks on a paper;
doodle means to draw without thinking. Adults often
doodle while talking on the phone. Ask Do you agree that
this picture is scribbling and doodling?
• Read the title of the article. As students read the article,
move around the room and explain vocabulary as
needed.
• Once students have read the article, return to the title.
Ask According to the article, does art require talent or hard
work? (Hard work. Talent can give an advantage, but
hard work is a necessary part of the creative process.) Ask
individual students if they agree with the article.
Option: [+5 minutes] To challenge students, have them close
their books and listen to the audio of the Reading after
they have discussed the title. Once they have listened to
the article, return to the title and have them discuss the
main idea.
Language and culture
• Michelangelo Buonarroti (1475–1564), commonly
known as Michelangelo, was an Italian Renaissance
painter, sculptor, architect, poet, and engineer. He is
best known for his paintings in the Sistine Chapel and his
sculpture of David in Florence, Italy. (There is a picture of
David on page 97.)
• Pablo Ruiz Picasso (1881–1973) was a Spanish artist
famous for his paintings, drawings, pottery, and sculpture.
Learning Strategies
A Recognize the main idea
Suggested
teaching time:
3
minutes
Your actual
teaching time:
• Tell students to read the choices for the main idea. Tell
them to make a checkmark next to each statement that
is supported by the article (a, d). Then instruct them to
choose the statement that summarizes the main idea of
the article (a).
• Have pairs compare answers and discuss.
UNIT 8, LESSON 3 T92