B Identify supporting details • Invite pairs to compare surveys.

Encourage them to
Suggested 5 Your actual
teaching time: minutes teaching time:
• Have students check the answers True or False first
without referring to the article. Then, if needed, let them
look back at the article.
• Instruct pairs to compare answers. Tell them to return to
the article to look up any questions they don’t agree on.
• Review answers with the class. Then tell pairs to rewrite
the false statements so that they are true. Encourage
students to first find the true information in the article
to help them. (3. paragraph 2: However, when you
look at drawings . . . ; 4. paragraph 3: Clearly . . . ;
5. paragraph 3: However, one factor . . .) Move around
the room as students work. Help students as needed.
(Possible responses: 3. It is difficult to tell which children
are going to be artists because most children draw stick
figures and scribbles. 4. Famous artists clearly possess
more natural talent and artistic ability than the average
person. 5. Years of training, practice, and hard work play
an important role in the creation of great pieces of art.)
C Paraphrase
Suggested 7 Your actual
teaching time: minutes teaching time:
• Have students scan the Reading for the title of the book
Drawing on the Right Side of the Brain (the last paragraph).
Then invite a volunteer to read the paragraph.
• Tell students to paraphrase Edwards’s theory. Stress that
to paraphrase means to say something in your own words,
so students should not copy anything from the article
word for word. (Possible response: Betty Edwards argues
that with hard work anyone can improve his or her artistic
ability.)
• Have pairs share their paraphrases. Tell them to make
sure the other person did not copy anything word for
word from the article. Move around the room and check
students’ work.
• Ask individual students Do you agree with Betty Edwards’s
theory? Why? Why not?
discuss their talents in more detail.
• Have students share details from their surveys with the
class. Invite them to share what they listed in the other
category. (Possible responses: Digital art, filmmaking,
collages.)
• Poll the class by asking Do you think you have artistic
ability?
Option: (+10 minutes) If appropriate, have students bring
something to the next class that they have created which
demonstrates their artistic ability. These items could
include such things as drawings, some photos, a song
or dance, a video clip, a cake, etc. In the next class, have
students form groups to present and discuss their creations.
B Discussion
Suggested 5–10 Your actual
teaching time: minutes teaching time:
Text-mining: Focus students’ attention on the box. Tell
students to skim the article on page 92 and underline
useful language; for example, when you look at drawings .
. . ; I didn’t think of myself as . . . ; The general belief is . . . ;
Clearly . . . ; one factor that isn’t always considered . . .
Then write students’ language on the board for them to
refer to during the discussion.
• Divide the class into small groups to discuss the
questions. Encourage students to use examples from the
article, history, and their own lives. Tell them they can
refer to real-life artists such as those mentioned in the
unit.
extras
Workbook or MyEnglishLab
Speaking Activities: Unit 8, Activity 3; “Find Someone
Who . . .” Activity

Extra Reading Comprehension Exercises

now you can Talk about artistic talent

A Frame your ideas
Suggested 5–10 Your actual
teaching time: minutes teaching time:

• Have students skim the survey. Focus on question 5.

Make sure students understand that all the listed items
are considered art. Clarify that handicrafts are art pieces
created by hand. Then instruct students to answer the
questions.

T93 UNIT 8, LESSON 3