thinking that ordinary people need to solve problems. In Part 1, students will analyze factors that motivate and drive themselves to succeed. They will also discuss times when they were creative. Part 2 presents verbs used to signal important sections of a talk, and students will practice taking notes using those signal words. They will also consider other signals used in communication such as tone of voice, body language, and the sounds, sights, and smells used by animals to communicate. In Part 3, students will learn about expressions used to divulge information, and Part 4 provides practice taking notes during standardized tests using the signal words and other expressions presented in the chapter.
Chapter Opener
t Ask students to share their ideas about the chapter title, “Creativity.” List on the board their interpretations of the word and ideas about creative people.
t Direct students’ attention to the photo and divide them into small groups to discuss the questions in the
“Connecting to the Topic” section. Call on groups to share their information and ideas with the class.
t Read the quotation from Hugh MacLeod. Ask students to explain or paraphrase the quote in their own words. Ask if they agree with the quote.
If necessary, explain that the “creative bug” is a persistent desire to create something.
8
CHAPTERCreativity
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Vocabulary
Nouns
! ethics
! flaw
! maximization
! mortgage broker
! recession
! shortcut
Adjectives
! addictive
! greedy
! unethical Features
Lecture: Drive and Creativity in the Workplace: The Mismatch Between What Science Knows and What Business Does Learning Strategy: Listening for Signal Words Language Function: Divulging Information Listening
Listening for signal words to guide note-taking Listening for the main points in a lecture about drive and creativity
Listening for tone of voice and body language signals
Listening for ways of divulging information Listening for divulged information
Speaking
Sharing ideas about what motivates you at work, school, and play
Discussing different ways to become more creative
Sharing puzzle and problem solutions that use your creativity
Creatively using tone of voice and body language signals to communicate
Completing and role-playing conversations containing divulged information
Critical-Thinking Skills Comparing kinds of creativity
Identifying when and where you have been the most creative
Solving a brainteaser puzzle
Identifying the main points in a lecture on drive and creativity
Identifying tone of voice and body language signals
Identifying whether “divulged” information is critical
Distinguishing and using appropriate ways to divulge information
Vocabulary Building
Using defi nitions and contextual cues to place vocabulary words into sentences Using new vocabulary in discussions about creativity
Focus on Testing
Listening for signal words and other cues to take better notes during listening passages on standardized tests
Chapter Overview
Verbs
! crush
! inhibit
! recruit
! tap into
120 CHAPTER 8 Copyright © McGraw-Hill PA R T
1
Expansion Activity
tThe goal of this Expansion activity is for students to share their creative ideas with the whole class.
tWhen the groups have fi nished discussing the questions in Activity 1, ask them to brainstorm an idea for an open-source business, like Wikipedia.
Tell each group to brainstorm: (1) the name of the business or product, (2) a brief explanation of the business or product, and (3) how the business or product will follow the open-source model.
tGive each group a large piece of poster paper and markers to list or illustrate the key points about their business to present to the class.
tWhen students have completed the posters, ask them to tape the posters to the classroom walls.
Gather the class around one poster at a time as each group explains its creative open-source business idea. If the class is large, have more than one group present at the same time.
Sharing Your Experience
2 What Motivates You at Work, at School, and at Play
tGive students time to read through the directions.
Ask a student to paraphrase the directions to the class, explaining the task.
tPoint out the chart and provide a personal example of how you would fi ll in the fi rst row, with an activity you do at work, an activity you do at school, and an activity you do in your free time. Tell students why you are motivated to do well at each activity.
tHave students work individually to fi ll in the chart with their activities. Tell them to jot down notes after each activity to explain what drives them to do it well.
tDivide the class into small groups to discuss their charts.
tCall on various students to share the information in their charts. Discuss common motivators for work, school, and play activities.
Did You Know?
Give students time to read the information about the three creative projects, or read the information aloud as students follow along.
Content Notes
tWikipedia was created in 2001 as an online encyclopedia. At any given time, it has tens of thousands of contributors working on articles in the database. The contributors are not paid for their work. Wikipedia contains articles in 285 different languages. The articles in Wikipedia are constantly being added to, edited, and improved.
tMuhammad Yunus won the Nobel Peace Prize in 2006 for his efforts to improve the system of economic and social development. He pioneered the concept of giving small loans to poor people and organizations that appeared unlikely to be able to pay back the money. He proved that small amounts of money could yield large results when it was invested in worthwhile projects and when people without any money were given an economic opportunity.
1 What Do You Think?
tDivide students into pairs to discuss the questions.
tCall on pairs to report their ideas to the class. For question 2, draw a T-chart on the board. Elicit pros and cons of the open-source model from the class to write in the chart.
Content Note
Muhammad Yunus fi rst defi ned the term “social business.” It is a business that raises money for a particular social objective. Money that the company makes is either re-invested in the company to help it grow or given to benefi t the social objective.
Building Background Knowledge
Student Book pages 126–129
Mosaic 1 Listening/Speaking 121
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