M01 laws tm4 5700. indd

Variation: 
Students may not know how 
to paraphrase. If instruction is needed, 
use paragraph 1 to demonstrate how to do 
it. Write the topic sentence on the board. 
Elicit synonyms for some of the words and 
phrases (e.g., replace good with effi cient, 
attentive, or competent). Change the order 
of concepts in the sentence (e.g., make 
listener the subject of the sentence). Then 
have students write a conclusion (e.g., 
These examples show that an attentive 
listener is also a good communicator.).
!
Applying Vocabulary 
(page 17)
• Have students read the introduction silently. 
• Read the directions for Practice 10 aloud. 
Review the word families chart on page 4. 
Have students complete the exercise alone 
or with a partner. Go over the answers with 
the class. 
EXTENSION:
For homework, have students write their 
own sentences with the words from the 
chart on page 4. Encourage them to try to 
use all the words in a family in the same 
context (e.g., I don’t like to ride with people 
who drive aggressively. For example, my 
uncle is an aggressive driver, and I avoid 
riding in a car with him.).
THE WRITING PROCESS 
(pages 17–18)
• Conduct a brief discussion about students’ 
experience as writers. For example, 
ask: “Are you in the habit of planning 
before you write? What types of planning 
techniques have you used? How many 
drafts do you normally write? Do you edit 
your writing?”
• Have students read the text in class or for 
homework. 
Longman Academic Writing Series 4, Fifth Edition, Teacher’s Manual 
●
Chapter Teaching Notes
11
© 2014 by Pearson Education, Inc. 

---

• Review the steps in the writing process 
before moving on to the writing 
assignment. Ask display questions to 
determine if students recall and understand 
the steps (e.g., What happens in the 
prewriting step? What is a draft? What is a 
peer reviewer?).
WRITING ASSIGNMENT