M01 laws tm4 5700. indd

(pages 22–45)
CHAPTER OPENER 
(page 22)
• Read the chapter title. Briefl y inform 
students of the chapter’s writing 
assignment, a paragraph about health and 
medicine. Have students look at the photo 
and read the caption. Ask questions to 
stimulate interest in the topic, for example: 
“What are some medical advances that have 
saved lives throughout history? Do you 
know of any recent medical advances? Do 
you know anyone who has benefi tted from 
a recent medical advance?” 
• Read the objectives aloud, or ask students 
to do so. 
INTRODUCTION 
(page 23)
• Have students read the introduction silently.
• Reiterate the defi nitions of unity and 
coherence. Make sure students notice the 
adjective forms of these words in the same 
paragraph. 
Analyzing the Model 
(page 23)
• Read the introduction. Elicit the 
defi nition of public health (the science of 
preventing disease and promoting health in 
communities). Ask students about public 
health initiatives in their home communities 
(e.g., in the United States, the nationwide 
campaign to eradicate smoking; in some 
African countries, campaigns to control and 
prevent malaria and HIV). 
• Read the model paragraph aloud, or have 
a student read it. Have students work with 
a partner or in a small group to answer the 
questions about the model. Go over the 
answers with the class.
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Noticing Vocabulary 
(page 24)
• Have students read the introduction silently. 
Recap the important information by asking 
questions (e.g., What are synonyms? What 
is a thesaurus? How is a thesaurus different 
from a dictionary? When would you use 
a thesaurus as opposed to a dictionary?). 
(Note: Students may be unaware that they 
should avoid repetition when they write 
in English. Ask them if this is true in their 
native languages as well.) 
• Read the directions for Practice 1, Parts A 
and B. Have students work alone or with a