M01 laws tm4 5700. indd

(page 27)
• Read the introduction. Have students read 
the paragraphs and the explanatory text 
below them. Emphasize the text just after 
the paragraph without coherence, which 
explains when it is appropriate for students 
to repeat key nouns. 
• Read the directions for Practice 4, Part A. 
Have students work with a partner to 
complete the task. Suggest that they begin 
by circling all instances of it. Then they 
should insert English as needed. Reinforce 
that there is no absolute rule for when to 
use a noun or a pronoun. The key is clarity. 
• Read the directions for Practice 4, Part B. 
This paragraph is more complex than the 
previous one. The meaning of they and it 
is clear in most cases, but the repetition 
is tedious. Suggest that students use a 
noun whenever a new aspect of the topic 
is introduced (e.g., after Furthermore and 
in the conclusion). (Note: For clarity, it is 
necessary to specify which dolphins are 
meant in sentences 7 and 8. See the Answer 
Key on page 84 of this Teacher’s Manual 
for the use of key nouns in these sentences.)
Key Noun Substitutes 
(page 29)
• Read the introduction, or have a student 
read it. Then read the instructions for 
Practice 5. Have students read the 
paragraph and answer the questions alone. 
Go over the answers with the class, or have 
students compare answers with a partner. 
Variation: 
Have students read the 
paragraph aloud, removing all the 
synonyms and pronouns and repeating 
“Mardi Gras throws” each time. This will 
reinforce the value of using synonyms and 
pronouns.
Consistent Pronouns 
(page 30)
• Read the introduction. If necessary, defi ne 
person (fi rst, second, third) and number 
(singular, plural). Then have students read 
the paragraph silently.
Variation: 
Reread the paragraph aloud 
with the class. For each sentence, ask 
students which noun the pronoun refers 
to (e.g., in the fi rst sentence, its refers to 
word). Reiterate that a paragraph must 
have one “voice.” In this example, all the 
pronouns are third person. 
Longman Academic Writing Series 4, Fifth Edition, Teacher’s Manual 
●
Chapter Teaching Notes
14
© 2014 by Pearson Education, Inc. 

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• Read the directions for Practice 6. Read 
the topic sentence aloud and have students 
identify the person (third) and number 
(plural). Remind them that the entire 
paragraph needs to have one voice. Instruct 
them to read the paragraph and circle the 
errors. Then they can make corrections. 
Transition Signals