M01 laws tm4 5700. indd

(page 45)
Timed Writing 
(page 45)
• Read the instructions aloud. Remind 
students not to skip the prewriting step 
because it will help them write a better 
paragraph. 
• Read the prompts and have students begin 
writing. Signal them after 2 minutes, 
7 minutes, 10 minutes, and so on.
• Collect the papers after 30 minutes. 
• Decide how you will mark students’ papers. 
Check them for unity and coherence, as 
well as other criteria you select. 
EXTENSION:
Select all or parts of some paragraphs 
and use them for a group evaluation and 
correction activity. Include both excellent 
and weak writing samples. Students can use 
the Peer Review worksheet on page 323 to 
guide their evaluations. 
Responding to a Reading 
(page 45)
• Read the instructions. With the class, write 
two sample topic sentences, one stating 
the opinion that genetic engineering is a 
positive development and the other stating 
that it is a negative development. Point 
out that students will need to support their 
opinion with reasons, facts, or examples, 
and elicit ways of phrasing the controlling 
idea to include this information (e.g., 
There are two reasons I believe genetic 
engineering is a positive development. / 
Genetic engineering offers exciting 
solutions to several serious medical 
problems.).
C H A P T E R 3
Using Outside 
Sources 
(pages 46–72)
CHAPTER OPENER 
(page 46)
• Read the chapter title. Have students look 
at the photo and read the caption. Ask 
questions to elicit students’ knowledge 
about dying languages, for example: 
“Do you know of any languages that are 
dying? Do you know anyone who speaks 
these languages? What are some ways of 
preserving dying languages?”
• Read the objectives aloud, or have students 
do so. 
Longman Academic Writing Series 4, Fifth Edition, Teacher’s Manual 
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Chapter Teaching Notes