M01 laws tm4 5700. indd

PARTS OF A PARAGRAPH 
(pages 5–17)
• Read the introduction aloud. 
The Topic Sentence 
(page 5)
• Have students take turns reading the 
explanation aloud. 
Variation: 
If desired, add the following 
information to clarify the explanation: 
(1) Very often, the topic is the grammatical 
subject of a topic sentence, and the 
controlling idea is the grammatical 
predicate (verb phrase). (2) If a topic 
sentence is too general, the reader cannot 
predict what information the supporting 
sentences will provide. (3) If a topic 
sentence is too specifi c, there is nothing 
further to say about the topic.
The Position of Topic Sentences 
(page 6)
• Have students read the explanation silently. 
• Read the directions for Practice 2 aloud. 
Go over the example. Have students do 
the exercise alone or with a partner. Have 
different students present their answers to 
the class. 
• Read the directions for Practice 3 aloud. Do 
the fi rst item with the class as an example. 
Have students do the exercise alone or with 
a partner. Have different students present 
their answers to the class. 
Longman Academic Writing Series 4, Fifth Edition, Teacher’s Manual 
●
Chapter Teaching Notes
9
© 2014 by Pearson Education, Inc. 

---

The Two Parts of a Topic Sentence 
(page 8)
• Have students take turns reading the 
introduction aloud.
• Read the directions for Practice 4. Go over 
the example. Remind students that the 
controlling idea can come before the topic 
(e.g., number 5). Have students do the 
exercise. Go over the answers with the class. 
Variation: 
As the class goes over the 
answers, ask students to predict kinds 
of supporting information that could be 
included (e.g., item 9 might include the cost 
of tuition at the students’ university and 
examples of expensive books).
• Read the directions for Practice 5, Part A 
aloud. Point out that students must read the 
supporting sentences before they can write 
their topic sentences. After they complete 
the exercise, have selected students write 
their topic sentences on the board. Have 
other students read the sentences aloud and 
identify the topics and controlling ideas. 
Finally, ask the class if the topic sentences fi t 
the supporting sentences in the paragraphs. 
• Read the directions for Part B aloud. Go 
over the example. Have students write their 
sentences on a separate sheet of paper. 
Collect the papers. Check to be sure each 
sentence has an appropriate topic and 
controlling idea. (Students will use these 
sentences in the Timed Writing activity on 
page 21.)