M01 laws tm4 5700. indd

(pages 74–100)
CHAPTER OPENER 
(page 74)
• Read the chapter title. Have students look 
at the photo and read the caption. Ask 
questions to stimulate interest in the topic, 
for example: “How old are these students? 
What are they doing? What is unusual 
about this classroom?” (There are only 
girls.)
• Read the objectives aloud, or ask students 
to do so. 
INTRODUCTION 
(pages 75–77)
• Read the introduction aloud.
Analyzing the Model 
(page 75)
• Have students read the model essay silently. 
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.
!
Noticing Vocabulary 
(page 77)
• Have students read the introduction silently. 
Write a few verbs on the board and elicit 
the noun forms from the class. Underline 
the suffi xes. 
• Read the directions for Practice 1, Parts A 
and B. Go over the example. Have students 
work alone or with a partner to complete 
the exercise. Go over the answers with the 
class.
EXTENSION:
Have students write sentences using the 
nouns. To make it more challenging, have 
them write sentences that contain more 
than one form of the same word (e.g., My 
sister likes to argue about politics, but these 
arguments make me uncomfortable.).
PARTS OF AN ESSAY 
(pages 78– 89)
• To make the best use of class time, have 
students read pages 78–80 at home. Begin 
the next class session with a review of the 
information on these pages. Ask questions 
such as: “What is a thesis statement? 
What is its purpose? Where is it found 
in the paragraph? What are two types of 
introductory paragraphs?”
The Introductory Paragraph 
(page 79)
• Read the directions for Practice 2. Have 
students work with a partner to read the 
paragraphs and complete the activity. Go 
over the answers with the class. 
• Read the directions for Practice 3. Have 
students complete the exercise in class or 
at home. Have them compare answers with 
a partner or in a small group. Follow up by 
discussing the clues in each set of sentences 
that students used to put the sentences in 
the correct order. Likewise, have students 
tell you how they were able to identify the 
thesis statement. 
Variation: 
Divide the class into groups 
of three. Have each member of the group 
complete one item. Then instruct group 
members to present their paragraph to the 
other members of the group. 
The Thesis Statement 
(page 83)
• Read the introduction aloud, or have students 
read it. For each example thesis statement, 
elicit the essay topic, the subtopics (if 
possible), the method of organization, and 
the number of body paragraphs the essay 
will have (e.g., the second thesis statement 
is for a comparison / contrast essay about 
the freedom of young people in the United 
States and the writer’s country; it will have at 
least two body paragraphs).
• Read the directions for Practice 4. Have 
students do the exercise alone, with a