M01 laws tm4 5700. indd

Variation: 
Have students exchange papers 
and correct each other’s sentences. Instruct 
students to use the chart on page 93 to 
check their partner’s punctuation and 
sentence structure.
EXTENSION:
With the class, focus on the introduction 
and conclusion to the essay on pages 
94–95. Have students determine if the 
introduction uses funnel or attention-getting 
organization (attention getting / surprising 
facts). For the conclusion, ask: “Does 
the paragraph summarize the subpoints 
or paraphrase the thesis statement?” 
(paraphrase the thesis statement). Then ask: 
“Which of the techniques on page 87 does 
it use?” (Suggest results or consequences)
OUTLINES OF ESSAYS 
(pages 96–97)
• Read the introduction. Remind students that 
outline levels are progressively indented. 
• Read the instructions for Practice 10. Allow 
suffi cient time for students to reread the 
model on pages 75–76, and complete the 
outline. You may wish to assign this for 
homework. 
• Have students write the missing parts of 
the outline on the board, and check their 
answers.
EXTENSION:
Have students outline the essay “Medicine 
and Ethics” on pages 94–95. Put students 
in groups of four and have each group 
member outline a different body paragraph. 
Have groups share and correct each other’s 
work.
Longman Academic Writing Series 4, Fifth Edition, Teacher’s Manual 
●
Chapter Teaching Notes
24
© 2014 by Pearson Education, Inc. 

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Applying Vocabulary 
(page 97)
• Have students read the introductory text 
silently and go back to Chapter 1 and the 
beginning of the chapter to review the word 
forms. 
• Read the directions for Practice 11. Have 
students do the activity alone. Go over the 
answers with the class.
WRITING ASSIGNMENT 
(pages 98–99)
As this may be students’ fi rst attempt at 
writing an essay in English, carefully monitor 
their work on the six steps of the assignment.
• Read the introduction aloud. Make sure 
students understand the assignment. In 
addition to the topic choices listed, students 
may write about Essay 1 on page 86. 
Doing so will enable them to use the body 
paragraphs and conclusions they have 
already written. 
• Step 1: Read the instructions aloud and 
have students complete this step in class 
or at home. You may wish to have students 
brainstorm about their topics in groups. 
• Step 2: Read the instructions. Have 
students do this step in class or at home. 
Decide if you will check students’ work 
before they go on to the next step. 
• Step 3: Read the instructions aloud. You 
may have students begin their drafts in class 
and complete them at home. Allow plenty 
of time for students to complete their drafts. 
• Step 4: Have students do this step at least 
one day later than Step 3. Having distance 
will enable students to view their writing 
with fresh eyes. Read the instructions 
aloud and have students work through the 
fi rst three bulleted instructions alone. In 
class, go over the Peer Review worksheet 
on page 327. Have students work with a