M01 laws tm4 5700. indd

(page 120)
• Read the introduction aloud.
Variation: 
Write a common word like 
night on the board and draw a blank line in 
front of it. Have students call out words that 
fi t in the blank (e.g. good, dark, stormy). 
Explain that these phrases are examples of 
collocations. Next, erase the blank before 
night and insert a blank after it. Elicit 
additional collocations (e.g., night light). 
• Read the directions for Practice 1, Parts A 
and B. Have students complete the exercise 
with a partner. Go over the answers with the 
class. 
ORGANIZATION 
(pages 121–129)
• Read the introductory text aloud. (Note: It 
is best to go over this section directly after 
students analyze the two writing models.)
Block Organization 
(page 121)
• Read the explanation, or have students do 
so silently. Have students look over the 
charts on page 122. Read the directions 
for Practice 2. Have students work alone 
or with a partner. Go over the answers 
with the class. To conclude, ask students 
which pattern on page 122 matches Writing 
Model 1 (pattern B). 
Longman Academic Writing Series 4, Fifth Edition, Teacher’s Manual 
●
Chapter Teaching Notes
28
© 2014 by Pearson Education, Inc. 

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Chain Organization 
(page 123)
• Have students read the text and the Writing 
Tip. Read the directions for Practice 3. 
Have students complete the exercise alone 
or with a partner. Check answers with the 
class.
• Read the directions for the Try It Out! 
activity. Pick one topic for the class to 
outline together. Have students select 
a second topic to outline alone. (Note: 
Students will choose one of these topics for 
the Writing Assignment on page 130.) 
• Have students share their outlines in small 
groups. 
Transition Signals for Cause / 
Effect Relationships 
(page 124)
• For sentence practice with clauses of reason 
and result, see Chapter 12, pages 228–232.
• Read the introduction. Have students read 
the chart silently. Go over “tricky” signals 
such as the coordinator for, because versus 
because of, and to result from / be the result 
of / as a result of. Have students notice the 
sentence structure and punctuation use with 
each signal.
• Read the directions to Practice 4, Parts A 
and B. Have students do Part A alone. 
• Have students study the chart of effect 
signal words on page 126. Do the fi rst item 
or two of Part B with the class. Then have 
students fi nish the exercise with a partner or 
in a small group. Go over the answers for