M01 laws tm4 5700. indd

partners or in small groups to increase interaction and promote communication and 
collaboration skills.
 3. 
Have students complete some activities alone to develop independent thinking.
Going Over Answers to Practice and Try It Out! Activities: Options
 1. 
Go over the answers orally when a task has students choose from among options shown in 
the book.
 2. 
Have a student or students write answers on the board. Then call on different students to 
read the answers and provide corrections, if necessary. This procedure keeps the focus on 
the answers and not on the students who wrote them on the board. It also enables more 
students to be involved in the correction process.
 3. 
Have students compare answers with a partner and discuss any questions or disagreements.
 4. 
Have pairs of students who worked together compare answers with another pair.
 5. 
Have students exchange books with a partner and check each other’s answers.
 6. 
Display a practice exercise from the book using, for example, a document camera and 
projector or an interactive whiteboard. Have the class tell you or a student how to complete 
or correct the practice items.
 7. 
Post the answers on a shared website. Have students log on and check their work at home.
 8. 
Collect students’ written work or view their online postings. Correct their work outside 
of class.
!
Applying Vocabulary (Parts I and II)
This section provides further instruction and practice with the words and phrases from the 
Noticing Vocabulary section. It prepares students to use the new terms in the writing assignment.
Longman Academic Writing Series 4, Fifth Edition, Teacher’s Manual 
●
General Teaching Notes
3
© 2014 by Pearson Education, Inc. 

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Writing Process and Writing Assignments
Each chapter in the book concludes with a writing assignment related to the chapter genre. The 
writing process as presented in this book has six steps, which are explained and illustrated in 
Chapter 1 on pages 17–18 of the Student Book. Each writing assignment (in Chapters 1–8) 
clearly and systematically leads students through the following steps, helping them internalize the 
process. Read through the steps and decide which parts of the assignment you will have students 
do in class and at home.
• Step 1: Prewrite to get ideas. Students use a variety of strategies to generate ideas. This step 
may be done in class, with students working alone or with a partner.
• Step 2: Organize your ideas. Students select main points from Step 1 and organize them in a 
logical order. 
• Step 3: Write the fi rst draft. Using their notes, students write the fi rst draft of their paper. At 
the beginning of the term, you may want to have students write in class so that you can assist 
and observe what they can do in a given length of time. Eventually students can do this step 
at home. 
• Step 4: Revise the draft. Students review the content and organization of their draft and make 
notes for revision. In class, they work with a partner to peer review each other’s work. A Peer 
Review Worksheet for each assignment guides the reviewers through the process. Students who 
write fi rst drafts on a computer will need to bring printouts to class for peer review. 
• Step 5: Edit and proofread the draft. Students use the Writer’s Self-Check for each chapter 
to review their own papers and make additional changes. Students can do this step and Step 6 
at home. 
• Step 6: Write a new draft. Students include the changes from Steps 4 and 5 and write a new 
(fi nal) draft to turn in to you. 
Chapters 9–14 also conclude with writing practice. Prompts are provided, and students write a 
paragraph that includes the sentence structure presented in each chapter. After writing, they 
self-edit using a list of questions provided.
Collecting and Evaluating Writing Assignments: Options