M01 laws tm4 5700. indd

Variation: 
After students fi nish Practice 2, 
ask questions to review the important 
information in this section, for example: 
“Does this essay follow point-by-point or 
block organization?” (block) “Why is this 
the best method of organization for this 
essay?” (because there are only similarities 
in some areas and only differences in 
others) “What is the transition sentence 
between the blocks?” (Despite the 
differences in population growth and energy 
use, there are still similarities between the 
two countries.)
Comparison and Contrast Signal 
Words 
(page 140)
• For additional practice with clauses of 
contrast and concession, see Chapter 12, 
pages 235–238.
• If possible, have students study the charts 
on pages 141, 143, and 144 before class. 
Longman Academic Writing Series 4, Fifth Edition, Teacher’s Manual 
●
Chapter Teaching Notes
31
© 2014 by Pearson Education, Inc. 

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• Read the introduction on page 140. Have 
students look at the chart of comparison 
signal words on page 141. Have them look 
at the examples and identify the grammar 
and punctuation associated with each 
category of signals.
• Read the directions for Practice 3. Have 
students do the activity and compare 
answers with a partner or in a small group. 
Variation: 
Do Practice 3 fi rst. Have 
students look at paragraphs 5 and 6 of 
the model on pages 134–135. Discuss 
differences in grammar and punctuation 
among the comparison signals they fi nd.
• Read the directions for Practice 4. Have 
students complete the activity with a 
partner or in a small group. Have students 
write the seven new sentences on the board. 
Go over the sentences with the class. Elicit 
necessary corrections. For each sentence, 
elicit other ways the clauses could be 
connected. 
• Read the directions for the Try It Out! 
activity. Have students write their sentences 
at home. Collect the papers and correct 
them, or have students exchange papers and 
correct each other’s work. You may also 
instruct students to post their sentences to 
a class website and have students correct 
each other’s sentences there.
• Repeat the procedures above for Contrast 
Signal Words (page 143), Direct Opposition 
(page 144), and Practices 5–7 and Try It 
Out! on pages 144–146. 
EXTENSION:
Have students create an outline for a 
comparison / contrast essay related to their 
professional fi eld. Have them use their 
outlines to deliver a talk to the class on 
their topic. (Note: You may wish to inform 
students of websites such as diffen.com, 
which compare and contrast related items 
using easy-to-read charts.)
!
Applying Vocabulary