M01 laws tm4 5700. indd

(pages 2–21)
CHAPTER OPENER 
(page 2)
• Read the chapter title. Briefl y inform 
students of the chapter’s writing 
assignment: They will write a paragraph 
about communication. Have students 
look at the photo and read the caption. 
Ask questions to stimulate interest in the 
topic. For example, ask: “What are some 
examples of communication styles? Why is 
a person’s communication style important? 
Is the girl in the pink sweater a good 
communicator? How can you tell?”
• Read the objectives aloud, or ask students 
to do so. 
• Note: It would be helpful to cover 
Chapter 9, Types of Sentences, in 
conjunction with this chapter. See 
pages 36–38 of this manual for suggested 
ways of teaching Chapters 9–14.
INTRODUCTION 
(page 3)
• Have students read the introduction silently.
Analyzing the Model 
(page 3)
• Read the writing model aloud, or have a 
student read it. Put students with a partner 
or in small groups, and have them answer 
the questions about the model. 
• Go over the answers with the class.
!
Noticing Vocabulary 
(page 4)
• Have students read the introduction silently. 
Alternatively, present the concept of word 
families aloud as follows: Write the word 
success on the board and circle it. Elicit 
related words (e.g., successful, succeed) 
and write them on lines extending outward 
from the circled word. 
Variation: 
Repeat the process above with 
another root word (e.g., educate).
• Read the directions for Practice 1, Parts A 
and B. Go over the examples. Instruct 
students to leave cells blank if a word form 
does not exist (e.g., aggressive does not 
have a verb form). 
• Have students work alone or with a partner 
to complete the exercise. Go over the 
answers with the class.
EXTENSION:
Elicit additional words with the verb and 
adjective endings from Part A. Write them 
on the board.