M01 laws tm4 5700. indd

(pages 133–151)
CHAPTER OPENER 
(page 133)
• Read the chapter title. Elicit defi nitions 
of comparison (focus on similarities) and 
contrast (focus on differences). Have 
students look at the photo and read the 
caption. Ask questions about students’ 
experience with diversity, for example: 
“Can you see a diversity of faces in the 
place where you are living now? How 
diverse is your native city or country? What 
are the advantages and disadvantages of 
diversity to a culture?”
• Read the objectives aloud, or ask students 
to do so. 
INTRODUCTION 
(pages 134–136)
• Read the introduction aloud, or have 
students read it. Focus on the last sentence, 
which states the chapter’s writing 
assignment. 
Analyzing the Model 
(page 134)
• Have students read the writing model in 
class or at home and answer the questions 
about it. Then have them compare answers 
with a partner or in a small group. 
Longman Academic Writing Series 4, Fifth Edition, Teacher’s Manual 
●
Chapter Teaching Notes
30
© 2014 by Pearson Education, Inc. 

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Noticing Vocabulary 
(page 136)
• Read the introduction and the directions for 
Practice 1, Part A. Have students locate the 
words in context, complete the exercise, 
and compare answers with a partner. 
Variation: 
Have students predict the 
answers to Part A. Then have them go back 
and check their predictions. 
• Read the directions for Practice 1, Part B. 
Have students locate the words in context 
and their antonyms. Have them consult a 
dictionary or thesaurus (e.g., thesearus.com) 
if they need help. 
EXTENSION:
Have students write their own sentences 
with the antonyms in Part B.
ORGANIZATION