M01 laws tm4 5700. indd

(pages 152–168)
CHAPTER OPENER 
(page 152)
• Read the chapter title. Have students look at 
the photos and describe what they see. Read 
the caption and elicit examples of areas of 
life that have been changed by technology. 
• Read the objectives aloud, or ask students 
to do so. 
INTRODUCTION 
(pages 153–155)
• (Note: You can save class time by having 
students read the writing model at home 
before class.) Read the introductory text 
aloud, or have students read it. If desired, 
ask about students’ experience with 
argumentative writing. Elicit professional 
areas where this type of writing is used 
(e.g., law). 
Analyzing the Model 
(page 153)
• Have students read the writing model if 
they have not yet done so. Have them work 
with a partner or in a small group to answer 
the questions about the model. Go over the 
answers with the class.
Longman Academic Writing Series 4, Fifth Edition, Teacher’s Manual 
●
Chapter Teaching Notes
33
© 2014 by Pearson Education, Inc. 

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Noticing Vocabulary 
(page 155)
• If desired, review the section on 
collocations in Chapter 6, page 120. 
• Read the introduction, or have students 
read it. Read the directions for Practice 1, 
Parts A and B. Have students complete 
the exercises and compare answers with a 
partner. 
Variation: 
Elicit additional collocations 
with the words in Practice 1. List them on 
the board. If desired, have students search 
for the collocations on the Internet and 
record contexts in which the collocations 
appear. Have them list the contexts and 
sources on the class website. 
ORGANIZATION 
(pages 156–160)
• Read the introduction, or have students read 
it. Emphasize the words rebut and rebuttal. 
The Elements of an 
Argumentative Essay 
(page 156)
• Have students read the information and 
study the outlines in the chart. (You may 
want to have them to do this at home before 
class.)
• Read the directions for Practice 2. Have 
students complete the outline alone or with 
a partner. 
• Discuss the outline. Ask: “Does this essay 
use block or point-by-point organization?” 
(point-by-point) “Does the writer include 
rebuttals to the opposing arguments, new 
arguments, or both?” (rebuttals to the 
opposing arguments) “Are the rebuttals 
effective, in your opinion?”
The Introductory Paragraph