M01 laws tm4 5700. indd

(page 158)
• Note: To review clauses of opposition and 
concession, see Chapter 12, pages 235–238.
• If possible, have students read the text on 
pages 158–159 before class. Otherwise, 
have them read the text in class in small 
groups. 
• Have students look at the thesis statement 
for the writing model on pages 153–154. 
Ask: “Does it use expressions for stating 
the opposing point of view?” (yes) “Does it 
use transition signals of contrast?” (yes)
• Read the directions for Practice 3, Part A. 
Have students work alone or with a partner. 
Have students write their completed thesis 
statements on the board. Then go over 
them with the class. Elicit alternative 
ways of writing each statement. (Note: If 
desired, have students complete Chapter 9, 
Compound Sentences with Conjunctive 
Adverbs [pages 179–180] and Chapter 12, 
Contrast Clauses [pages 235–238] at this 
time.)
• Read the directions for Practice 3, Part B. If 
necessary, brainstorm possible topics with 
the class, and list them on the board. Have 
students write their sentences. Go over the 
sentences by correcting them yourself, or 
by having students exchange papers and 
evaluate each other’s sentences. 
• Read the directions for the Try It Out! 
activity, and go over the example with the 
class. If necessary, do another example with 
the class. Have students work with a partner 
to write their arguments. Have pairs share 
their work with another pair of students.
Variation: 
Divide items 2–5 among 
students, and have each pair complete only 
one item. For each item, have the pair write 
their arguments on the board. Discuss the 
arguments with the class. 
STATISTICS AS SUPPORT 
(pages 160–165)
• Read or have students read the introductory 
text. 
Analyzing the Model 
(page 160)
• Have students look at the graph on page 161. 
Ask questions to prepare them for reading, 
for example: “What information does this 
graph show? What are the numbers on 
the left side? What are the numbers along 
the bottom? What do the colored lines 
represent? What trends are shown in the 
graph?” Encourage students to answer in 
complete sentences. 
Longman Academic Writing Series 4, Fifth Edition, Teacher’s Manual 
●
Chapter Teaching Notes
34
© 2014 by Pearson Education, Inc. 

---

• Have students read the writing model and 
answer the questions with a partner or in a 
small group. Check answers with the class.
• Read the directions for Practice 4. Have 
students use the questions (on previous 
page) to discuss the graphs with a partner or 
in a small group. Then have them complete 
the activity and check answers with another 
pair or group of students. 
• Read the directions for the Try It Out! 
activity. If students require extra support, 
have them use the questions listed above 
to discuss the graphs. They can write their 
paragraphs at home. (Note: Before students 
write, you may want to have them review 
reporting verbs and phrases, pages 52–53, 
and that clauses, pages 207–209.)
• Collect the papers and check the thesis 
statements, use of statistics, and source 
citations. 
!
Applying Vocabulary 
(page 165)
• Read the directions for Practice 5, Part A. 
Have students discuss the questions with a