M01 laws tm4 5700. indd

Part III in order, simply divide the number of 
weeks in your teaching term by six. However, 
if you prefer to pick and choose among the 
chapters or parts of chapters, consider the 
following options for presenting the material. 
• Teach or review content that correlates with 
the writing genres you are teaching. For 
example, it makes sense to review or teach 
Chapter 11, Noun Clauses, in conjunction 
with Chapter 3, Using Outside Sources. 
• Teach all or parts of Chapters 9–14 based 
on the errors students make in their writing. 
If many students are having diffi culty 
with a certain grammatical structure, you 
may want to teach or review the structure 
with the class. In contrast, you may want 
to assign sections of Part III to individual 
students, depending on the errors they 
make.
• Consider spending part of each class 
session on sentence structure. It can be as 
little as 15 minutes. Use that time to present 
the grammar, and then assign the exercises 
for homework. Conversely, you could have 
students read the explanations at home, 
and then use class time to have students 
complete the exercises together.
• If students do the practice exercises at 
home, use class time to go over the answers 
and explain items that students are having 
trouble with. 
• Assign Chapters 9–14 as optional 
homework. 
• Give the quizzes for Chapters 9–14 
(pages 65–73 of this manual) as pre-tests. 
Based on the results, decide if you will 
cover certain chapters in class, assign them 
as homework, or skip them altogether. 
Generic Lesson Plan 
Chapters 9–14 are similar to Chapters 1–8 
in content and organization. If you decide 
to cover Chapters 9–14 in class, you can 
use many of the same teaching techniques 
suggested earlier in this Teacher’s Manual. As 
an example, here are suggestions for teaching 
Chapter 9.
CHAPTER OPENER 
(page 170)
• Read the chapter title. Have students look 
at the photo and describe what they see. 
Read the caption and ask questions to elicit 
students’ knowledge and prior experience 
with the topic. 
• Read the objectives aloud, or ask students 
to do so. 
Longman Academic Writing Series 4, Fifth Edition, Teacher’s Manual 
●
Chapter Teaching Notes