4 check for mistakes
• Tell the class that there were fourteen mistakes in the student's first draft of the story. Write the types of mistake on the board (spelling, punctuation, grammar). Students work alone before comparing their ideas with a partner.
• Tell pairs to categorize the mistakes into the three groups on the board. When they are ready, let them check their answers against the correct text in exercise 1. In feedback, go through the categories and further categorize the grammar mistakes into verbs, articles, and plurals.
• Give students a few minutes to think of a special experience they would like to talk and write about. Then put students in pairs to ask and answer the questions.
• For the writing task, tell the class to use the questions in exercise 5 to plan their stories. Then give students a time limit for drafting their writing (10 to 15 minutes should be plenty).
• For exercise b, tell students to swap stories with a partner, read the complete story first, then go back carefully through the text underlining any mistakes they can find. Tell students to look for the types of mistake they categorized in exercise 4. Depending on time, you could tell students to write a final, corrected version of their story for homework.
This exercise raises awareness of the use of time markers to sequence a series of events. Point out that the time markers cannot be ordered in isolation, i.e. the context is essential for an understanding of the order of events.__
As in exercise 2, it is important to emphasize an understanding of the context before doing a gap-fill exercise. Always tell students to read through the complete story first for gist, before completing a gapped narrative text.
1 Last year, 2 Before, 3 when, 4 Then, 5 Finally guidance notes
This exercise raises awareness of common types of mistake and gives students practice in using terms for talking about language. It encourages students to recognize the importance of drafting and gives practice in the skill of error correction. Use this exercise to remind students to always write a draft and to check their own writing before handing it in.
If any students have difficulty thinking of an experience, let them interview their partner first to see whether their partner's story jogs their memory. Alternatively, you could put students into groups of three or four so that they each hear more stories. Finally, if they still can't think of a genuine experience, tell them to invent one.
1 think about the topic
Talk in a group.
1 Have you got • a bicycle? • a motorbike? • a car?
2 How do you feel about it?
2 read quickly
Read the article quickly. How does Mike feel about his bike?
3 guess the meaning
Do the glossary task.
4 understand attitudes
Choose the correct answer, a, b, or c.
paragraph 1 Mike's mum bought the bike because she a likes buying him presents, b thinks it's a very good one. c believes cycling is good for him.
paragraph 2 Mike doesn't wear a helmet because a he thinks he's a good cyclist, b he feels silly in a helmet, c there aren't many cars.
paragraph 3 What does Mike say about his bike? a He prefers the bikes he sees on TV. b He wants to keep it for the rest of his life, c He'd like to change it for a motorbike when he's older.
5 understand reference words
Look at the first paragraph.
a Underline phrases (two or more words) that are repeated. (See the example.)
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