Me And My Bike

1 How many are there?

2 What does it mean?

6 talk about the text

Work with a group. Give marks 1-5 for the questions below (5 = very safe, 1 = very dangerous).

1 Is Mike a safe rider?

2 Are you a safe rider / driver?

3 Is it safe for adults / children to ride bicycles in cities?

Mike Taylor, 12, mountain bike

I told my mum that I wanted this bike so she bought it for me as a present. She was happy to buy it because she wanted me to do more exercise. I like riding this bike a lot. I like the way it looks and 1 like the way it rides. It's got 18 gears, and I use them all - the low ones to go up hills and the high ones to go fast.

I use it to go to school, to go to the shops, and to go riding around with my friends. I travel quite a long way on it I did a cycling course at school, so I'm very safe. The traffic is quite busy, but I don't wear a helmet. I don't need to because I never fall off.

I'm very happy with this bike. I don't want to change it at the moment, but when I'm older I want to ride a motorbike and drive cars. I like them all. I love watching TV advertisements about cars and motorbikes. In the future I'd like to get a top-quality Yamaha motorbike.

Match the pictures (a-d) to the glossary words (1-4).

gears /giaz/ (noun) the part of a bicycle that helps you ride when you are not on a flat surface

go to self-assessment p. 60 vocabulary diary p. 6? PH0T0C0PIABLE © OXFORD UNIVERSITY PRESS

text theme a much-loved bike time 40-50 mins think about the topic

• Take a show of hands to find out who has what form of transport in the class, if there are any students who don't have any of these, put them in a group with those who do, and for question 2, tell them to say which they would prefer to have, given the choice, and why.

• If there are students who clearly don't have any feelings about their transport, encourage them to express this in words, and help if necessary, e.g. It's not important to me. or I don't have any feelings about it.

guidance notes

The article is adapted from a regular column in the (Sunday) Observer Magazine. It is not about Mike's bike as such, but the way he feels about his bike. This lead-in should encourage students to engage with the text when they read it.

read quickly

• Give the class a time limit for this first reading (two minutes should be enough). Ask students to discuss their answers to the question before checking as a class.

answer key

He likes it a lot. / He loves it. (It is not enough to say He likes it. His enthusiasm is clear in every sentence and he likes everything about his bike.)

guess the meaning

• Focus students on the words in bold in the text and the pictures in the glossary task. Tell them to read the words in the text and decide which words describe the pictures.

• In feedback, teach safe (e.g. wearing a helmet in picture d) and dangerous (not wearing a helmet in picture a). They will need these words in exercise 6.

answer key lc, 2a, 3d, 4b understand attitudes

• Point out that there is one question for each paragraph of the text, and explain that there is only one correct answer to each of the questions. Tell students to go back to the text and read the relevant paragraph closely to find or check their answers. When they are ready, tell students to compare ideas with a partner before checking as a class.

guidance notes

This exercise develops students' awareness of attitudes and opinions expressed by people in a text. It also gives students some practice in answering multiple-choice questions, which are frequently used in objective reading tests.

answer key paragraph 1 c, 2 a, 3 c understand reference words

• Draw students' attention to the instructions which refer to the first paragraph only. Point out that they should only underline phrases, (i.e. two or more words) when they are repeated together. If you have a strong class, it would be useful to teach the words emphasis and contrast, in order to express the writer's purpose in repeating phrases in the article.

• For exercise 5b, ask students to circle the uses of it alone, before answering the questions with a partner.

guidance notes

Exercise 5a focuses students on the particular style of the article, in which the writer uses repetition very effectively to emphasize his points and feelings about his bike. Both exercises raise awareness of cohesive devices in the text, i.e. the use of repetition (for emphasis) and substitution (using the pronoun it), to improve the style of the text.

answer key a I like the way it (looks) / (rides); the low ones to go (up)/ the high ones to go (fast) b 15, 2 it = the bike talk about the text

• Check students remember the meaning of safe and dangerous, and give them a few minutes to think about their answers to the questions before putting them in small groups. Encourage them to give reasons for their answers, and ask some students to explain their marks in feedback.

guidance notes

Give students some thinking time to respond naturally to the text before they discuss the topic of safety with a group. Let this develop into a classroom discussion if students have a lot to say on the topic._ ^_ _ _

ideas plus

Link this lesson to writing skills by asking students to write their own article about a possession they feel strongly about. Write these phrases on the board, and teli students to copy them as a skeleton for their own texts:

I've got a ... I got it... I like In the future, I'd like to ...

eleven writing

1 think about the topic

Is transport in your city / country good? Why? / Why not? Make notes about:

• trains / underground trains (tubes)

2 understand a description a Read a student's text about transport in two places. Does he think transport is better in Colombia or London? Why?

b 1 Underline all the adjectives which describe forms of transport in the text. (See the example.)

2 Which adjectives compare transport in Colombia and London?

spell check

Transport in Colombia and London

In Colombia, I always drive to work because public transport isn't very good. There are a lot of buses at the same time on the same route. TThey stop every minute to pick people up and 2 they are old and slow. There aren't any trains or tubes.

I think that buses in London are better than in Colombia.3 They are more comfortable and 4 they arrive on time. I don't use taxis in London because 5 they are expensive, and I enjoy travelling by tube.

3 understand they

Look at the uses of they in the text. What does they mean in numbers 1-5?

a Cover the text. Write the plurals of these words.

1 bus 2 train 3 tube 4 taxi 5 person b Work in pairs. Put the words into three groups. Add two words to each group. (Note: Transport is uncountable. It has no plural form.)

4 make sentences

Read this description of transport in China and England. Match the beginning and ending of each sentence.

1 The buses in China don't come on time and they_

2 It is difficult to sit down on the buses because __

3 There are more buses in England so more_

4 In England the buses are cheaper_

a there are a lot of people on them.

b than in China.

c don't stop at all the bus stops.

d people can sit down.

5 talk about the topic

Interview somebody about a different city or country.

1 Is transport good there? Why?/Why not?

2 What is the best form of transport? Why?

3 How do you / people usually get to work or college?

4 Do you / people use taxis?

A buses in London B buses in Colombia

C taxis in London D taxis in Colombia

Writing task

Work in pairs. Describe and compare transport in two different places.

Write a short article for your class magazine.

Read other students' articles. Which place has the best public transport?

go to self-assessment p. 61 vocabulary diary p. 63 PHOTOCOPIABLE © OXFORD UNIVERSITY PRESS

eleven eleven teacher's notes teacher's notes aim to develop control of language for describing and comparing writing task an article describing and comparing transport in two places time 50-60 mins

think about the topic

• If you have a monolingual class, ask the class for their collective opinion, then put them in pairs to discuss the reasons and to make notes. With multilingual classes, students can work alone or with somebody from the same area.

guidance notes

Don't worry if students are working alone for this first stage of generating ideas. They will have plenty of time to discuss their ideas with a partner later in the lesson.

understand a description

• Ask the class which two places the student is writing about. Let students compare their ideas before checking as a ciass.

• For exercise 2b, ask the class to give you the first adjective in the text {good). Then tell them to work alone or in pairs to find more adjectives in the text. Tell pairs to discuss question 2 before checking as a class.

guidance notes

The model text (written by a Colombian student in London) gives students a good structure to follow; the first paragraph describes transport, the second paragraph begins by comparing transport, and the text concludes by giving the student's opinions.

answer key a He thinks transport in London is better because the buses are not very efficient in Colombia and there aren't any tubes or trains, b 1 old, slow, better, more comfortable, expensive; 2 better, more comfortable understand they

• Focus students on the five uses of they in the text and tell them to decide what each one means, in pairs. If students need more reinforcement, use an OHT in feedback, circle each use of they, and highlight how it refers back to the plural noun which comes in the preceding sentence or clause.

answer key

spell check

• If your students need more support with exercise a, tell them to find the plurals in the text and look at the spelling before covering the text and writing the plurals. Tell students to do this alone, before checking their own answers in the text.

• For exercise b, give pairs a few minutes to come up with the three groups before checking their ideas. Write the three spelling groups on tire board: +s, +es, irregular. Then brainstorm their new words onto the board.

answer key a 1 buses, 2 trains, 3 tubes, 4 taxis, 5 people b +s: trains, tubes, taxis +es: buses irregular: people make sentences

• Expla in that students have to think about the meaning as well as the grammar. In feedback, show how the beginning and end of the sentences have to balance, e.g. the negative verb in 1 is likely to be followed by another negative because the two clauses are linked by and.

answer key lc, 2a, 3d, 4b ideas plus

If your students need reinforcement, tell them to test each other in pairs. Student A can cover the endings and try to remember them while Student B checks and prompts if necessary. They can then re-write the text for homework.

talk about the topic

• What is important here is that students talk about transport in two different places. In monolingual classes, students can compare transport in the area where they are studying with an area / country one of the students has visited or lived in. In multilingual classes, students can compare their own country with the country they are studying in, or a different student's country.

♦ For the writing task, students need to use the information they generate in the interview as the basis for their texts. For exercise c, you could display students' articles on the classroom walls to give them a chance to read each other's texts and make a decision about which place has the best public transport.

guidance notes

If you have a strong class, you can tell them to take notes during the interview which they should use when planning their writing. They can then do the planning stage of the writing task independently. If you don't think your students can listen and write in the interview, then tell the same pairs to plan their texts together, as suggested in exercise a.



1 understand vocabulary a Tick / the clothes that you wear to work / school / college.










b Look at the picture. What is the man wearing?

2 read quickly a Look at the title and picture. Is the article about:

• business? • clothes? • weather? b Read quickly and check your ideas.

3 read closely

Work in pairs. Answer the questions.

1 What does the Japanese Prime Minister want people to do in the summer?

2 Why does he want people to do this?

3 Which people are happy to change their habits?

4 Which people are not happy to change? Why?

4 understand references

Underline all the words in the article that the writer uses for people who work in an office. How many different words can you find?

5 talk about the topic

Work in groups. Do you think it is important to wear smart clothes for work? Why?/Why not?

air conditioning /es kan'dijnir)/ a system for keeping air cool inside a building global warming /'gbubal 'woimiq/ the increase in temperature on earth button/'bA tan/ badge/baeds/

Men in suits

It can get very uncomfortable wearing a suit and tie during a long, hot summer. However, for many Japanese businessmen, it's not a habit they want to change.

During the summer, the Japanese Prime Minister told office workers to take off their jackets and ties. He believes that if people wear fewer clothes in the summer, offices can turn down the air conditioning. This saves electricity, which reduces global warming (he hopes). The Prime Minister often goes to meetings without a jacket and tie.

Some younger businessmen are very happy to undo their top buttons at work. But for older office workers it is more difficult to change their habits. Some men who work at the Tokyo Electric Power Company are going to meetings with badges on their shirts with the message: 'Please excuse my casual clothes'. Many people will not leave the office without their ties. "It's rude to go into a meeting with a client without a jacket and tie," said one smart businessman. "I'm wearing my jacket and tie in the office today, and so is everyone around me," he said. "It is bad for the company if we are not smart for work."

casual /'kaiJ oL for clttj^e^aot formal or smart

go to self-assessment p.60 vocabulary diary p, 62

go to self-assessment p.60 vocabulary diary p, 62

teacher's notes text theme men in suits time 25-40mins understand vocabulary

• Check students understand the list of words for clothes, especially scarf (which may be new), suit, jacket, and tie (which are essential for following the lesson). Tell students to lick the clothes they wear to work, school, or college on lheirown, then to compare with a partner. Encourage them to say the words and check pronunciation in feedback.

• Focus students on the picture and tell pairs to describe the picture orally before checking with the class.

answer key b tie, jacket or suit, shirt read quickly

• Ask students to predict the content of the article by looking at the title and picture. Vou could ask the class for a show of hands for each option and ask several students to justify their ideas. Don't give them an answer at this stage.

• For exercise 2b, you could give students a time limit for the gist reading (two minutes should be long enough). Give pairs a few minutes to compare their ideas before checking as a class.

guidance notes

The text is adapted from an article in The Daily Telegraph, written by a journalist in Tokyo. Students may argue that the article is about clothes and weather (and even business to a certain extent). This is fine, as long as they can justify their answers.

answer key a clothes (although the reason for the order to take off jackets and ties is due to weather conditions)

read closely

• Tell students to read the questions and to see if they can answer them in pairs from their first reading of the article. Then tell them to go back to the article and read it again with the glossary (if necessary) to check their answers and to add more details. The four comprehension questions focus students on the main points of the article. In feedback, encourage students to give details and reasons for their answers.

answer key

1 to take off their jackets and ties

2 in order to turn down the air conditioning in offices and so save electricity, which will reduce global warming

3 younger businessmen

4 older office workers don't want to change because they believe ifs rude to clients and bad for the company

4 understand references

• Ask (he class what kind of people the article is about (businessmen or office workers). Then tell them to read the instructions and go through the first paragraph with the class identifying any references to people. This will demonstrate that they should look for synonyms e.g. businessmen, and reference words, e.g. they. Ask students to continue in pairs. You could do this as a race to add an element oi challenge by telling the first pair to finish to raise a hand. Check their ideas and write the different words they call out on the board. You could ask the class (in the students' LI in a monolingual class) why the writer uses a number of different words to describe the same thing (for variety and to avoid repetition).

guidance notes

It is useful to draw students' attention to referencing in texts even at this Level. It will help them make sense of texts if they are aware of the use of synonyms and pronouns. This kind of exercise can be repeated with many different texts and should also have an effect on students' writing. Encourage students to make a note of the synonyms in the vocabulary diary at the back of the book.

ideas plus

If you have access to an OHP, copy the text onto an OHT and run your finger along each line. Ask students to shout Stop! when you come to a word which means people in the text.

answer key

(para 1) businessmen, they, (para 2) office workers, people, (para 3) men (all these words are repeated a number of times and there are more references to individuals in the final paragraph, e.g. businessman, client, I, we, he)

talk about the topic

• If possible, organize groups so that there is at least one person who works in each group. Explain that students should find out what people wear to work in their group, and others can say what they think they would wear to work (or have done in temporary or previous jobs). Encourage them to give reasons for their ideas. This should encourage them to discuss different types of work and what is appropriate in different situations.

1 talk about the topic

Work in pairs. Talk about the picture.

1 Why do you think the people are there?

2 What do you think they are thinking about?

3 How does it make you feel?

2 describe a picture a Work in pairs. Complete these sentences about the picture.

b Now read the description below. Compare it with your ideas.

This painting is by Edward Hopper, an American artist. It is called People in the Sun and it was painted in 1960. The picture shows five people outside a house. They are sitting in chairs and enjoying the sun. The man on the left Is reading a book. He is wearing a jacket and trousers. There is a woman in the middle of the group of people. She is wearing a hat, a dress, and a scarf. It is a very hot day. The sun is shining and there aren't any clouds in the sky. You can see some mountains in the background.

spell check a How do you spell the -ing form of these verbs? What are the three spelling patterns?

C shine b Now write the -ing form of these verbs. Add them to A, B, or C above.

wear stand smile stay look swim

3 use articles

Complete the text using a or the.

picture shows five people outside (2)


They are sitting in chairs and enjoying (3)__ sun. (4)_

man on the left is reading (5)_book. He is wearing (6)_

jacket and trousers. There is (7)_woman in (8)_

middle of (9)_group of people. She Is wearing (10)_

hat, (11)_dress, and (12)_scarf. It is (13)_very hot day. (14)_sun is shining and there aren't any clouds in (15)_sky. You can see some mountains in (16)_


a Bring in a picture or photo that you like. Write a description for a cLass display.

b Read and match other students' texts to the correct pictures.

jo to self-assessment p. 61 vocabulary diary p. ;

aim to develop accuracy in a picture description time 40-50 mins writing task a description of a picture or photo

1 talk about the topic

• Find out if anyone knows the picture and who it was painted by. If nobody knows it, ask which country they think it is set in. Then tell students to talk about their responses to the picture in pairs.

2 describe a picture

• Ask students to work together to complete the sentence prompts describing the picture. Tell students to imagine the colours in the picture if they are working from the book. Walk round and help with vocabulary if necessary. Tell students to cover the written description below at this stage.

• For exercise 2b tell students to read the description and check to see if their ideas were correct. Tell them to discuss their answers with their partner.

spell check

answer key

• Tell students to look at the changes in spelling from the

b A swimming

infinitive to -ing form in the three verbs and elicit the

B wearing, standing, staying, looking

spelling patterns onto the board: sit + ting, read + ing,

C smiling

shine + Ing. Tell pairs to add the remaining verbs to the

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