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PHOTOCOPIABLE
 
© Cambridge University Press 2008
B
Should I wear a helmet?
1
After doing the exercise, highlight the fact that 
helmet
 
appears 
in the section heading too.
2
Ask students who cycle which of the things they do and do 
not do.
3
If the headline does surprise students, ask them why. Write the 
fi rst three words of the headline (
Cyclists with helmets
…) on 
the board and ask students to suggest other ways in which the 
headline could have ended.
5
Before doing the exercise, tell the class that 
Dr
can be both a 
medical and an academic title. Many university lecturers have 
the title 
Dr
.
6
Read the instructions to the class and get students to do the 
exercise in pairs. Check the answers with the class.
7
Students can discuss the question in pairs. They can then 
compare their ideas in a whole-class discussion.
Focus on … synonyms
Before doing the exercise, ask students to name other pairs of 
synonyms. (Examples include: 
little/small, client/customer, rich/
wealthy
.)
After doing the exercise, you could also introduce the word 
antonym 
(words with the opposite meaning).
More activities
1
Cut out several different articles – at least one article for 
each student – from one newspaper. Write a number 
(1–20, etc.) on each article. Students skim the articles and 
make a list (1–20, etc.) of the sections of the newspaper 
that the articles have come from. Students can then 
choose one article each to read more carefully.
2
Ask students to name other parts of the bike or items 
connected with cycling. (You could encourage students 
to fi nd words in a dictionary before the next lesson.) 
Examples include: 
bell, brake, chain, frame, gears, 
handlebars, mudguard, pedal, seat/saddle, spoke, valve, 
wheel
.
3
Encourage students to fi nd another newspaper article 
or item from the Internet whose headline surprises or 
amuses them. In a later lesson, students can tell the class 
why the headline surprised or amused them.
4
Encourage students to start making a list of synonyms. For 
example, they could reread some of the texts in this book 
and fi nd pairs of synonyms. They can then use their lists 
to test each other. For example, they choose 12 pairs of 
synonyms and write them in jumbled order in 2 lists for 
their partner to match.