Bike— Part 1 Report

Suggestion: Be more concise and clearer. Start with a direct topic sentence, then give one or two specific supporting details using linking words. Correct grammar (past tense and articles) and avoid repetition (don’t repeat “my father” and “how to”).

Example: Yes, I did. My father taught me how to ride when I was about seven, and he showed me how to balance and steer. At first I found it difficult, but after a few weeks of practice I became much more confident.

Suggestion: Answer directly, then give two clear reasons with linking words and specific examples. Fix unclear phrases and incomplete sentences (e.g., ‘Bye bye Causeway’ and ‘I think the traffic’). Use cohesive devices like ‘for example’ and ‘because’.

Example: Yes, I think bikes are very popular in my country because they are cheap and convenient. For example, many students cycle to school and adults often use bikes to go to nearby supermarkets, especially in busy areas where cars cause heavy traffic.

× I learned how to ride on the bike by my father and my father told me that how to like take balance to ride on a bike as well.

✓ I learned how to ride a bike from my father, and my father taught me how to keep my balance when riding a bike.

Use of prepositions: 'ride on the bike' is unnatural; English uses 'ride a bike'. 'by my father' wrongly indicates the agent for learning — use 'from my father'. 'told me that how to like take balance' contains incorrect verb choice and word order; use 'taught me how to keep my balance' for correct collocation and word order. Also combine clauses with a comma and conjunction for clarity. Suggestions: use 'learned from' to indicate source, use 'taught' for direct instruction, use 'keep my balance' for the action, and use natural collocations 'ride a bike'.

× I wasn't good at that time, but.

✓ I wasn't very good at it then.

This sentence is incomplete: 'but' introduces a contrast but no clause follows. Replace the fragment with a complete clause and more natural adverb placement: 'I wasn't very good at it then.' Use 'it' to refer to riding and 'then' for the time reference. If a contrasting idea is intended, provide the second clause (for example, 'but I kept practicing'). Suggestions: avoid sentence fragments and dangling conjunctions; ensure each conjunction introduces a full clause.

× Yes, I do think so because there are many people who go to school by bike and also there are many people to go shopping such as supermarket, Bye bye Causeway.

✓ Yes, I do, because many people go to school by bike, and many people go shopping at supermarkets and local markets like Bye Bye Causeway.

Problems: 'go to school by bike' is acceptable, but the sentence repeats 'there are many people' awkwardly. 'many people to go shopping' is ungrammatical; use 'many people go shopping'. Use 'at' with 'supermarkets' and 'like' to introduce examples. Clarify 'Bye Bye Causeway' as an example by adding 'like' and treat it as a market name. Also improve punctuation and flow by using commas and conjunctions. Suggestions: use parallel structure ('many people go to X and many people go to Y' or 'many people go to X and Y') and correct prepositions: 'go shopping at'.

× I think the traffic.

✓ I think bike traffic is common, or I think traffic conditions encourage people to use bikes.

This fragment lacks a predicate or object to complete the idea: 'I think the traffic' is incomplete. It should state what the speaker thinks about traffic (e.g., 'traffic is bad' or 'traffic encourages bike use'). Provide a complete thought to make the sentence grammatical and clear. Suggestions: complete the idea after 'I think' with a clause or noun phrase (for example, 'I think the traffic is heavy' or 'I think traffic problems make bikes popular').