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The context for this lesson is an episode of the well-known BBC series about cars and driving, Top Gear, in which presenter Jeremy Clarkson and his colleagues organize a race across London using four different methods of transport.

The lesson begins with vocabulary and Sts learn words and phrases connected to transport, focussing particularly on road travel. This is followed by a pronunciation focus where the consonant sounds are contrasted. Sts then read about three of the participants in the race, who travelled by motorboat, bike, and car, and finally listen to find out how the fourth participant, who was using public transport, fared. The first half ends with Sts discussing what the result of the race would have been if it had been held in their nearest big city, and finally do a roleplay where a local person gives a tourist advice about transport.

In the second half of the lesson, Sts begin by revising what they know about comparatives and superlatives, before going to the Grammar Bank where this knowledge is extended. There is another pronunciation focus on linking in fast speech, followed by oral grammar practice. Sts then listen to an expert talking about dangerous things that people do when driving, and discuss other statements to do with road transport. The lesson ends with a writing focus, where Sts write an article about transport in their town, and with the song 500 Miles.

3A 2.2 Vocabulary Bank

3A 2.3 Vocabulary Bank

3A 2.4 Pronunciation

3A 2.5 Pronunciation

3A 2.6 Pronunciation

3A 2.7 Pronunciation

3A 2.8 Pronunciation

3A Reading 3a

3A Reading 3b

3A 2.9 Listening

3A 2.11 Grammar Bank

3A 2.12 Grammar Bank

3A 2.13 Grammar Bank

3A 2.14 Pronunciation

3A 2.15 Listening


This lesson challenges common stereotypes about men and women. It begins with a split reading: one article about whether women really talk more than men, and another about what men and women talk about, which Sts read and then tell each other about. This leads to a grammar focus on articles: when (and when not) to use an article, and which article to use. This is followed by a pronunciation focus on the schwa in unstressed syllables and words, and on the two pronunciations of the. The first half of the lesson ends with a speaking activity to see if Sts can prove the stereotypes wrong.

In the second half of the lesson, Sts read and listen about a new book called Commando Dad, which challenges the idea that women are better than men at looking after young children. This is followed by a speaking activity on stereotypes, with a special focus on generalizing. The lesson ends with a vocabulary focus on verbs and adjectives with dependent prepositions.

3B Reading 1b_A

3B Reading 1b_B

3B 2.17 Grammar Bank

3B 2.18 Grammar Bank

3B 2.19 Grammar Bank

3B 2.20 Pronunciation

3B 2.21 Pronunciation

3B 2.22 Pronunciation

3B 2.23 Listening

3B 2.24 Listening

3B Reading 5c

3B 2.24 Listening

3B 2.25 Vocabulary Bank

3B 2.26 Vocabulary Bank

3B 2.27 Vocabulary

R = Rob, K = Kerri, J = Jenny, D = Don
K (singing) You work hard, but your money's all spent
Haven't got enough to pay the rent
You know it's not right and it makes no sense
To go chasing, chasing those dollars and cents
Chasing, chasing those dollars and cents
R That was great, Kerri.
K Thanks.
R Kerri, you used to be in a band, now you play solo. Why did you change?
K What happened with the band is private. I've already said
I don't want to talk about it in interviews. All I'll say is that
I have a lot more freedom this way. I can play - and say -
what I want
R Did your relationship with the band's lead guitarist affect
the break up?
K No comment. I never talk about my private life.
R Your dad was in a famous punk band and your mum's a
classical pianist. Have they influenced your music?
K Of course they have - what do you think? Isn't everyone
influenced by their parents?
R When did you start playing?
K I started playing t he guitar when I was about four.
R Four? That's pretty young.
K Yeah, the guit ar was nearly as big as me!
R I think that your new album is your best yet. It's a lot
quieter and more experimental than your earlier albums.
K Thank youl I t hink it's my best work.
R So, what have you been doing recently?
K Well, I've been writing and recording some new songs. And
I've played at some of the summer festivals in the UK.
K And what are you doing while you're in the States?
K I'm going to play at some clubs here in New York, then I'm
doing some small gigs in other places. I just want to get to
know t he country and the people. It's all very new to me .
•••
I J Good job, Rob. She isn't the easiest person to interview.
R She's OK. And t his video clip will work great online.
•••
D Well, t hank you for coming in today, Kerri. Now I suggest we
have some lunch. Rob, could you call a taxi?
R Er, sure.
D = Don, K = Kerri, J =Jenny, R = Rob, W = waitress
D So when will you be coming back to New York, Kerri?
K Oh, I don't know ...
W Hi guys, is everyt hing OK?
D Yes, it's delicious, thank you.
W That 's great!
K New York waiters never leave you alone1 I really don't like
all t his 'Hi guys! Is everything OK?' stuff.
D What? You mean waiters aren't friendly in London?
R Oh, t hey're very friendly!
K Yes, they're friendly, but not too friendly. They don't bother
you all t he time.
W Can I get you anything else? More drinks, maybe?
D No, thanks. We're fine. 
W Fantastic.
K See what I mean? Personally, I think people in London are a lot
more easy-going. London's just not as hectic as New York.
D Sure, we all like peace and quiet. But in my opinion, New
York is possibly ... well, no, is def initely the greatest city in
the world. Don't you agree?
K To be honest, I definitely prefer London.
D Come on, Rob. You've lived in both. What do you think?
R Erm, well, I have to say, London's very special. It's more
relaxed, it's got great parks and you can cycle everywhere.
It 's dangerous to cycle in New York!
D Why would you cycle when you can drive a car?
K You can't be serious.
D OK, I agree, London has its own peculiar charm. But if you
ask me, nothing compares with a ci ty like New York. The
whole world is here!
K But that's the problem. It's too big. There are too many
people. Everybody's so stressed out. And nobody has any
time for you.
J I don't think t hat's right, Kerri. New Yorkers are very friendly ...
K Oh sure, they can sound friendly with alt that 'Have a nice
day' stuf f. But I always think it's a little bit. .. fake.
D You've got to be kidding me!
R I'm sorry. I'll just have to take this ... Hello? ... Yes ... You're
who? ... The t axi driver? ... What did she leave? ... Her cell
phone ... right. OK. Yes, we're still at the restaurant. See you
in about five minutes.
D = Don, K = Kerri, J =Jenny, R =Rob, W =waitress,
T = taxi driver
K Thank you for a nice lunch, Don.
D You're welcome.
W Thanks for coming, guys! Have a nice day.
D See? Nice, friendly service.
K Maybe. But I think ... she sa1N the big tip you left on the table!
J Did you mean what you said in the restaurant, Rob?
R Did I mean \vhat?
J About missing London.
R Sure, I miss it, Jenny.
J Really?
R But hey, not that much! It's just that moving to a new place
is always difficult.
J But you don't regret coming here, do you?
R No ... no ... not at all.
J It's just that ... you seemed homesick in there. For the
parks, the cycling ...
R Well, there are some things I miss but ... Oh, hang on a
... minut e. Look over there. Our taxi's come back .
T Excuse me. Ma'am.
K Who me? What is it?
T I believe this is your cell phone. You left it in my cab.
K What? ... Oh, wow ... thank you!
T Have a nice day!
K That was so kind of him!
D See? New Yorkers are really friendly people.

INTERMEDIATE – 3 Quick test