VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY

UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES

FACULTY OF ENGLISH LINGUISTICS AND LITERATURE
------------------------------------

LESSON PLAN
CLASS: 13NHDT6
GROUP: 01

Students:

1. Phạm Chung Thuỷ 1367010476 6. Vương Thanh Toàn 1367010490

2. Lê Hồng Ngọc Hân 1367010108 7. Nguyễn Ngọc Thanh Trà 1367010492

3. Võ Trần Minh Hiếu 1367010137 8. Nguyễn Thị Vũ Uyên 1367010569

4. Trần Ngọc Dung Hạnh 1367010119 9. Trần Ngọc Anh Thy 1367010484

5. Trần Thiện Minh Thư 1367010458

Instructor: Vũ An Như

HO CHI MINH CITY – August – 2016

 CONTENTS
1. Description of the class: (Thanh Trà) ........................................................................................................................................ 1
Setting of the class: ............................................................................................................................................................... 1
Goals (for the whole course): ............................................................................................................................................... 2
2. Text book: (Thanh Trà) .............................................................................................................................................................. 2
Lesson background: ............................................................................................................................................................. 3
3. Objectives: (Thanh Trà) ............................................................................................................................................................. 3
4. Methodology: (Thanh Trà) ......................................................................................................................................................... 4
5. Materials and sources: (Thanh Trà)
Materials: .............................................................................................................................................................................. 4
Sources: ................................................................................................................................................................................ 5
6. Procedures: ................................................................................................................................................................................ 6
Lead-in: (Chung Thuỷ) ........................................................................................................................................................ 6
Pre-listening: (Ngọc Hân) .................................................................................................................................................... 7
While-listening: (Minh Hiếu, Dung Hạnh, Minh Thư, Thanh Toàn, Thanh Trà) ................................................................ 8
Post-listening: (Vũ Uyên, Anh Thy) .................................................................................................................................... 12
7. Additional possibilities: ............................................................................................................................................................ 13
Pre-listening: (Ngọc Hân) .................................................................................................................................................... 13
Post-listening: (Vũ Uyên, Anh Thy) .................................................................................................................................... 14
8. Homeworks: (Thanh Trà) .......................................................................................................................................................... 15
9. References: (Thanh Trà) ........................................................................................................................................................... 15
10. Appendices: (Thanh Trà) ........................................................................................................................................................ 16
 Vietnam National University - HCMC
University of Social Sciences and Humanities
Faculty of English Linguistics and Literature

LESSON PLAN
UNIT 10: OUR INTERACTIVE WORLD

1. Description of the class:

This lesson is designed for adults (23-29 years old) with average level at Pre-Intermediate. In this class, most of the students come
from other provinces or cities and have little chance to practice listening to English at home. Besides, during their high school time, the
syllabus of their English lessons mainly focused on grammar and vocabulary; thus, they didn’t learn the listening skill in an appropriate
way.
In spite of being dynamic, the students of this class often get tired after a long day at work and are busy with personal stuff such as
family, and relationships. Therefore, they tend to lose focus on the lesson, and prefer relaxing to studying; yet are still determined to learn
English. These students speak and understand English enough for communication. They understand parts of lessons, simple directions but
cannot understand more abstract and academic language. They understand spoken English with topics that are familiar to them. Structures
must be simple, sentences must be short and clear in meaning.
Moreover, all Ss passed the placement test; hence, have the relatively even English background knowledge of simple and daily-used
vocabulary and sentence patterns. They are good at grammar and vocabulary but weak at pronunciation, listening, and speaking. In this
class, teacher will teach listening as a main skill associated with integrated skills.

Setting of this class:

This class is organized in 12 weeks in a private center in Ho Chi Minh City, in the evening from 6:00pm - 9:00pm, every Monday –
Wednesday - Friday. The class size is 20 people (13 females and 7 males). Each lesson lasts 45 minutes with 2 lessons being taught for
each section.
1
 Goals (for the whole course):
- Listening skill helps student realize voice, intonation in daily simple conversation (school, family, etc.). Listening for specific
information and realizing situations with exercises of multiple choices statements, matching speakers to statement, true/false statements
are focused.
- Speaking skill develops student’s communication skills in daily conversation in various social topics in The New Headway 4th
Edition and helps them to feel comfortable when communicating with native speakers. Students develop their conversation skills through
working in group, discussions, and vocabulary-building exercises. Speaking for summarizing and using interactive strategies are insisted
on situational role-play, picture description activities.
- Writing skill helps student to be able to write an academic essay (about 300 words), a letter, an email, a message, a postcard, and an
invitation. Students gain practice in writing clear and accurate communication using models for writing. Students should know how to use
appropriate word order, good standard grammar and express a particular meaning using grammatical forms.
- Reading skill helps student become more confident readers in English, understand and explore a variety of reading genres, essays,
articles, stories, text about specific topics, or paragraphs related to daily life. Reading skills, such as predicting, skimming, scanning,
reading for details, vocabulary - building, and summarizing are emphasized.
- Grammar will focus on the present tense, the past tense, and the perfect tense.
- Vocabulary: At the end of the course, students can recognize and use skillfully plural nouns, verb-noun collocations, compound-
nouns adjectives to describe feelings, expressions of time, interest and sympathy.
- Pronunciation skill: Students benefit from being explicitly taught phonological forms to help them become aware of the
differences between L1 and L2 elements, between correct and incorrect elements, pronunciation elements in speech. Students can imitate
sounds and other elements of pronunciation accurately and reproduce elements without prompting.
In addition, the purpose of the course is also to develop practical English ability so that students acquire a sense of English-speaking
culture and grow accustomed to the English language.

2. Text book:
John, L. & Soars, L. (2014). New Headway Pre-Intermediate Student’s Book. Oxford University Press.
John, L. & Soars, L. (2014). New Headway Pre-Intermediate Student’s Work Book. Oxford University Press.
John, L. & Soars Amanda Maris, L. (2014). New Headway Pre-Intermediate Teacher’s Book. Oxford University Press.

2
 - Lesson background:
The previous lesson, the class finished Unit 9: TIME FOR A STORY, which focused on describing and writing a story or a film,
the Past perfect, Narrative tenses, and Conjunctions, introducing people. Students experienced working in groups, stating their ideas and
discussing the story’s meaning. Teacher divides the class into two groups, asks them to stand up and join with each other. They should
meet and introduce themselves to as many people in the other group as possible. Another activity is that students discuss a story or a film
for a while, and then when they finished, teacher requests the first group describe the story or the film through the feeling words. The
next step, the other group will narrate that story or that film and find the person who has the best voice and memory.
This week lesson - Unit 10 is going to focus on OUR INTERACTIVE WORLD. During Unit 10, students will study some skills
and describe the interactive activities. Moreover, many of the verb forms in the text are in the passive form including the present simple
and present perfect. There are also other activities to perform in this lesson, including listening to a conversation, and students’ role
playing.
The next lesson, Unit 11 is about LIFE’S WHAT YOU MAKE IT! Activities such as talking about somethings in life are what you
make them such as Birth, Marriage, and Death, or good news and bad news; beside that, the Present Perfect Continuous Tense will be
emphasized in this lesson. Students will watch a short film of people’s life. And then, students work in pairs and exchange similar ideas
about their topic. Finally, they will choose the more preferable idea to present before the class.
- Topic Unit 10: Our interactive world

3. Objectives:
Main skill: Listening.
Sub skills: Listening for Gist, Listening for Special Information, Listening for Detail, Inferential Listening.
Integrated skills: Speaking, Reading.
At the end of the lesson, the students will be able to:
- Learn new words about the feelings of stress from the lesson.
- Apply some new words about the feelings of stress in real life.
- Improve their communicative skill.
- Improve listening skill for gist, special information, detail and inference.

3
 4. Methodology:
The methodology in this lesson is Audio-lingualism (ALM) associated with Communicative Language Teaching (CLT).
The Audio-lingual method (ALM) emphasizes the grammatical patterns of English. The grammatical system consists of a listing of
grammatical elements and rules for their linear combination into words, phrases, and sentences. Students can repeat and learn them as the
response automatic. Furthermore, the Audio-lingual method made extensive use of drilling, in which students produced the same
grammatical pattern but were prompted to use different words within the pattern. This is the pre-intermediate-level class, so Audio-
lingualism with drilling (stimulus – response – reinforcement) is considered a useful method to use. Besides that, with ALM, all students
are active in the classroom, which make the students able to use the target language about the interactive activities in communicative
competence automatically. Also, ALM helps students get structural sentence patterns or language efficiently, which agree with objectives
of the lesson.
Moreover, teacher will also apply Communicative Language Teaching Approach (CLT) for this lesson. Students will be practiced
conversation through listening. In addition, this method helps students catch up with their lesson easily through interaction with each
other. The strength of this method mainly focuses on the fluency in language functions for conversations than accuracy. In addition,
acquisition as the basic process involved in developing language proficiency and distinguishes this process from learning. Acquisition
refers to the unconscious development of the target language system as a result of using the language for real communication. The learned
system can serve only as a monitor of the output of the acquired system. Krashen and other second language acquisition theorists typically
stress that language learning comes about through using language communicatively, rather than through practicing language skills. For
more specific, communicative teaching helps students more participate in conversations and makes them feel more interested in learning
English. From that, students can communicate fluently with each other so that they could learn good language function in the lesson. The
purpose of listening skill is that making students become confident and improve their listening skill. Therefore, to encourage students, we
should not pay much attention in accuracy as well as create stressful atmosphere.

5. Materials and Sources:

- Materials:
Board, Chalk, Laptop, Projection screen, Projector, Loudspeaker, Microphone
Audio on CD 3 track 26 “New Headway Pre-Intermediate Student’s Book”
Textbook “New Headway Pre-Intermediate Student’s Book”
Files of song from website with named “Trouble-Is-A-Friend” and “Bad day”
Handout of gap-filling sentences and gap-filling transcript.

4
 - Sources:
Richards, J. & Rodgers, T. (1986). Approaches and Methods in Language Teaching. Cambridge Universiry Press.
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
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6IM%3A%3BXkP_-Gn2c2-6IM%3A%3BwsFA3v2BMuhMdM%3A&imgrc=XkP_-Gn2c2-6IM%3A
[Link]
1.0.172783.[Link].[Link].0j1.1.0....0...[Link]..0.1.159.DR7ov5tC-tA#imgrc=LLQ7WyaGXudujM%3A
[Link]
[Link]
[Link]

5
 6. Procedures:
Possible/
Stages Class activities expected
Explanation
&Time Objectives answers to Possible problems
exercises
Teacher Students
(KEY)
Lead-in Activate the - Play a game named Do after T’s - Remind Ss of the - Ss forget the old
(3 mins) class “Randomly perfect” instruction knowledge they lesson and can’t write
- T divides the class into 2 - Write sentence already learned in the sentences as T
groups, and asks every using Adverbial previous lesson. wants. T provides hints
student to prepare a piece Clause of time or refers back to Ss’
of paper with their name structure knowledge that was
- Make Ss taught in previous
written on it. - Listen to T motivated and lessons if the majority
- T asks each Ss to write matching the lead-in the topic of of the class fail to do the
down one full sentences of sentences and the lesson. activity
Adverbial Clause of time. choose their most
T provides examples for Ss favorite sentence
to follow: I go to sleep
when I’m tired. T gives Ss
2 minutes to write down
their own sentence on the
paper, T then collect the
papers by group.
- T chooses 2 random
sentences, 1 from group A
and the other from group
B. T matches the first half
sentence of group A with
the final half sentence of
group B to produce a new
sentence. T speaks the
6
 sentence loudly before the
class and let Ss choose the
funniest one among the
matched sentences. T
delivers presents to the 2
students who win the class’
applause. - There’s no sentence
matching T’s purpose. T
- T chooses the sentence of goes directly to the
which the meaning is close lesson
to the lesson’s topic to
move to the Pre-listening
stage
Pre- - Prepare - Playing the description Get involved in the This step: 1. There’s no - Ss don’t understand
Listening students for game. game and give the - First, refer to money in the some or all of the
(5 mins) what they are T delivers SS handouts of answer for the students ATM shown pictures. T uses
going to six pictures on daily matching game. background 2. The office is simple words to explain
listen. stressful situations, and knowledge which too noisy for for Ss so that Ss
asks Ss to describe those is necessary for him to work understand the shown
photos. their pictures.
3. The road is
(Appendix 2) comprehension of flooded - Ss don’t like the topic
the listening and keep silence. T l
T then asks 4 Ss to come to passage. 4. Talkers in asks one or two
the board and write down cinema are students gently.
their answers. T compares - Then, by impolite
the answers and chooses mentioning an - If necessary, T plays a
aspect of their 5. Flights are fun video of daily
the best ones. delayed
ordinary life, Ss stressful situations to
- Talking about self- come to activate 6. Shoppers are get Ss’ emotion up.
experience abstract concepts waiting to [Link]
T asks Ss to look at the about the lesson make payments m/watch?v=Wu8jT6O8
photos again to think about topic, which helps 7w8
such situations and start them link better to

7
 talking about their own the listening
experience Answer the content.
T gives an example e.g. I question by raising
am annoyed when people their hand or say
speak loudly in public “Photo number…”
places for Ss to follow or repeat full
Ask 2-3 Ss to talk about sentences “I am
their annoying things: What annoyed when.…”
things will make you
annoyed?
- Move to While-listening
stage
Ask Ss to open the book on
page 84 and look at the
pictures.
- Play the matching game.
Have - Refer Ss to the list of - Listen to the - This step will - Check list – - Ss cannot hear clearly,
sufficient reasons that can be made teacher help students to Exercise 3, so they cannot
vocabulary to Jack complained about. study vocabulary page 84, complete the exercise
understand (Exercise 3, page 84). about complaint Student’s correctly. T explains
While- statements Explain the exercise. and its reasons. Book. the meaning of new
Listening about stresses, (Appendix 3) words and pronounces
complains and them before T plays the
(27 mins) its reasons. recorder
(5 mins) - Encourage Ss to listen and
tick the correct answers.

- Ss listen and tick - Listening

- Play the recorder once. practice. - Tapescript
on the list.
10.11

8
 (Appendix 4)
- Ask ss how many words - Answer the T’s
or phrases they can listen. question.

- Ask some ss to go to the

blackboard to write their - Some ss go to
answers. blackboard to write
the answers.
- Answer key:
- Play the recorder once 1. The girl
again, pause after each or - Listen again and behind him
two sentences and check self–correct the
2. The little
the right answers. answers
boy
3. Traffic
4. Parking
Improve sub- - Explain gap-filling - Listen. This step will help Answer key: - Ss cannot hear clearly,
skill: Detailed exercise for Ss. student practice to 1. Loudly so they cannot
Listening and (Appendix 5) make sense of the complete the exercise
engrave the stream of sound by 2. mad correctly. T plays the
lesson on Ss' - Deliver handout for Ss trying to 3. carriages recorder at the
memory. and show the Gap-filling understand words sentence which
exercise on the screen. or grammatical 4. up contains answer keys
(7 mins)
- Play the recorder again - Listen. structures. 5. grunted some times more. If
once. necessary, T plays
speaker role and repeats
- Give Ss 01 minute to - Do the exercise. slowly until Ss can give
finish the exercise. the answers.
- Ask Ss exchange
handouts with their - Listen again and
peer – correct the
9
 partners next to them and answers.
play the recorder again and
pause after some sentences
to help Ss follow the
conversation.
- Correct Ss' answers by - Take part in the
using a Multiple Choice exercise and check
exercise and play the the answers.
sentences which contain
answer keys again for
student to check.
(Appendix 6)
Ss can learn - T asks Ss take part in a - Listen T’s This step will help - journey - Ss can’t guess the
new guessing exercise. T explaination and Ss learn new - nightmare words. T provides some
vocabularies explains the exercise: Ss guess new words. vocabularies in a hints until Ss recognize
and interesting way - loudly the words.
will see some pictures and
pronounce which make them - carriage
correctly explantions for these can easily
diffienlt pictures. Ss have to guess remember about - annoy
words. which words the pictures definitions and
(5 mins) indicate. (Appendix 7) usages of new
vocabularies.
- T plays listenning tape
- Listen and repeat
which contains new
vocabularies’ the listening tape
pronunciation and some
sentences which have new
vocabularies. - Ss can’t remember the
- Listen T and take new vocabularies. T
- T explains the exercise’s - Check Ss repeats the explanation
part in the game
rule: there are 5 pictures memory about about the words which
and 5 words which have new vocabularies Ss have just learned.
learnt, Ss match them they have just

10
 correctly. learn to engrave
new vocabularies
again in Ss’
memory

(5 mins) -T divides the class into 2 Answer the - Ss remember Some Ss feel difficult
groups. T delivers a list of questions in group. the content of the to find out the answers.
questions for Ss and ask listening to T plays the CD again
them to discuss in group in answer the and again to help the Ss
2 minutes (Appendix 8 ) questions. can answer the
- Ask one member in each - Ss can practice questions.
group to give the answers speaking skill
to the questions. when discuss in
group and present
- T plays the CD again to about it.
check the answers.
Have a - Ask Ss about their feeling - Listen the - Ss may be tired after
comfortable after spending more time to question from T. their lesson. T helps Ss
atmosphere to listen to their lesson by the to release stress
continue Ss’ sentence atmosphere in class.
lesson. - Answer T’s
“How do you feel after question.
(5 mins) spending more time to - Ss are afraid to join
listen to the lesson now?” the game. T encourages
- Introduce to Ss the game. Ss to join by giving
- Divide the class into 4 - Each column is - Practice listening gifts for winners.
groups. one group. to the new
vocabulary in
enjoyable way.
- Give Ss who sit at the end - Ss at the end of
of the lines one piece of the lines try to - Ss hear and
paper which has vocabulary whisper the right remember how
11
 and picture, related to stress vocabulary to the people can talk
or complaint. (Appendix 9) one sitting on the about complaints.
- Ss use body language to next line. Continue - This way, they
describe their vocabulary to to the one who sits gradually build
the next Ss respectively. at the top of the their own useful
Time is limited in 2 mins. lines. He/she will language.
write the
- Then the first person will words/phrases on
write vocabulary on the blackboard.
blackboard.
- Scores will be
- Give the winner small added for the
gift. quickest group.
Post- Help students - Asks 2 Ss to talk about - Share with the - Ss can recall all The answer to Some Ss may not
Listening to apply new what they can remember class the the knowledge this exercise is concentrate in the topic.
(10 mins) vocabulary, which make Jack stress. information which from the listening variety. T leads them back to
knowledge (2 mins) they can remember to discuss the the main ideas.
from listening from listening. topic.
into their - Puts Ss in pairs to work
speaking. with partner and ask them - Discuss in pair: - T could check
to think of the conversation + Make a short list Ss’ speaking skill
about “all the problems of things that went level and help
you’ve had today”. (1 min) wrong. them to improve
it.
- Gives Ss time to prepare + Ss can use ideas
their conversation. (1 min) from listening or - Ss can practice
- Asks 2 or 3 students to their own listening, speaking
skills when they
share with class about their experience. work in pair and
days. (6 mins) - Practice the talking in front of
conversation in pair class.
- Acting to class.

12
 7. Additional possibilities:

Class activities Possible/

Stages expected
Explanation
&Time Objectives answers to Possible problems
Teacher Students exercises
(KEY)
Pre- - Prepare - T make Ss get to This step: 1. Noisy people - Ss can’t match some or
Listening students for understand the photos - First, makes Ss in public places all of the shown pictures.
(10 mins) what they which may be included in become familiar 2. Being absent T uses simple words to
are going to the listening passage with the content minded explain for Ss so that Ss
listen. T shows photos on - Ss look at the they are about to understand the
photos and match listen [Link] of connect description .
stressful situations faced
by Jack on the screen, and the photos with the 4. Bad drivers in - Ss don’t like the activity
provides Ss with phrases appropriate phrases - Second, enables front of you and keep silence. T asks
describing those photos. of description then Ss to practice
5. High parking one or two students
raise their hand to speaking skill,
fee gently.
T then asks Ss to look at give T their answers through which Ss
these pictures and match will link what they 6. Too many
the phrases with the say to what they choices to make
correct photos. Teacher will hear well.
calls some Ss to check the
answer. (Appendix 10)
Post- Help Ss to - Asks Ss again about - Answer T’s - Ss can recall The answer to Some Ss may not
Listening memorize things that annoyed Jack. question with all the all the knowledge this exercise is concentrate on the topic
(12 mins) new (2mins). (Appendix 11) information that from the listening to the transcript. so T leads them back to
vocabulary - Puts Ss in pairs to work they can remember (Appendix 12) the main ideas.
answer the question.
one more with partner and ask them from the listening
time. - Ss can
to fill the gap. (4mins) - Work in pair to fill practice listening,
- Asks 2 or 3 couple to the gap. speaking skills

13
 write the answers on the when they work in
board. (3mins) pair.
- Corrects the answers.
(3mins)

8. Homework/ Assignments:
Write an essay of minimum 150 words about describing feelings of a person when s(h)e meets trouble with his/her life.

9. References:
1. John, L. & Soars, L. (2014). New Headway Pre-Intermediate Student’s Book. Oxford University Press.
2. John, L. & Soars, L. (2014). New Headway Pre-Intermediate Student’s Work Book. Oxford University Press.
3. John, L. & Soars Amanda Maris, L. (2014). New Headway Pre-Intermediate Teacher’s Book. Oxford University Press.
4. Richards, J. & Rodgers, T. (1986). Approaches and Methods in Language Teaching. Cambridge Universiry Press.
5. [Link]
6. [Link]
7. [Link]
8. [Link]
9. [Link]
10. [Link]
11. [Link]
12. [Link]
13. [Link]

14
 14.[Link]
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6IM%3A%3BXkP_-Gn2c2-6IM%3A%3BwsFA3v2BMuhMdM%3A&imgrc=XkP_-Gn2c2-6IM%3A
15. [Link]
16.[Link]
0721.0.172783.[Link].[Link].0j1.1.0....0...[Link]..0.1.159.DR7ov5tC-tA#imgrc=LLQ7WyaGXudujM%3A
17. [Link]
18. [Link]
19. [Link]

15
10. Appendices:
Appendix 1
Unit 10: Our interactive world

16
Appendix 2: Pictures on daily stressful situations

17
18
19
Appendix 3: Exercise 3, page 84, Student’s Book
T10.11 Alan is meeting Jack at the railway station. Jack has not had a good journey. Listen and tick () what he complains about.
- the train is late
- the girl behind him
- the train is overcrowded
- the lime boy
- parking
- booking a ticket
- the food
- traffic
- coffee bars

20
Appendix 4: Tapescript 10.11 (Pre- Intermediate Student’s Book)

A: Hi Jack! Over here! How was your journey?

J: Huh! Not good! Not good at all!
A: Why was that?
J: Well, there was this girl in the seat behind and she was talking loudly on her mobile phone the whole journey. I know everything
about her life. I even know what she’s going to wear when she goes out on Saturday night and I know what she’s not going to wear.
A: That drives me mad too! You know, not long ago trains had quiet carriages where you couldn’t use your mobile phone.
J: Well, they don’t anymore. I couldn’t read my paper with her yak, yak, yakking behind me. She told the same thing to at least four
friends. Then I had this kid opposite me with his mother. He…
A: What was he doing to annoy you?
J: He had one of these mini-computer things…
A: A Game Boy!
J: Yeah, one of those and he was head down playing this thing all the time – zing, ping, pang – all those noises coming from it. He
never looked up once. When his mum asked him to say hello he just grunted, ‘uh!’ So impolite!
A: I know. Kids these days, they’re so badly-behaved.
J: I have driving into town these days. There’s too much traffic. It’s just jam after jam. And it’s impossible to find a parking space.
Parking’s a nightmare! And car parks and parking meters are so expensive.
A: I know. I remember when you could park all day for 50p. Come on let’s get out of here. Let’s get a coffee.

21
 Appendix 5: Gap-filling Exercise

A: Hi Jack! Over here! How was your journey?

J: Huh! Not good! Not good at all!
A: Why was that?
J: Well, there was this girl in the seat behind and she was talking ….. (1).......... on her mobile phone the whole journey. I know
everything about her life. I even know what she’s going to wear when she goes out on Saturday night and I know what she’s not going to
wear.
A: That drives me ….. (2)......... too! You know, not long ago trains had quiet …... (3)............. where you couldn’t use your mobile
phone.
J: Well, they don’t anymore. I couldn’t read my paper with her yak, yak, yakking behind me. She told the same thing to at least four
friends. Then I had this kid opposite me with his mother. He…
A: What was he doing to annoy you?
J: He had one of these mini-computer things…
A: A Game Boy!
J: Yeah, one of those and he was head down playing this thing all the time – zing, ping, pang – all those noises coming from it. He
never looked …... (4)............ once. When his mum asked him to say hello he just ….... (5).........., ‘uh!’ So impolite!
A: I know. Kids these days, they’re so badly-behaved.
J: I hate driving into town these days. There’s too much traffic. It’s just jam after jam. And it’s impossible to find a parking space.
Parking’s a nightmare! And car parks and parking meters are so expensive.
A: I know. I remember when you could park all day for 50p. Come on let’s get out of here. Let’s get a coffee.

22
Appendix 6:
1/ Well, there was this girl in the seat behind and she was talking ….. (1).......... on her mobile phone the whole journey.
A. noisy C. loudly
B. lowly D. slowly
→ Answer key: C
2/ That drives me ….. (2)......... too!
A. bad C. made
B. mad D. crazy
→ Answer key: B
3/ You know, not long ago trains had quiet ….... (3)............. where you couldn’t use your mobile phone.
A. carriages C. charist
B. garages D. baggage
→ Answer key: A
4/ He never looked …… (4)............ once.
A. top C. up
B. at D. of
→ Answer key: C
5/ When his mum asked him to say hello he just ….... (5).........., ‘uh!’ So impolite!
A. crunched C. bunched
B. hunted D. grunted
→ Answer key: D

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Appendix 7:

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Appendix 8:

1. How is the girl in the seat behind Jack?

→ The girl in the seat behind talked loudly on her mobile phone the whole journey.
2. What thing did the girl make for Jack?
→ The girl made Jack couldn’t his paper.
3. According to Jack, how is about the kid?
→ The kid was so impolite
4. What made Jack think to look like “the nightmare”?
→ Finding a parking space.

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Appendix 9:

Shocked, surprised

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Disappointed

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Annoyed

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Heartbroken

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Appendix 10: Picture on P.84

Being absent minded

Out of connect Bad drivers in front of you

High parking fee Too many choices to make

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 Appendix 11:
A: Hi Jack! Over here! How was your journey?
J: Huh! Not good! Not good at all!
A: Why was that?
J: Well, there was this ____ (1) ____ in the seat behind and she was talking loudly on her mobile phone the whole journey. I know
everything about her life. I even know what she’s going to ____ (2) ____ when she goes out on Saturday night and I know what she’s not
going to wear.
A: That drives me mad too! You know, not long ago trains had ___ (3) ___ carriages where you couldn’t use your mobile phone.
J: Well, they don’t anymore. I couldn’t read my paper with her yak, yak, yakking behind me. She told the same thing to at least ____
(4)____ friends. Then I had this ____ (5) ____ opposite me with his mother. He…
A: What was he doing to annoy you?
J: He had one of these ____ (6) ____ things…
A: A Game Boy!
J: Yeah, one of those and he was head down playing this thing all the time – zing, ping, pang – all those noises coming from it. He
never looked up once. When his mum asked him to say hello he just grunted, “uh!” So impolite!
A: I know. Kids these days, they’re so ____ (7) ____. Did you book your ticket online this time?
J: I tried to.
A: What happened?
J: Well, I followed the ____ (8) ____, one by one, and got right to the end it asked me for my password. Password? I didn’t know I
had one for train travel. So I thought ‘OK, I’ll ring instead.’
A: Maybe not the best idea.
J: Er – no, so I rang the train company and of course I got the usual ___ (9) ___ message – you know the type of thing: “I’m afraid
all our operators are busy at the moment.” Then music and “Thank you for holding. I’m afraid our operators are still busy.” And more
music, so I gave up. I bought a ticket at the station.

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 A: It drives you mad, doesn’t it? Life’s too ___ (10) ___ to spend so long on the phone. Still, I usually do enjoy travelling by train.
J: Me too, usually. It’s better than driving. I have driving into town these days. There’s too much ___ (11) ___. It’s just jam after
jam. And it’s impossible to find a ___ (12) ___ space. Parking’s a nightmare! And car parks and parking meters are so expensive.
A: I know. I remember when you could park all day for 50p. Come on let’s get out of here. Let’s get a coffee.
J: OK, but not ___ (13) ___. I can’t stand Starbucks.
A: Why? I like the coffee.
J: It’s the ___ (14) ___ of the cups. They’re all huge. Even the small one is too big for me and the biggest is so big, it’s enormous,
and there’s so much choice – latte, skinny latte, soya latte, cappuccino. Frappuccino, single shot, double sh…
A: OK! OK! Modern life! There’s a small coffee bar round the corner. Let’s go there.

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Appendix 12: The answer to this exercise is the transcript.
1. girl
2. wear
3. quiet
4. four
5. kid
6. mini-computer
7. badly-behaved
8. instructions
9. record
10. short
11. traffic
12. parking
13. Starbucks
14. size

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