VIETNAM NATIONAL UNIVERSITY - HO CHI MINH CITY

UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES

FACULTY OF ENGLISH LINGUISTICS AND LITERATURE
Full-Time Program

TEACHING METHODOLOGY

LESSON PLAN

INSTRUCTOR: Trần Thị Linh Trang

CLASS: 2421NVA136L05

GROUP: 3

Student’s name Student’s ID

Nguyễn Phạm Anh Thư 2357011122

Sơn Thế Vỹ 2357011145

Nguyễn Thị Minh Tâm 2357011148

Lê Quốc Việt 2357011140

Ho Chi Minh City, April 16, 2025

 LESSON PLAN
MODULE 3: AT REST, AT WORK
1. Description of the students:
- Student age: Adults (ranging from 18 - 25).
- Student level: Pre-intermediate.
2.
a. Description of the class:
- Class size: 24 students.
- Subject: Integrated skills.
- Length of time: 60 minutes.
- Material: Cunningham. S. Comyns Carr. J. & Moor. P. (2007). New Cutting
Edge Pre-intermediate. Pearson Longman.
- Teaching aids: Projector, laptop, blackboard & chalks, paper, worksheet,
microphone, handout.
b. Previous lesson:
- Module 2: Important firsts.
- Contents:
 Language focus: Past simple; Time phrases often used in the past: at, on, in,
ago.
 Vocabulary: Words to describe feelings; Wordspot: feel.
 Pronunciation: ‘ed’ endings, schwa /ə/, word stress.
 Listening and Speaking: Tell a first-time story.
 Writing: Linking ideas in narrative (Linking words).
c. Today’s lesson:
- Module 3: At rest, at work.
- Contents:
 Language focus: should, shouldn’t; can, can’t, have to, don’t have to.
 Vocabulary: Daily routines; Jobs.
 Reading: Early to bed, early to rise.
 Pronunciation: should, shouldn’t; can, can’t; Polite intonation in requests.
 Listening and Speaking: Choose the right job.
 Real life: Making requests and asking for permission.
d. Anticipated problems:
- There is a technical problem with the projector to show pictures and slides.
- Students may lack the confidence to participate in speaking activities.
- Teacher has difficulty when fitting a lesson into a short time frame (15 minutes).
e. Possible solution:
- The printed questions will be taken out (prepared in advance) for students to
discuss. And answer and use the stopwatch on the cellphone to count time.
- Provide example dialogues and encourage them.
1
- Simplify the content, teach only the main points, and skip some of the game parts.
3. Aims:
- To introduce students to new vocabulary about jobs and daily routines.
- To enable students to discuss their sleeping habits.
- To give students practice in reading for details (scanning).
- To revise students' knowledge about “should/shouldn’t”
- To have students identify and distinguish modal verbs “should/shouldn’t,
can/can’t.”
- To allow students to practice using polite intonation in making requests and asking
for permission.
- To have students practice speaking about their wanted jobs and suggesting jobs for
others.
- To have students practice expressing their opinions and giving advice.
- To have students practice listening for details.
4. Objective:
At the end of the lesson, the students will be able to:
- Expand their vocabulary related to common occupations.
- Use “should/shouldn’t” to give advice in contexts such as study habits, health, and
behavior.
- Apply “have to/don’t have to, can/can’t” structures to express obligations and
things that are not necessary in daily life.
- Describe and discuss daily routines and sleeping habits and compare them with
others.
- Asking permission and making requests in real-life context

5. PROCEDURES:

TEACHER STUDENT
STAGES/TIME EXPLANATION
ACTIVITY ACTIVITY
Vocabulary (topic: daily routines), Reading and Speaking section
(Nguyễn Phạm Anh Thư)
WARM-UP (1’) T → C
(Anh Thư) - T asks Ss questions - Ss listen to the - To help Ss revise
about their daily question. vocabulary about
routines: daily routines.
“What do you do in a
day? Which activity do
you like best?.”

- T asks some Ss to - Ss share their - To inspire Ss to

share their answers to answers with T and answer questions
the class. the whole class. related to the topic.
2
VOCABULARY
Daily routines:
(Anh Thư)

ACTIVITY 1 S, S, S
(3’) : - T pins a list of - Ss attentively - Ss accurately
Pre-Reading – activities in a day along observe each image observe the
Lexical with the pictures (see and its corresponding meaning of each
introduction Appendix 1). vocabulary item. phrase.
Words list:
+ you dream about
something
+ you fall asleep
+ you feel tired
+ you get dressed
+ you get into bed
+ you get out of bed
+ you have a
bath/shower
+ you have something
to eat
+ you set your alarm
+ you switch of the
alarm
+ you turn off the light
+ you wake up
+ your alarm goes off
+ you go to school/work
+ you come home

ACTIVITY 2: T→C
(3’): Pre- - T facilitates a choral - Ss read the - Ss practice saying
reading – reading activity, guiding vocabulary items the phrase
Vocabulary students to articulate the aloud. correctly.
practice vocabulary items
presented on the board.

- T guides Ss to - To play as a
sequence them in - Ss arrange the given preparatory step to
alignment with the activities based on the help Ss reflect on
3
conventional order of sequence they and articulate the
their regular day. personally consider structure of their
(Exercise 2, p.24) most suitable or typical day.
reasonable.
Note: There is no
single correct order.
- To have Ss
- T provides a suggested - Ss share their practice having
answer for reference. answers with each communication of
Possible answer: other. the topic “Daily
1/ your alarm goes off routine”
2/ you wake up
3/ you switch off the
alarm
4/ you get out of bed
5/ you have a
bath/shower
6/ you get dressed
7/ you have something
to eat
8/ you go to school/work
9/ you come home
10/ you feel tired
11/ you get into bed
12/ you set your alarm
13/ you turn off the
light
14/ you fall asleep
15/ you dream about
something - Ss acquire the full
- Ss attentively listen meaning of the
- T uses the order of and acquire deeper word routine.
activities in Exercise 2 to knowledge about the
elicit and explain the word routine.
meaning of routine.
S←→S - To have Ss
- Ss engage in pair practice in
- T divides the class into work to exchange speaking about
pairs and lets Ss discuss information and their daily
with each other about discuss their typical activities.
their daily routines. daily activities.
“Find out your
4
 partner’s daily routine.
How similar are your
daily routines?”
ACTIVITY 3 S→T - To help Ss feel
(5’): Reading T → C - Ss listen individually interested in the
practice - T initiates the reading to T and refer the topic of the
activity by telling Ss problems to reading.
about T’s sleeping themselves.
habits.
Note: T should mention
some sleeping problems
to lead into the passage
more easily. - Ss are introduced to
the passage.
- T refers to the reading
passage on page 25. S, S, S
- Ss read the passage
and complete the - To equip Ss with
- T instructs students to multiple-choice essential reading
read the text and respond comprehension skills such as
to the accompanying questions. skimming and
comprehension scanning.
questions. (see questions
in Appendix 2) - Ss take note of the
correct answers and - Ss develop their
- T gives the handout of the explanations. essential reading
comprehension questions skill.
to Ss.

- T reviews the answers

with the class and
provides explanations
for each item.
Answer key:
1/ B
2/ C
3/ A
4/ C
5/ C
ACTIVITY 4
(2’) - Ss look at the
Post-reading – T→C exercise and listen to - Ss show
5
Matching - T use the whiteboard to T’s demonstration.comprehension of
phrases demonstrate the activity. the given
(Exercise 3, page 25) instructions and are
aware of the steps
S, S, S they need to
- Ss work individually follow.
to complete the
- T tells Ss to work exercise.
individually.

- T reviews the answers - Ss expand their

with the class and knowledge of
provides explanations words and phrases
for each item. related to the topic.
Answer key:
1/ Get - Buy
2/ light - small
3/ fast - after a correct
time
4/ Get - Ask
5/ they - people in
general
6/ great - wonderful
7/ avoid - do not have
WRAP-UP (1’): T→C S,S,S
(Anh Thư) - T wraps up the session - Ss listen to T. - To have Ss fully
by telling Ss the usage understand the
of learning this topic. usage of this topic
in communication.

Language Focus 1 & Language Focus 2 section

(Sơn Thế Vỹ)
LANGUAGE
FOCUS 1:
“Should” and
“Shouldn’t”
(Thế Vỹ)

ACTIVITY 1: T→C S, S, S
LEAD-IN: - T shows 7 situations to - Ss look carefully at - To help Ss
giving advices elicit Ss answer. the pictures. practice using

6
(2’) “should” and
“shouldn’t”.

- T asks Ss to give - Ss take turns to

advice by using follow T’s
“should” or “shouldn’t” instructions.
based on the scenarios.
ACTIVITY 2: T → C S, S, S
Practice activity - T gives Ss pieces of - Ss listen carefully to - To encourage Ss
(4’) paper and asks Ss to T’s instructions. to further practice
write down one situation “should” and
that needs advice “shouldn't” in real-
life situations.

- T gives Ss 2 minutes to - Ss individually

complete. think and write down
the situation
according to T’s
instruction.
- T asks Ss to exchange
the papers and write the - Ss exchange the
advice using “should” or paper and listen
“shouldn’t” on the carefully to T’s
received paper. instruction.

- T gives Ss 2 minutes to
complete. - Ss individually
think and write down
the advice.
- T asks some Ss to read
out loud the situations - Ss read the situation
and advices. and advice clearly.
ACTIVITY 3: T → C
Pronunciation - T plays the audio for - Ss listen carefully to - To help Ss
practice (3’) the S to listen to. the audio. pronounce
“should” and
“shouldn’t” more
accurately.

- T reads out loud the - Ss follow T’s

sentences then asks Ss to instructions carefully
read after each sentence
7
ACTIVITY 4: T → C GG
Group - T divided the class into - Ss listen carefully - To help Ss
discussion (5’) 2 groups: A and B. and follow T’s become more
instructions. familiar with
language using
“should and
shouldn’t” in a
particular situation.

- T asks each group to - Ss think and create

read their passage advice according to
carefully and figure out T’s instruction.
some advice based on
the problem mentioned
in the passage. Group A
is in charge for “Chris'
passage”, group B is in
charge for “Oliver’s
passage”.

- T reads the first

passage as an example.

- T gives Ss 2 minutes
to make advice using
should/shouldn’t.

- T invites some Ss from - Ss take turn to share

each group to present their advice with T
the idea. and the whole class
WRAP-UP (1’) T→C S, S, S
(Thế Vỹ) - T asks the class when - Ss answer the - Ss have an
do we use should and questions overview of usages
shouldn’t of “should &
shouldn’t.”
LANGUAGE
FOCUS 2:
“can/can’t,
have to/don’t
have to”
(Thế Vỹ)

8
LEAD-IN T→C
ACTIVITY (3’) - T asks Ss ask two - Ss listen to the - To active prior
questions. teacher questions. knowledge and
1/ What are something introduce the target
you can or can't do on grammar.
weekend?
2/ What are something
you have to or don’t
have to do every day?

- T gives some
examples. - Ss give teacher their
+ I can wear what I personal answer.
want.
+ I have to do
homework.
GRAMMAR
PRACTICE (4’)
(Thế Vỹ)

ACTIVITY 1: - T asks Ss to look at the - Ss look quickly at - To practice

Fill in the grammar exercise (page the book and listen to identifying and
blanks 27) and explain the T’s instruction. using modal verbs
given sentences come (can, can’t, have to,
from the interview. don’t have to) in
context from a
listening
interview.

- T asks Ss to fill in the - Ss complete the

blanks with “have to, exercise as T’s
don’t have to, can, or instruction .
can’t”.

- T gives Ss 1 minute to - Ss follow T’s

complete the task. correction.

- T checks, corrects Ss - Ss look quickly at

answers and explains the the book and listen to
answer. T’s instruction.
Answer key:
9
 a/ don’t have to
b/ have to
c/ can
d/ can’t

- T asks Ss to look at the - Ss complete the - To understand

second exercise (page exercise as T’s and clarify the
27). instruction. meanings of modal
verbs (can, can’t,
have to, don’t have
to) through
definition
matching.

- T asks Ss to fill the - Ss follow T’s

blank with “can, can’t, correction.
have to, or don’t have
to” with the correct
definition.

- T gives Ss one or two

minutes to complete the
task.

- T checks, corrects Ss
answer and explains the
answer.
Answer keys:
a/ have to
b/ can
c/ don’t have to
d/ can’t

- T asks Ss look at the - Ss look quickly at

list of activities. the book and listen to
ACTIVITY 2: T’s instruction.
Writing practice
(3’)

- T gives Ss one to two - Ss individually think

10
 minutes to think and write down - To practice using
individually to write sentences according the modal verbs
down sentences with to T’s instruction “can, can’t, have
“have to, don’t have to, to, and don’t have
can, or can’t” base on to” in the context
the given sentences. of daily routines
and obligations.
- T checks and correct - Ss follow T’s
Ss answer by asking correction.
some Ss to read out loud
their answers.
WRAP-UP (1’) T→C S, S, S
(Thế Vỹ) - T brieflies go over the
- Ss listen to T and - Ss have an
meanings and uses of reflect on their overview of usages
each modal verb. knowledge. of can, can’t, have
to, and don’t have
to.
Vocabulary (topic: Jobs), Listening and Speaking section
(Nguyễn Thị Minh Tâm)
WARM-UP (2’)
(Minh Tâm)
Review the T → C S, S, S
learned - T lets Ss play a quiz - Ss play the quiz - To help the Ss
vocabulary game: “Now, let’s game. review the
review the previous vocabulary they
lesson together.” have learned.

- T clearly explains the - Ss listen carefully to - This activity aims

rules of this game to the T’s instructions. to create a friendly
Ss. and relaxed
learning
environment to
engage Ss at the
beginning of the
lesson.

- T presents some - Ss look at the

pictures related to ‘Jobs’ pictures and guess the
and asks the Ss to jobs.
respond.
- T introduces today’s
lesson:
11
 “Today, we continue
with new vocabulary
about the topic of
‘Jobs’.”
VOCABULARY
(4’)
(Minh Tâm)

ACTIVITY 1: T → C S, S, S
Teach the new - T shows the Ss some - Ss observe the - To support Ss in
vocabulary pictures of new pictures displayed on learning new
vocabulary related to the projector. vocabulary and
‘Jobs’ (Appendix 3). using it effectively
to express their
dream jobs.

- T models the - Ss observe T, copy

pronunciation and the Ss the pronunciation, and
repeat the new words practice saying the
aloud several times. new vocabulary
aloud.

ACTIVITY 2: T→ C
Do the exercise - T gives Ss an exercise GG - To check Ss’
in the worksheet. (Appendix 4) - Ss receive the understanding in
coursebook . exercise worksheet. the lesson.

- T asks Ss to match
each job with suitable - Ss listen to T’s
characteristics. instructions.

- T divides into 4 groups

to discuss the exercise. - Ss have 2 minutes to
discuss.
- T invites some group
representatives to share - Group
their opinions. representatives give
their ideas to the
- T gives Ss reference whole class.
answers for the exercise.
Answer key:
12
 1/ Can make a lot of
money: dentist, judge,
trader, translator, etc.
2/ Can be dangerous:
firefighter, etc.
3/ Have to study for a
long time: dentist,
nurse, judge, translator,
psychologist, etc.
4/ Can work at home:
translator, trader, etc.
5/ Can really help
people: firefighter,
nurse, dentist, judge,
etc.
6/ Have to be very
patient: nanny, nurse,
dentist, psychologist,
etc.
7/ Have to be good at
languages: translator,
etc.
8/ Have to be very good
with people: waiter,
barman, nanny, nurse,
psychologist, etc.

ACTIVITY 3: S←→S - To enable Ss to

Discuss some T → C - Ss have 2 minutes to practice and use
questions related - T lets Ss discuss some discuss basic sentences in
to this topic questions related to this everyday
topic: communication.
1/ What is your dream
job?
2/ What would you like
to do in the future?
3/ Why do you want to
choose this job?
- Ss give their
- T invites some Ss to opinions to the whole
share their opinions. class.

13
 - T listens and gives Ss
feedback (if any).
LISTENING
(5’)
(Minh Tâm)

ACTIVITY 4: T→C S, S, S
Do the exercise - T gives Ss a worksheet - Ss receive the - To encourage Ss
in the ( Task: Choose the right worksheet. to take notes on
coursebook job/Exercise 2 - page some details in the
29). conversation in
order to improve
their listening
skills.

- T allows Ss to read the - Ss read the

questions before questions carefully.
listening to the sound.

- T plays the audio - Ss listen to the

(Appendix 5 - audio and complete
Tapescript [T3.5]). the worksheet.

- T invites some Ss to - Ss answer the

give their opinion questions.
answers.

- T gives Ss reference
answers for the exercise.
Answers key:
1/ Morgan: loves music
and going to the
movies; really
interested in people and
making friends.
2/ Luke: money; would
like to work for
himself; not really into
computers; likes to be
independent.
14
 3/ Carmen: studying
language (English,
French, maybe
Chinese); likes meeting
people from all over the
world, and reading.
4/ Jong: likes hard
work; wants to improve
his English, get a good
job, and become a
millionaire.
SPEAKING (3’)
(Minh Tâm)

ACTIVITY 5: T→C S, S, S
Continue with - T instructs Ss to - Ss continue - To help Ss feel
the exercise continue with the completing two comfortable giving
previous worksheet columns in the their opinions and
(Task: Choose the right worksheet. ideas. From that,
job) Ss can improve
“T makes Ss suggest their critical-
some suitable jobs and thinking.
give some reasons.”

ACTIVITY 6: T→C S, S, S
Discuss some - T gives Ss some - Ss listen carefully to
questions and sample sentence the T’s instruction. - To encourage Ss
complete the structures: to use English
worksheet 1/ What job do you more, make Ss
confident when
think is suitable for
discussing with
(name)? their classmates.
-> I think (name)
should become a (job)
because …
-> I don’t think (name)
will be a good (job)
because …
2/ Do you think (name)
should become a (job)?
-> I agree with you.
15
 (name) should be a
(job) because …
-> I’m not sure. Maybe
(name) should be a
(job) because …” - Ss complete the
worksheet.
- T instructs Ss to
complete the worksheet.
(Task: Choose the right
job/page 29). S←→S
- Ss practise with
some sample
- T allows Ss to prepare sentence structures.
and discuss with their
partner. - Ss pairs practice in
the whole class.
- T invites some pairs to
give their opinions. - Ss listen to T’s
feedback (if any).
- T listens to Ss answer,
gives some feedback
about Ss pronunciation,
grammar errors (if any).
ACTIVITY 7: S, S, S
Check the - Ss check the final
answers in the T → C answers.
table - T plays the audio
(Appendix 6 -
Tapescript [T3.6]) to
give Ss the final answers
in two columns.
Answers key:
1/ Morgan:
psychologist
2/ Luke: plumber
3/ Carmen: translator
4/ Jong: trader on the - Ss ask T a few
stock market questions (if Ss don’t
understand the
- T answers some Ss answers clearly).
questions.
WRAP-UP (1’) T→C S, S, S
16
(Minh Tâm) - T wrap-up the lesson: - Ss listen to T and - To have Ss a
“Today, we learned and look back at the general overview
reviewed vocabulary knowledge Ss have of 2 parts: the
‘Jobs’, practiced been taught. learned and the
listening and speaking new vocabulary in
skills.” the lesson;
listening and
speaking skills.

- T gives Ss homework - Ss receive - To help Ss

assignment. homework reinforce what they
assignment. have learned.
Real-life and Practice section
(Lê Quốc Việt)
LEAD-IN (1’): - T → C S, S, S
(Quốc Việt) - - T shows two pictures - Ss identify the - To review prior
(Appendix 7) on the purpose of each knowledge and
projector of two sentence and give the introduce the key
scenarios. answer to T. distinction. Sets up
- T asks Ss: the theme of real-
“Can you tell me what life
the difference is?.” communication.
Answer key:
Picture 1: He is asking
for permission.
Picture 2: He is making
a request.
LISTENING
(4’)
(Quốc Việt)

ACTIVITY 1: T → C
Predict the - T asks Ss to guess the - Ss guess the missing - To activate Ss
phrases missing phrases, then words. prior knowledge
gives Ss 2 minutes to and predictions.
write their predictions.

ACTIVITY 2: - T plays the audio - Ss listen carefully to

Fill in the (Appendix 8 - the audio and fill in
blanks, page 30 Tapescript [T3.7]) and the blanks. -
17
 requests Ss to fill in the
blanks.
- Ss check their
- After listening, T answers with T after
checks the answer with each audio clip.
Ss.
Answer key:
1/ Could you: thanks
2/ Is it OK if I; go
ahead; telling me
3/ Can I borrow; here
you are
4/ Do you mind if I;
What’s the problem

T→C - Ss respond to T - To check whether

- T asks: questions about Ss can differentiate
“Is he/she making whether the dialogue between making
requests or asking for is making a request or requests and
permission?” asking for permission. asking for
permission.
- Ss correct the
- T selects one Ss to answer and listen to
answer the question. the T’s explanation.

- T corrects and explains

the situations for Ss.
Answer key:
1/ Making a request
- 2, 3, 4/ Asking for
permission
PRONUNCIATI T → C S, S, S
ON - T shows the sentences - Ss observe the T’s - To make Ss
FOCUS (3’) on the screen and draws intonation arrows. remember the
(Quốc Việt) an arrow to show the up intonation patterns.
and down in intonation.

- T then plays the audio - Ss listen carefully to - To prepare Ss for

(Appendix 9 - [T3.8]) the audio and focus the speaking
and stops at each on the intonation. activity by
sentence. practicing
18
 pronunciation
accurately.

- T asks Ss to repeat - Ss repeat each

after. sentence after the T
with correct
rising/falling
intonation.

- T selects a few Ss to - Selected Ss say the

repeat with the correct sentences aloud with
intonation. proper intonation.
SPEAKING (6’) T→C GG
ACTIVITY 3: - T divides the class into- Ss form 4 groups - To students
Role-play, 4 groups. practice making
page 30 requests and
(Quốc Việt) asking for
permission in real-
life situations.
- T shows 8 scenarios on - GG select on
the screen and asks the 4 scenarios to work
groups to choose one. with

- T asks the 4 group to - Ss brainstorm and

make a four-line write a four-line - To Ss using in
conversation (with a conversation and real life situations
making requests or perform short and reinforce
asking for permission dialogues using the intonation.
line). target phrases.

- T gives Ss 2 minutes to - GG write the

write the conversation. conversation.

S←→S
- T asks two - Selected Ss will
representatives to perform the
perform the conversation.
conversation
WRAP-UP (1’) T→C S←→S
(Quốc Việt) - T askes Ss to turn to a - To reinforce Ss
partner and make a - Ss take turn making ability to make
request or ask for request or asking requests and ask
19
 permission, then take permission and for permission in
turn. answering. real-life context.

6. APPENDIX:
Appendix 1:

Appendix 2:
1. What is the author's main aim in this article?
A. To present scientific research about sleep cycles.
B. To provide practical suggestions for improving sleep and waking habits.
C. To discourage people from using caffeine altogether.
D. To promote the use of specific sleep-inducing products.
2. What is the realistic benefit of placing the alarm clock far from the bed?
A. It helps regulate the room's temperature.
B. It ensures the sound travels better across the room.
C. It forces physical movement, which disrupts sleep inertia.
D. It reduces dependence on electronic devices.
3. What underlying assumption supports the recommendation to avoid
caffeine, tea, and alcohol before bedtime?
A. They contain stimulants or disrupt sleep cycles.
B. These drinks cause dehydration during sleep.
C. They make you too warm, delaying sleep.
D. Their taste prevents relaxation.
4. What is the main reason staying in a bath too long is discouraged, despite its
relaxing nature?
A. It cools your body too much.
20
 B. It raises your heart rate.
C. It drains energy and may make falling asleep harder.
D. It affects the quality of REM sleep.
5. In the last paragraph, what rhetorical purpose does the description of “the
horrible sound of static” serve?
A. To suggest tuning in to relaxing nature sounds.
B. To illustrate how music affects mood.
C. To contrast unpleasant sounds with calming ones to emphasize the urgency.
D. To recommend using static as a wake-up tool.

Appendix 3:
Pictures of new vocabulary

Appendix 4:

21
 A. Can make a lot of money
B. Can be dangerous
C. Have to study a long time
D. Can work at home
E. Can really help people
F. Have to be very patient
G. Have to be good at languages
H. Have to be very good with people

Appendix 5:
Tapescript T3.5 (1m45s)
Person A: Hi! My name is Morgan and I am from Australia - from a place called
Brisbane. I am still at high school. I love all the usual things really, like music,
going to the movies, but most of all, I love people. I am really interested in people
and making friends. One day, my ambition is to do something that can really help
people. I would like to study for that.
22
Person B: Well! I am Luke. I am from England. I am 20 years old. Yeah! Money
is quite important to me when it comes to work. Also, I would like to work for
myself, I don't want to work in an office. I'm not really into computers and that. I'd
like to be more independent, I don't want to be in one place all the time.

Person C: My name is Carmen, and I come from Mexico. I'm at college right now,
studying English and French. I want to meet people from all over the world, that's
why I study languages. I like reading too, and meeting people. I want to go to
every continent, maybe learn some more languages: maybe Chinese or something.

Person D: Hi, I'm Jong, I'm 23 years old from Seoul in South Korea, and I'm
studying hard right now. I'm studying really hard and trying to improve my
English. When I finish my studies, I hope I will get a good job. I want to maybe
become a millionaire one day. I like to work hard. I'm a very ambitious person.

Appendix 6:
Tapescript T3.6 (37s)
Person A: Yeah! Ultimately, I want to become a psychologist and maybe help
people that way.
Person B: I'm doing a course to become a plumber, and I'd like to have my own
business one day.
Person C: I want to be a translator.
Person D: I'd like to work as a trader on the stock market, make a lot of money, I
hope.

Appendix 7:

Appendix 8:
Tapescript T3.7 (1m41s)
1.
A: Yeah?
B: Hello. Could you turn the music down, please? It's one o'clock and I'm trying to
sleep.
A: Oh, sorry. Is that better?
23
B: Yes, thanks. Perhaps I can get some sleep now. Good night.
2.
A: I'm sorry, is it okay if I leave early today? I'm going to take my cat to see the vet.
B: You're going to take your cat to the vet? What's the matter with her then?
A: Him? I don't know. That's why I'm going to take him to the vets.
B: Oh, I see. Sure, go ahead. Thanks for telling me.
3.
A: David, do you have your mobile phone with you?
B: Um … yes. Why?
A: Can I borrow it, please? I need to make a quick call to my mother.
B: Okay, here you are.
4.
A: Do you mind if I change seats?
B: Yes, alright. What's the problem?
A: I can't see because of the sun.
B: Okay then. Why don't you sit there, next to Andrea?

7. REFERENCES:
1/ Students’ book: Cunningham. S. Comyns Carr. J. & Moor. P. (2007). New
Cutting Edge Pre-intermediate. Pearson Longman.

24