Set the context. Yesterday I couldn't sleep. I had a little problem. Teacher yawns. My neighbours. Write on the board neighbours. Why couldn't I sleep? Were they quite? (No) What did they do that I didn't like and couldn't sleep? (noise). Write on the board noise. Drill noise /nɔɪz/ What kind of neighbours are they? Are they quite? (No) How can I describe them with the word noise? They are... (noisy)./ˈnɔɪzi/. Noisy neighbours. Teacher asks a question to the students: ''Can you give some examples to the noisy neighbours? '' ''What do they do to cause problems?'' students will answer the questions.

The students will sit into groups of three or four. Then, I will ask them to work with a partner to describe what the people are doing in the pictures and tell me where they are .They talk as much as they can . Teacher will monitor the students while they are speaking.

Students will listen to eight sounds and write a-h in the boxes. Students will learn new vocabulary about noisy neighbours and engaged to the context.

After learning new vocabulary teacher will ask the students to engage them in the new listening task: ''what can we do about noisy neighbours? '' T elicits answers. ''Can we have noise rules where we live?'' Do you think the rules are good thing or bad thing? Students will answer the questions. Then they look at the picture on page 39 and read a short information about Rebecca Flint who has noise rules. After reading the text students will be ready to listen. while they are listening students will complete the sentences and practice ''can and can't structure.

Students will do the questionnaire with a partner. They will ask questions to each other. They will practise vocabulary that they learn in the lesson. The teacher will monitor them and take some notes while they are speaking and give feedback.