Period 61: UNIT 7 : NATURAL WONDERS

OF THE WORLD
Lesson 7 : LOOKING BACK & PROJECT

I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following items:
1. Knowledge:
- Review the vocabulary and grammar of Unit 7; Practice doing exercises.
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
+ Students can use what they have learnt during the unit to help them answer the questions. Ss
need to see how far they have progressed and which areas need further practice.
+ Integrated skills: Listening, speaking, reading, writing.
* Vocabulary:
- Use the words related to natural wonders of the world;
- Pronounce the sounds /sl / and /sn/ correctly in words and sentences;
* Grammar:
- Use the reported Yes/No questions;
+ Ask for permission and respond;
+ Talk about the Great Barrier Reef;
2. Competence:
- Develop communication skills and creativity
- Develop presentation skill
- Be co-operative and supportive in pair work and teamwork.
3. Personal qualities:
- Be encouraged to attend school activities.
- Develop self-study skills.
For disabled students (Long): Listen and write down some information by following Teacher’s
instructions.
II. TEACHING AIDS:
- Teacher: Grade 9 text book ;Projector / TV.....
- Students : Text books, workbook…
- Computer connected to the Internet.
- Hoclieu.vn
III. PROCEDURE:

1. WARM UP & INTRODUCTION ( 3’- 5’)

* Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
* Content:
To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to
warm up to the subject and new lesson.
* Product: Ss can list as many Unit 7 vocabulary as possible.
 Having a chance to speak English.
* Organisation : Teacher’s instructions …
Teacher’s Student’s activities Content
+ Greeting + Greeting
+ Brainstorming + Brainstorming
- Teacher divides the board, and divides the class + Suggested answers:
into teams. peak, majestic, paradise, tourism, travel
- Members of each team take turns and write as destination, natural wonder,
many vocabulary in Unit 7 as possible in 2 minutes.
- The group having more correct answers is the
winner.
- Open the book and write the tittle of the
** Write the unit title on the board. Ask Ss to open lesson.
their books and start the lesson.

ACTIVITY 1. PRESENTATION/ NEW LESSON ( 12’- 15’)

I. VOCABULARY
* Objectives:
1. To help Ss revise the vocabulary items they have learnt in the unit.
2. To help Ss revise question words before to- infinitive.
* Content: Task 1: Choose the correct answer A, B, C, or D.
- Task 2: Complete the sentences with the correct forms of the words in brackets.
* Product:
Students can use the knowledge they have learnt in this unit to complete the tasks successfully.
* Organisation : Teacher’s instructions.
Teacher’s Student’s activities Content
TASK 1: Choose the correct answer A, B, C, or D to indicate the correct answer to each
questions.
- Have Ss do this task individually by choosing the - T_Ss
correct answer to each of the questions. T corrects
their mistakes. *Answer key:
- Goes round, monitors the class, and give support 1. A 2. C
3. D 4. B 5. A
if necessary.
TASK 2 : Give the correct forms of the words in brackets to complete sentences.
- Ask Ss to read the sentences. Tell them to pay - T_Ss
attention to the words given, and what derivatives * Answer key:
they need to fill in the gaps. 1. possessions
- Have Ss write the answers in their notebooks. Ask 2. charming
some of them to write the words on the board. T 3. located
corrects the mistakes if necessary 4. explorer
5. permission

ACTIVITY 2: GRAMMAR
* Objectives:
3. To help ss revise the form of the verbs after verbs of liking / disliking.
4. To help ss revise the form of the verbs after verbs of liking I disliking.
* Content:
- Task 3: Underline the correct answers to complete the sentences
- Task 4: Rewrite the sentences in reported questions
* Product:
+ Recall the uses of the grammar that they have learnt in this unit (reported Yes/No questions)
* Organasation: Teacher’s instructions.
Teacher’s Student’s activities Content
TASK 3: Underline the correct answers to complete the sentences.
- Allow Ss some time to do the task individually. - T_ Ss
- Then ask them to compare their answers in pairs. * Answer key:
- Call on some Ss to write their answers on the 1. if I knew
board, other Ss give comments. 2. if he was living
- Correct mistakes only when really necessary. 3. wanted to know
4. asked
5. whether he wanted

TASK 4: Rewrite the sentences in reported questions.

- Have Ss review the rules of rewriting Yes / No - T_ Ss.
questions in reported speech.
- Have Ss work independently or in pairs to rewrite
the sentences.
- Have Ss write their answers in their notebooks.
- Give corrections and explanations if necessary.
* Answer key:
1. She asked me / wanted to know if /
whether I knew about the Shilin Stone
Forest in China.
2. Mi asked Nam / wanted to know if /
* Notes: whether he enjoyed having virtual tours
+ The Gobi (Desert) : a large, cold desert and of those natural wonders.
grassland region in northern China and southern 3. David asked me / wanted to know if /
Mongolia, the sixth largest desert in the world whether I was interested in the natural
(1,295,000 km2) wonders of my country.
4. I asked Linh / wanted to know if /
+ Mongolia : a country in East Asia, bordered by
whether she / Linh could manage to
Russia to the north and China to the south meet the deadline for the project.
+ Shilin Stone Forest: a set of limestone formations 5. She asked me / wanted to know if /
about 500 km2 located in Shilin, Yunnan Province, whether I would visit some natural
China. wonders overseas that summer.

ACTIVITY 3. PRODUCTION/ PROJECT ( 8’)

* Objectives:
- To give Ss practice in finding information about a natural wonder of the world;
To improve their speaking and presentation skills.
* Content: Poster presentation
- Ss’ presentations.
* Product:
- Students are able to present their posters about Natural Wonders of the world.
* Organization:
Teacher’s Student’s activities Content
+ As Ss have prepared for the project throughout the unit, the focus of this lesson should be on
the final product, which is an oral presentation about a natural wonder of the world.
+ Have Ss work in their groups. Give them a few minutes to prepare for the presentation.
+ Give Ss checklists for peer and self-assessment. Explain that they will have to tick appropriate
items while listening to their classmates' presentations and write comments if they have any.
+ The presenters should complete their self-assessment checklists after completing their
presentation.
+ If necessary, go through the criteria for assessing their talk to make sure Ss are familiar with
them.
+ Invite two or three groups to give their presentations. Encourage the rest of the class to ask
questions at the end.
+ Give praise and feedback after each presentation.
+ T can summarise the feedback given by other Ss and add any other comments.
- T can also give Ss marks for their presentation as part of their continuous assessment.
+ Task 1: Find a natural wonder. (See teacher’s book)
Task 2: Collect pictures of it.
Task 3: Look for information
Task 4: Make a poster
Task 5: Give a presentation about it to the class.
** FEEDBACK FORM FOR SURVEY.(See teacher’s book)
 4. WRAP-UP & HOME WORK (2’)
* Ask one or two Ss to tell the class what they have learnt.
- Summarise the main points of the lesson.
* HOME WORK:
- Do more exercises in workbook.
- Prepare new lesson: Unit 8 : TOURISM

IV. EVALUATION
- The content is suitable for the overall education.
- The instructions given by the teacher are appropriate, helping students practice each "activity"
effectively
- The time is enough and suitable for each part.
- Students pay attention to the lesson.

========================================
Period 62: UNIT 8 : TOURISM
Lesson 1: GETTING STARTED
YOU’VE GOT A NICE TAN

I. OBJECTIVES: * * By the end of this lesson, Ss will be able to gain the following items:
1. Knowledge:
- To introduce the an overview about the topic Tourism.
- To use vocabulary to talk about travel experience.
- To practice listening and reading skills .
+ Integrated skills: Listening, speaking, reading, writing.
* Vocabulary:
+ Use the words and phrases related to tourism;
+ Use stress in words ending in -ic and -ious correctly;
* New words: tan, holidaymaker, accommodation, app , domestic, ideal, natural beauty,
terrace fields, be able to + V , food tourism, shopping tourism, sports tourism, destination….
* Grammar:
+ Recognise and use relative pronouns correctly;
+ Expressing obligations;
+ Talk about their travel experience;
2. Competence:
- Develop communication skills and cultural awareness.
- Be co-operative and supportive in pair work and teamwork.
3. Personal qualities:
- Develop communication skills and creativity
- Be co-operative and supportive in pair work and teamwork.
- Actively join in class activities.
For disabled students (Long): Listen and write down some information by following Teacher’s
instructions.

II. TEACHING AIDS:

- Teacher: Grade 9 text book; Projector / TV.....
- Students : Text books, workbook…
- Computer connected to the Internet.
- Hoclieu.vn
III. PROCEDURE:
1. WARM UP & INTRODUCTION ( 3’- 5’)
* Objectives: - To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to
inspire Ss to warm up to the subject and new lesson.
* Product:
Having a chance to speak English.
* Organization : Teacher’s instructions …
Teacher’s and Student’s activities Content
+ Greeting + Greeting
+ Game: I.N.I.T.I.A.L GAME - T_Ss.
- T divides the class into 2 teams. Mystery word: TOURISM
- T shows 7 different pictures 1. TOURIST
- Ss are shown different pictures, and they need to 2. OCCUR
3. URGENT
take the first letter from each picture to form the
4. RAINFOREST
mystery word.
5. ISLAND
- Which team finds the mystery word first will 6. SUSTAINABLE
become the winner. 7. MAGESTIC
- T leads into the new unit. Write the key word
Tourism on the board. Ask Ss to guess what they - Open the book and write the tittle of the
are going to learn about in this unit. lesson.

ACTIVITY 1. PRESENTATION/ NEW LESSON ( 12’- 15’)

* Objectives:
- To set the context for the introductory conversation;
- To introduce the topic of the unit.
* Content: Vocabulary pre-teaching.
- Task 1: Listen and read.
+ Learn some new words . Read the conversation and find out new words. Focus on topic of the
lesson, grammar points…
* Product: Knowing more new words. Understanding the conversation; topic of the lesson,
grammar points. Students know the topic of the unit and be ready for the conversation.
* Organisation : Teacher’s instructions.
Teacher’s and Student’s activities Content
1. Listen and read :/ Page 82
* Teach vocabulary: - T_Ss
+ Teacher uses different techniques to teach vocab
(situation, realia, translation.) *Vocabulary:
+ Teacher introduces the vocabulary by: 1. tan (n) /tæn/ màu da rám nắng
- providing the pictures 2. holidaymaker (n) /ˈhɒlədeɪmeɪkə(r)/
- eliciting the definition of the words người đi nghỉ
+ Teacher does the checking technique. 3. accommodation (n) /əˌkɒm.əˈdeɪ.ʃən/
** Have Ss look at the pictures on pages 82 - 83 chỗ ở
and answer some questions like: 4. app (n) /æp/ phần mềm, ứng dụng
+ What do you see in the pictures? Can you 5. domestic (a) /dəˈmes.tɪk/ trong nước
recognise any places in them?
+ How are the pictures related to the topic?
+ Introduce the two characters in the conversation.
Ask Ss what the relation between them is, and what * Questions:
they think the characters are talking about. + What do you see in the pictures?
- Elicit answers from Ss. + Can you recognize any place in them?
- Play the recording for Ss to listen and read along. + What are the characters talking about?
Have Ss underline the words and phrases that are * Suggested answers:
related to the topic while they are listening and e.g: the pictures are of popular places
reading.
(pagoda, beach, the Dragon Bridge) and
- Invite some pairs of Ss to read the conversation
aloud. foods (banh beo) for tourists; and Ann and
+ Have Ss say the words and phrases that they have Tom are talking about the places they
underlined in the conversation. Quickly write the have visited.
words and phrases on the board.
+ Refer to the questions previously asked. Confirm
the answers where relevant, e.g. the pictures are of
popular places (pagoda, beach, the Dragon Bridge)
and foods (banh beo) for tourists; and An and Tom
are talking about the places they have visited.
+ Share with Ss the objectives of the lesson.
+ Have Ss open their books and start the lesson.
It is a good idea to write the objectives of the
lesson in a corner of the board and leave them there
or put on a slide to show Ss.

ACTIVITY 2. PRACTICE ( 15’)

* Objectives:
+ To help Ss understand the conversation.
+ To help Ss focus on some keywords related to tourism.
+ To give Ss further practice with some keywords related to tourism.
* Content:
- Task 2: Read the conversation again and write T (true) or F (False).
- Task 3: Match a word in A with a word in B as in the conversation.
- Task 4: Complete the sentences with the words in the box.
* Product:
+ Students understand the conversation and topic of the lesson and can complete the tasks
successfully \
* Organisation :
Teacher’s and Student’s activities Content
TASK 2: Read the conversation again and tick (✓) T (True) or F (False).
- Have Ss work individually. - T_Ss
- Ask Ss to read each statement and decide if * Answer key:
it is true (T) or false (F) according to the 1. T
information from the conversation. If there are any 2. F
statements that Ss cannot answer, let them refer to 3. T
the conversation. 4. F
- Ask Ss to share their answers. Ask them to 5. T
explain where they find the answers. Quickly write
their answers on the board.
- Discuss each answer as a class. Explain why an
answer is true / false.
- Confirm the correct answers as a class.
TASK 3: Match a word in A with a word in B as in the conversation.
+ Ask Ss to do the task individually or in pairs. - T_ Ss
+ Ask Ss to look at the words in column A first, * Answer key:
then column B. Allow them one minute to match 1. c
the words. 2. d
- Let them refer to the conversation if needed while 3. a
doing the task or to check their answers. 4. e
- Invite some Ss to share their answers. 5. b
+ Check the answers as a class. Explain if needed.

TASK 4: Complete the sentences with the words and phrases from the box.
+ Ask Ss to work individually or in pairs. - T_ Ss.
- Ask Ss to read the words and phrases in the box * Answer key:
first (four words and phrases from the conversation 1. safari
and one word - safari - Ss have learnt in the 2. domestic
previous lessons). Check if they understand the
3. online apps
meanings before allowing Ss to do the task.
- Ask Ss to read the sentences carefully and 4. sport tourism
complete them with the words and phrases from the 5. destination
box.
- Invite some Ss to share their answers.
- Check the answers as a class.
ACTIVITY 3 : PRODUCTION/ FURTHER PRACTICE ( 8’)
* Objectives:
+ To give Ss an opportunity to find out how much they know about tourism in Viet Nam.
* Content: Task 5: Quiz: How much do you know about tourism in Viet Nam?
* Product: Do the quiz correctly. Ss can learn some facts about famous places in Vietnam
* Organisation :
Teacher’s and Student’s activities Content
TASK 5: QUIZ: How much do you know about tourism in Viet Nam?
+ Ask Ss to work in pairs . Discuss and write the - Students work in pairs to do the quiz.
names of the places next to the sentences. * Key:
- Set time (3-4 minutes) for Ss to take the quiz. 1. Hue 2. Can Tho
- Invite some Ss to share their answers. 3. Da Lat 4. Cao Bang
5. Quang Ninh
- Check the answers as a class.
+ Provide some information to explain the answers.
If time allows, ask Ss to tell the class any facts they
know about the places.
* PROJECT PREPARATION :
+ Although the project is at the end of the unit, Ss can start preparing for it in the first lesson.
The aim of this activity is to inform Ss about the final product of the project and how they can
prepare for it.
+ Ask Ss to open their books to the last page of Unit 8, the Project section. Ask Ss to look at the
topic of the project and say what the product of the project is {Making a plan for a two-day trip).
+ Explain the project requirements. Each group will choose a place for a two-day visit. They
can then work out a plan for the visit (how to travel, where to stay, what to do and see). Then
each group will present their plan to the class. The plan should include a mixture of text/ table
and pictures so that T and other classmates can easily follow and clearly understand the trip.
Guide Ss throughout the plan. Here are the steps T can follow: (See TEACHER’S BOOK )

4. WRAP-UP & HOME WORK (2’)

+ Ask one or more Ss to tell the class what they have learnt. Draw Ss' attention to the objectives
on the board or show them the slide with the objectives. Tick the objectives that have been
learnt.
+ Ask Ss to say aloud some words or phrases they remember from the lesson.
+ If there is an overhead projector in the classroom, show the conversation and highlight the keywords
related to the topic. It would be helpful if T also highlights the sentences with relative pronouns and the
words ending in -ic and -ious.
+ Tell Ss that they will learn these language points in the upcoming lessons.
* HOME WORK:
- Do more exercises in workbook.
- Prepare new lesson: Lesson 2: A CLOSER LOOK 1 .
IV. EVALUATION
- The content is suitable for the overall education.
- The instructions given by the teacher are appropriate, helping students practice each "activity"
effectively
- The time is enough and suitable for each part.
- Students pay attention to the lesson.

===========================================
* PROJECT PREPARATION :
Step 1. Have Ssform groups of four or five. Ask them to discuss and decide on the criteria of priorities for the
place they would like to visit. They may consider:
+ the distance (from home to the place).
+ the cost (travel, accommodation, entrance fee, etc.).
+ activities and attractions that place offers.
Only after agreeing on the criteria should Ss discuss and choose a place for their visit. T may call on one group
of Ss and discuss the priorities. This way T can teach Ss how to conduct a discussion
Step 2. Instruct Ss to create a form to take notes of their discussion. The form may look like this: Time: two days
Date:
Place of visit: .
Estimated costs:
Detailed plan:
Step 3. Instruct Ss how to make the plan for presentation.
- For the text: Ss revise all the notes in their note form and keep only the key information to present. It must be in
short form. The information should be grouped and presented in a logical way.
- For visual aids: Ss may get pictures or video clips of the place from the Internet. They must illustrate the main
features of the place.
Step 4. Model how to present the plan to the class. Ss may open their presentation with We would like to present
the plan for our two-day trip to .
+ In each of the next lessons, spend a few minutes checking Ss' progress , helping them with any topic- related
or functional language they need and solving any other problems that may arise with their projects.
(See TEACHER’S BOOK )

======================================

Period 63: UNIT 8 : TOURISM

Lesson 2 : A CLOSER LOOK 1

I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following items:
1. Knowledge:
- Use the lexical items related to the topic tourism;
- Pronounce endings -ic and -ious in words and in sentences correctly.
+ Integrated skills: Listening, speaking, reading, writing.
* Vocabulary:
+ Use the words and phrases related to tourism;
+ Use stress in words ending in -ic and -ious correctly;
* New words: package holiday; self-guideed tour, trip itinerary, homestay, Google Maps,
travel agency, entrance ticket.
* Grammar:
+ Recognise and use relative pronouns correctly;
+ Expressing obligations;
+ Talk about their travel experience;
2. Competence:
- Develop communication skills and cultural awareness.
- Be co-operative and supportive in pair work and teamwork.
3. Personal qualities:
- Develop communication skills and creativity
- Be co-operative and supportive in pair work and teamwork.
- Actively join in class activities.
For disabled students (Long): Listen and write down some information by following Teacher’s
instructions.
II. TEACHING AIDS:
- Teacher: Grade 9 text book; Projector / TV.....
- Students : Text books, workbook…
- Computer connected to the Internet.
- Hoclieu.vn
III. PROCEDURE:
Notes:
I. Định nghĩa về trọng âm
Trong Tiếng Anh, những từ có hai âm tiết trở lên luôn có một âm tiết phát âm khác biệt hẳn
so với những âm tiết còn lại về độ dài, độ lớn và độ cao. Âm tiết nào được phát âm to hơn, giọng
cao hơn và kéo dài hơn các âm khác trong cùng một từ thì ta nói âm tiết đó được nhấn trọng âm.
Hay nói cách khác, trọng âm rơi vào âm tiết đó.
+ Khi nhìn vào phiên âm của một từ thì trọng âm của từ đó được kí hiệu bằng dấu (') ở phía
trước, bên trên âm tiết đó.
E.g: - happy /'hæpi/: trọng âm rơi vào âm tiết thứ nhất. ; father /ˈfɑːðər/ ; curious /ˈkjʊriəs/.
- clever / ‘klevər /: trọng âm rơi vào âm tiết thứ nhất.; public /ˈpʌblɪk/ ….
II. CÁCH NHẬN BIẾT TRỌNG ÂM TỪ.
1) Đối với các từ có 2 âm tiết (TWO-SYLLABLE WORDS)
1.1 Đa số các động từ 2 âm tiết , trọng âm rơi vào âm tiết thứ 2
for'get , re'lax Ngoại lệ : 'enter , 'happen , 'open , 'listen
1.2. Đa số danh từ và tính từ 2 âm tiết trọng âm rơi vào âm rơi vào âm tiết thứnhất :
 'butcher , 'standard , 'porter ( trừ mis'take , ma'chine )
2) Đối với các từ có 2 âm tiết trở lên (THREE - SYLLABLE WORDS OR MORE THAN THREE-
SYLLABLE ONES)
2.1. Những từ tận cùng bằng các đuôi sau có trọng âm chính rơi vào âm tiết ngay trước âm tiết
chứa đuôi đó
a ) -TION pro'tection ; appli'cation
b ) -SION de'cision ; permission trừ 'television
c ) -IC , -ICAL : ar'tistic e'lectric 'musical scien'tific po'litical
* ngoại lệ : a'rithmetic : số học 'politics
d ) -ITY : a'bility, ac'tivity, possi'bility
e ) - IAL , -IALLY : artificially, official, es'sential, social
f ) -ITIVE : com'petitive , 'sensitive
g ) -LOGY : tech'nology, e'cology,physi'ology
h ) -GRAPHY : ge'ography
3) Những từ có đuôi là những từ sau thì trọng âm rơi vào chính nó
a ) EE : refu'gee, nomi'nee ( trừ com'mittee, 'coffee )
b ) EER : pio'neer, mountai'neer , engi'neer
c ) ESE : Vietna’mese, Portu'gese , Chi'nese
d ) AIRE : million'naire, question'naire
e ) IQUE : tech'nique, u'nique, an'tique
f ) ESQUE : pictu'resque …… (SEE BELOW THE PAGE )
III. PROCEDURE:
1. WARM UP & INTRODUCTION ( 3’- 5’)
* Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
* Content:
- To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to
warm up to the subject and new lesson.
* Product:
- Having a chance to speak English. Students get some vocabulary from the lesson and be ready
for the lesson.
* Organisation : Teacher’s instructions …
Teacher’s Student’s activities Content
+ Greeting + Greeting
+ Game Board Race + Game Board Race
- T divides Ss into 2 teams.
- The teams have to race to write words on the topic
Tourism on the board. Each student writes one word at a Expected answer:
time, before passing the chalk to the next student tourism, specialty, tan, safari, online
- After 2 minutes, the team with more correct answers is app, holidaymaker, .
the winner.
+ Share with Ss the lesson objectives and have them - Open the book and write the tittle of
the lesson.
open their books and start the lesson. It is a good idea to
write the objectives in a corner of the board and leave
them there or put them on a slide to show Ss.
2. PRESENTATION/ NEW LESSON ( 12’- 15’)
A. ACTIVITY 1: VOCABULARY
* Objectives:
- To teach Ss some words and phrases related to tourism.
* Content: - Vocabulary pre-teaching
- Task 1: Match the words and phrases with the explanations.
- To provide students with vocabulary;
* Product:
* Organisation : Teacher’s instructions.
Teacher’s & Student’s activities Content
TASK 1: Match the words and phrases with the explanations.
* Teach vocabulary: - T_Ss
+ Teacher uses different techniques to teach vocab
(situation, realia, translation.) *Vocabulary
+ T may focus on presenting the words. 1. package tour (n) /ˈpæk.ɪdʒ ˌtʊər/
+ To present each word, follow the steps: chuyến đi trọn gói .
+ Show the picture and elicit the word. 2. self-guided (a) /ˌselfˈɡaɪ.dɪd/ tự dẫn
+ Read aloud the word several times and ask Ss to đường; tự điều khiển
repeat. 3. itinerary (n) /aɪˈtɪn.ə.rer.i/ kế hoạch
+ Invite some Ss to read the word aloud. chi tiết của chuyến đi
+ Write the word on the board and highlight its 4. ruinous (a) /ˈruːɪnəs/ bị phá hủy
phonological features (e.g. show the location of the
main stress).
+ Teacher do the “Rub out and remember” checking
technique.
+ Ss have encountered three of these five words and * New words:
1. package tour (n)
phrases in previous lessons. Self-guided tour and
2. self-guided (a)
package holiday may be new to them. T may focus on
3. itinerary (n)
these words.
4. ruinous (a)
- Ask Ss to read the words and phrases in the left-hand
column first, then the explanations in the right-hand
column. Then do the matching individually or in pairs.
- Invite some Ss to share their answers.
- Check the answers as a class.
- Ask Ss to read the words and phrases aloud. Correct
them if needed.
- Ask Ss for the Vietnamese equivalents of these words
and phrases if needed.
 * PRACTICE ( 15’)
* Objectives:
+ To teach Ss some other words and phrases related to tourism.
+ To give further practice with the vocabulary they have learnt in 1 and 2.
* Content:
- Task 2: Write a phrase from the box next to the sentence to replace ‘it’.
- Task 3: Complete the sentences with the words from the box.
* Product: Students can identify some lexical items related to tourism and use them in different
contexts
* Organisation :
Teacher’s Student’s activities Content
TASK 2: Write a phrase from the box next to the sentence to replace “it” .
+ Of the five phrases in this task, Ss have encountered + T_Ss
three in the previous lessons, except ruinous site and
fixed itinerary.T should spend more time looking at these
two phrases.
- Ask Ss to read the phrases in the box first.
- Make sure they understand their meanings. For the two
new phrases, ask Ss to separate the two words in each
phrase and refer to its meaning. In this way, Ss can guess
the meaning of the phrase.
- Ask Ss to read each sentence and decide what phrase in
the box the pronoun 'it' refers to. Allow them some time * Answer key:
to do the task. 1. entrance ticket
- Invite some Ss to share their answers. 2. ruinous site
- Check the answers as a class. 3. travel agency
- Ask Ss to read the phrases aloud. Correct them If 4. fixed itinerary
needed. 5. smooth trip
- Ask Ss for the Vietnamese equivalents of these phrases
if needed.
TASK 3: Complete the sentences with the words from the box.
+ Ask Ss to work individually. * Answer key:
- Ask Ss to read the words in the box and the sentences. 1. self-guided
- Then have them choose the correct words to complete 2. itinerary
the sentences 3. entrance
4. package
- Invite some Ss to share their answers.
5. apps
- Check Ss'answers as a class.

* EXTRA ACTIVITY:
Choose the correct answer A, B, or C to complete each sentence.
1. The bus dropped us at the square and gave us two hours to do a ___ tour of the ancient town.
A. disastrous B. self-guided C. sport
2. We've booked a(n) _____ for our holiday because we want to learn more about the life of the
locals.
A. homestay B. expensive hotel C. resort
3. Sorry, I don't know any ____ since we have always planned our trips on our own.
A. travel agencies B. tours C. places of attraction
4. My son usually uses ______ apps to buy tickets and book accommodation.
A. educational B. social media C. travel
5. The agency sent us a detailed ______ , so we know the activities and their times for each day
of our trip.
A. description B. itinerary C. timetable
Key: 1. B 2. A 3. A 4. C 5. B

B. ACTIVITY 2: PRONUNCIATION: ( 8’-12’)

Stress in words ending in -ic and -ious
* Objectives:
+ To help Ss pronounce correctly words ending in -ic and -ious.
- To help Ss identify the stress in words ending in -ic and -ious;
- To help Ss practise pronouncing these words with correct stress.
* Content:
Task 4: Listen and repeat the words. Pay attention to the word stress.
Task 5: Mark the stress in the underlined words. Then listen and repeat the sentences.
* Product: Students can pronounce endings -ic and -ious in words and in sentences correctly
* Organisation :
Teacher’s Student’s activities Content
TASK 4: Listen and repeat the words. Pay attention to the word stress.
* Write two words on the board, one with the -ic and the
- T_ Ss.
other with the -ious ending.
* Key + audio script:
+ Read the words aloud with stress clearly pronounced
- `basic, `public, c`lassic, do`mestic,
on the correct syllables. Ask Ss to read the Remember!
his`toric
box. - `curious, `serious, de`licious,
* Teacher gives corrections and feedbacks to students’ hi`larious, re`ligious
pronunciation
TASK 5: Mark the stress in the underlined words. Then listen and repeat the sentences.
+ Have Ss work individually
* Key + audio script:
- Have Ss read the sentences and stress the underlined
1. The visitors are `curious about the
words.
history of the old `public building.
- Invite some Ss to share their answers. Confirm the
2. They have an am`bitious goal
correct ones.
- Ask Ss to read the sentences, paying attention to the which is to go on a cruise across the
stressed words. Pa`cific.
- Play the recording for Ss to listen and repeat each 3. We watched a c`lassic movies here
sentence. on our p`revious holiday.
- Call on some Ss to read the sentences individually. 4. We stayed at a lu`xurious hotel near
- Correct them if needed. a te`rrific beach.
5. The village has a ro`mantic
landscape with `various flower beds.

4. WRAP-UP & HOME WORK (2’)

+ Ask Ss to summarise what they have learnt in the lesson.
+ Draw Ss'attention to the vocabulary and the stress in words ending in -/ic/ and / -ious/ by
quickly
writing them on the board.
* HOME WORK:
- Do more exercises in workbook.
- Prepare new lesson: Lesson 2: A CLOSER LOOK 2
IV. EVALUATION
+Lesson plan : -full form
+Content: - exactly
+Teacher’s activities : -clear instruction
+Students’activities: - effective activities
+Time : -shortage of time

=============================================

STRESS
A. Giới thiệu về trọng âm
‘Trọng âm là sự phát âm của một từ hoặc một âm tiết với nhiều lực hơn so với các từ hoặc các
âm tiết xung quanh. Một từ hoặc âm tiêt được nhấn trọng âm được phát âm bằng cách sử dụng nhiều
khí từ phổi hơn’ (Richard, J. C et al. 1992:355).
Các âm tiết mang trọng âm được phát âm mạnh hơn các âm tiết không mang trọng âm (được phát âm
nhẹ hơn hoặc ngắn hơn hoặc đôi khi được đọc rút gọn).
Ta dùng kí hiệu /'/ đặt ở đầu âm tiết có trọng âm chính. Trong những từ nhiều âm tiết có trọng âm chính
và trọng âm phụ và được biểu thị /,/.
Eg: father/'fɑ:ðə/, indication/,indi'kei∫n/, representative/,repri'zentətiv/,….
B. Một số quy tắc đánh trọng âm:
 Trọng âm chỉ rơi vào những âm tiết mạnh (âm tiết chứa nguyên âm mạnh, nguyên âm đôi
hoặc nguyên âm dài). Âm tiết yếu không nhận trọng âm.
I/ Trọng âm ở từ có 2 âm tiết:
1) Đa số động từ có 2 âm tiết thì âm tiết thứ 2 nhận trọng âm chính:
Eg: es/cape, for/get, be/gin, ac/cept....
Tuy nhiên có một số động từ ngoại lệ:
/
promise, /answer, /enter, /listen, /offer, /happen, /open.
2) Đa số danh từ và tính từ 2 âm tiết có trọng âm chính rơi và âm tiết thứ nhất:
Eg: /butcher, /standard, /busy, /handsome....
Ngoại lệ: ma/chine, mis/take, a/lone, a/ware,...
3) Một số từ vừa là danh từ, vừa là động từ có trọng âm chính không đổi:
ad/vice/ ad/vise, /visit, re/ply, tra/vel, /promise, /picture;
4) Còn lại đa số các từ có 2 âm tiết mà có 2 chức năng thì trọng âm thay đổi theo chức năng của từ:
/
record(noun)/ re/cord (verb), /present(noun)/ pre/sent (verb), /desert(noun)/ de/sert(verb)....
II/ Những trường hợp khác
1) Các từ có tận cùng bằng các hậu tố sau có trọng âm chính rơi vào âm tiết đứng ngay trước hậu tố
đó.
-tion: pro/tection. compu/tation...
- ial ; ially: me/morial, in/dustrial, arti/ficially, e/ssentially...
- sion: de/cision, per/mission... Ngoại lệ: /television
-itive: com/petitive, /sensitive...
-logy: e/cology, tech/nology...
-graphy; -etry: ge/ography, trigo/nometry...
-ity: a/bility, ne/cessity...
-ic; -ical: ar/tistic, e/lectric, po/litical, /practical...
Ngoại lệ: /Arabic, a/rithmatic, /Catholic, /politics
2) Các từ có tận cùng bằng các hậu tố sau có trọng âm rơi vào âm tiết cách hậu tố đó 1 âm tiết.
-ate: con/siderate, /fortunate...
-ary: /necessary, /military...
Ngoại lệ: docu/mentary, ele/mentary, supple/mentary, extra/ordinary.
3) Những hậu tố sau thường được nhận trọng âm chính.
-ee: de/gree, refe/ree... Ngoại lệ: com/mittee, /coffee
- eer: mountai/ner, engi/neer...
- ese: Japa/nese, Chi/nese...
- ain (chỉ áp dụng cho động từ): re/main, con/tain...
-aire: questio/naire, millio/naire...
- ique: tech/nique, an/tique...
- esque: pictu/resque...
4) Một số tiền tố và hậu tố khi thêm vào không làm thay đổi trọng âm chính của từ đó.
a. Tiền tố:
* un-: /healthy  un/healthy, im/portant  unim/portant …
* im-: ma/ture  imma/ture, /patient  im/patient…
* in- : com/plete  incom/plete, sin/cere  insin/cere …
* ir- : \/relevant  ir/relevant, re/ligious  irre/ligious …
* dis: con/nect  discon/nect, /courage  dis/courage …
* non-: /smokers  non/smokers, /violent  non/violent…
* en-: /courage  en/courage, /vision  en/vision …
* re-: a/rrange  rea/rrange, /married  re/married …
* over-: /crowded  over/crowded, /estimate  over/estimate …
* under-: de/veloped  underde/veloped, /pay  under/pay …
Ngoại lệ: /understatement, /undergrowth, /underground, /underpants
b. Hậu tố:
-ful: / beauty  / beautiful, /wonder  /wonderful …
-less: /thought  /thoughtless, /hope  /hopeless …
-able: /comfort  /comfortable, /notice  /noticeable …
-al: /season  /seasonal, tra/dition  tra/ditional …
-ous: /danger  /dangerous, /poison  /poisonous …
-ly: /similar  /similarly, di/rect  di/rectly …
-er/ -or: /actor, /worker, /reader …
-ise/ -ize: /memorize, /modernize, /industrialize …
-ing: be/gin  be/ginning, su/ggest  su/ggesting …
-en: /length  /lengthen, /strength  /strengthen …
-ment: en/joyment, a/musement, /government …
-ness: /happiness, /thoughtlessness …
-ship: /sportmanship, /relationship, /scholarship, …
-hood: /neighborhood, /brotherhood … strength
5) Trọng âm ở các từ chỉ số đếm:
thir’teen, ‘thirty / four’teen, ‘forty / fif’teen, ‘fifty ….
Tuy nhiên mẫu trọng âm này có thể thay đổi khi từ chỉ số đếm xuất hiện ở trong câu.
Ví dụ: khi nó đứng trước danh từ thì trọng âm của nó là: ‘nineteen people...
6) Trọng âm ở các từ ghẫp
a. Hầu hết danh từ ghẫp và tính từ ghẫp có trọng âm chính rơi vào âm tiết đầu tiên.
/
dishwasher, /filmmaker, /typewriter, /praiseworthy, /waterproof, /lightning-fast …
Ngoại lệ: duty-/free, snow -/white
b. Tính từ ghẫp có từ đầu tiên là tính từ hoặc trạng từ thì trọng âm chính rơi vào từ thứ 2, tận cùng
là động từ phân từ 2.
Eg: well-/done, well-/informed, short-/sighted, bad-/tempered
c. Các trạng từ và động từ ghẫp có trọng âm chính rơi vào âm tiết thứ 2.
up/stairs, down/stairs, down-/grade, ill-/treat,…
7) Trọng âm của các động từ thành ngữ (Phrasal verbs):
a. Nếu cụm động từ thành ngữ có chức năng là một danh từ trọng âm rơi vào âm tiết thứ nhất.
Eg: 'setup (n): sự thu xếp 'upset (n): sự quấy rầy.

================================
 B. STRESS (TRỌNG ÂM)
* LÝ THUYẾT
 TWO-SYLLABLE WORDS
1. Đa số các động từ 2 âm tiết , trọng âm rơi vào âm tiết thứ 2
for'get , re'lax Ngoại lệ : 'enter , 'happen , 'open , 'listen
2. Đa số danh từ và tính từ 2 âm tiết trọng âm rơi vào âm rơi vào âm tiết thứnhất :
'butcher , 'standard , 'porter ( trừ mis'take , ma'chine )
3 ) Trọng âm của từ chỉ số đếm
thir'teen, four'teen
'thirty, 'forty, 'fifty
4 ) Hầu hết danh từ ghép trọng âm rơi vào âm tiết thứ 1
'raincoat , 'airport , 'tea-cup
5 ) Tính từ ghép có từ đàu là tính từ hoặc trạng từ  trọng âm rơi vào âm thứ 2 tận cùng là ed
bad-'tempered ' short-'sighted
6 ) Các trạng từ + động từ ghép: trọng âm rơi vào âm tiết thứ 2
adv : up'stairs
verb : ill'-treat
7) Đa số tính từ, giới từ, và trạng từ có âm tiết thứ 1 là “A” thì trọng âm rơi vào âm tiết thứ 2
a'gain, a'live, a'fraid, a'sleep, a'bove, a'lone, apart,
 THREE - SYLLABLE WORDS OR MORE THAN THREE-SYLLABLE ONES
1. Những từ tận cùng bằng các đuôi sau có trọng âm chính rơi vào âm tiết ngay trước âm tiết
chứa đuôi đó
a ) -TION pro'tection appli'cation
b ) -SION de'cision permission trừ 'television
c ) -IC , -ICAL : ar'tistic e'lectric 'musical scien'tific po'litical
ngoại lệ : a'rithmetic : số học 'politics
d ) -ITY : a'bility, ac'tivity, possi'bility
e ) - IAL , -IALLY : artificially, official, es'sential, social
f ) -ITIVE : com'petitive , 'sensitive
g ) -LOGY : tech'nology, e'cology,physi'ology
h ) -GRAPHY : ge'ography
2. Những từ tận cùng bằng các đuôi sau có trọng âm chính rơi vào âm tiết ngay trước âm tiết
chứa đuôi đó
a ) -TION pro'tection appli'cation
b ) -SION de'cision permission trừ 'television
c ) -IC , -ICAL : ar'tistic e'lectric 'musical scien'tific po'litical
* ngoại lệ : a'rithmetic : số học 'politics
d ) -ITY : a'bility, ac'tivity, possi'bility
e ) - IAL , -IALLY : artificially, official, es'sential, social
f ) -ITIVE : com'petitive , 'sensitive
 g ) -LOGY : tech'nology, e'cology,physi'ology
h ) -GRAPHY : ge'ography

3 . Những từ có đuôi là ATE và ARY thì tròng âm chính rơi vào âm tiết thứ cách nó 2 âm
a ) ATE : con'siderate , com'municate
b ) ARY : 'january , 'literary
Trừ: docu'mentary , supple'mentary , ele'mentary , ex'traodinary
4. Những từ có đuôi là những từ sau thì trọng âm rơi vào chính nó
a ) EE : refu'gee, nomi'nee ( trừ com'mittee, 'coffee )
b ) EER : pio'neer, mountai'neer , engi'neer
c ) ESE : Vietna’mese, Portu'gese , Chi'nese
d ) AIRE : million'naire, question'naire
e ) IQUE : tech'nique, u'nique, an'tique
f ) ESQUE : pictu'resque

===========================================
3. Stress (Trọng âm)
I. Trọng âm của từ có 2 âm tiết
Danh từ  Âm thứ 1 ‘beauty, ‘princess, ‘busy, ‘handsome, ‘teacher, …
Tính từ Ngoại lệ:
ma’chine, mis’take, a’lone, a’ware, …
Động từ  Âm thứ 2 be’gin, con’trol, for’get, a’ccept, en’joy, …
Ngoại lệ:
‘promise, ‘answer, ‘enter, ‘open, ‘listen, ‘offer, ‘happen, …
Vừa danh từ,  Trọng âm ad’vice, ad’vise, ‘visit, re’ply, ‘travel, ‘promise, ‘picture, …
vừa động từ chính không đổi
Từ mang hai  Trọng âm thay ‘record (n) – re’cord (v)
chức năng đổi theo chức năng ‘present (n) – pre’sent (v)
‘desert (n) – de’sert (v)
II. Trọng âm của từ dựa vào Hậu tố
Trọng âm rơi vào chính hậu tố đó
-ade bloc‘kade -esque picturesque -self my‘self
-aire millio’naire -ect se‘lect -sist a‘ssist
-cur oc‘cur -fer pre‘fer -tain (v) con’tain
-diet pre‘dict -ique technique -test de‘test
-ee employ’ee -mit sub‘mit -rupt cor’rupt
-eer engi’neer -oo bam‘boo -vent(v) pre‘vent
-ese Vietnam’ese -pel compel -vert con’vert
-ette ciga’rette -press com‘press

Trọng âm rơi vào ngay trước hậu tố (từ có 3 âm tiết trở lên)
-ance at’tendance -iar fa‘miliar -is tubercu’losis
-ant at’tendant -ic cos‘metic -ive ex’pensive
-ence inde’pendence -ical hy‘gienical -ity a‘bility
-eous simul’taneous -ics eco’nomics -ior in’terior
-ent inde’pendent -ient e‘fficient -ular ‘regular
-ian lib’rarian -(t/s)ion compe’tition
-ial in‘nitial -ious vic’torious

Trọng âm rơi vào âm cách hậu tố một âm (từ có 3 âm tiết trở lên)
-ate ‘concentrate -ude ‘attitude -ous tubercu’losis
-ary docu’mentary -uze ‘absolute -y/-ty/-fy/-ry ‘liberty
-ite ‘appetite -ize/-ise ‘criticize -gy/-phy tech’nology
III. Trọng âm của từ không thay đổi khi thêm Tiền tố / Hậu tố
Tiền tố
un- ‘healthy  un‘healthy non- ‘smokers  non‘smokers
im- ‘patient  ‘impatient... en- ‘courage  en‘courage
in- com’plete  incom’plete re- a‘rrange  rea’rrange
ir- ‘relevant  ir’relevant over- ‘crowded  over’crowded
dis- con‘nect  discon’nect under- de’veloped  underde’veloped
Ngoại lệ: ‘understatement, ‘undergrowth, ‘underground, ‘underpants

Hậu tố
-ful ‘beauty  ‘beautiful -ing be‘gin  beginning
-less ‘meaning  ‘meaningless -en ‘length  lengthen
-able ‘comfort  ‘comfortable -ment en‘joy  en'joyment
-al tra‘dition  tra‘ditional -ness ‘happy  ‘happiness
-ous ‘danger  ‘dangerous -ship relation  relationship
-ly ‘similar  ‘similarly -hood ‘neighbor  ‘neighborhood
-ise/ -ize ‘modern  ‘modernize

IV. Trọng âm của Danh từ, Động từ, Tính từ, Trạng từ ghép
 Những danh từ, tính từ ghép thường có trọng âm rơi vào âm tiết thứ 1
‘birthday, ‘airport, ‘homesick, ‘waterproof
Ngoại lệ: duty-‘free, snow-‘white, etc
 Trạng từ và động từ ghép thường có trọng âm rơi vào âm tiết thứ 2.
up‘stairs, down‘stairs, ill-‘treat
 Tính từ ghép có từ đầu tiên là tính từ hoặc trạng từ, tận cùng là động từ phân từ2
 Trọng âm rơi vào âm thứ 2
well-‘done, short-‘sighted, bad-‘tempered
B. EXERCISES ON STRESS (Trọng âm)
Exercise 1: Mark the letter A, B, C, or D to indicate the word that differs from the other three in
the position of the primary stress in each of the following questions.
1. A. machine B. lesson C. village D. country
2. A. biscuit B. finish C. movie D. again
3. A. travel B. control C. bottom D. carry
4. A. temple B. toilet C. something D. suggest
5. A. person B. begin C. message D. river
6. A. invite B. also C. summer D. weather
7. A. number B. winter C. receive D. people
8. A. woman B. daisy C. apply D. building
9. A. polite B. question C. answer D. paper
10. A. ready B. famous C. degree D. picture
Exercise 2: Mark the tetter A, B, C, or D to indicate the word that differs from the other three in
the position of the primary stress in each of the following questions.
1. A. improve B. enjoy C. prepare D. letter
2. A. revise B. adult C. tonight D. heavy
3. A. window B. receive C. problem D. baby
4. A. modern B. subject C. product D. between
5. A. shower B. flower C. dinner D. return
6. A. entrance B. arrive C. city D. actor
7. A. maintain B. market C. social D. office
8. A. pretty B. connect C. require D. request
9. A. angry B. complete C. polite D. perform
10. A. produce B. invest C. carpet D. protect
Exercise 3: Mark the letter A, B, C, or D to indicate the word that differs from the other three in
the position of the primary stress in each of the following questions.
1. A. private B. amount C. result D. suppose
2. A. peaceful B. technique C. color D. province
3. A. dirty B. increase C. limit D. parcel
4. A. advance B. fireworks C. follow D. safety
5. A. compare B. decrease C. photo D. require
6. A. retired B. review C. grateful D. surround
7. A. story B. hero C. pollute D. harmful
8. A. marry B. involve C. system D. cycle
9. A. series B. modern C. trendy D. permit
10. A. event B. wildlife C. cozy D. bedroom
Exercise 4: Mark the letter A, B, C, or D to indicate the word that differs from the other three in
the position of the primary stress in each of the following questions.
1. A. computer B. friendliness C. factory D. teenager
2. A. holiday B. semester C. volleyball D. interest
3. A. wonderful B. battery C. apartment D. thunderstorm
4. A. document B. classical C. national D. pagoda
5. A. beautiful B. September C. intention D. December
6. A. animal B. electric C. different D. hospital
7. A. century B. horrible C. adventure D. company
8. A. capital B. relation C. terrible D. cinema
9. A. museum B. interview C. uniform D. memory
10. A. memory B. cultural C. colourful D. attractive
Exercise 5: Mark the letter A, B, C, or D to indicate the word that differs from the other three in
the position of the primary stress in each of the following questions.
1. A. calendar B. holiday C. understand D. manager
2. A. exciting B. important C. remember D. dangerous
3. A. seventeen B. mountainous C. kangaroo D. entertain
4. A. library B. internet C. usually D. amazing
5. A. Vietnamese B. lemonade C. essential D. Japanese
6. A. engineer B. telephone C. benefit D. suitable
7. A. inactive B. celebrate C. develop D. romantic
8. A. character B. religion C. butterfly D. neighborhood
9. A. article B. maximum C. recycle D. generous
10. A. invention B. discover C. encourage D. primary
Exercise 6: Mark the letter A, B, C, or D to indicate the word that differs from the other three in
the position of the primary stress in each of the following questions.
1. A. disappear B. powerful C. regular D. charity
2. A. solution B. energy C. bakery D. confident
3. A. personal B. universe C. collection D. continent
4. A. typical B. comedy C. separate D. unlucky
5. A. decorate B. arrival C. employment D. historic
6. A. employee B. interrupt C. recover D. impolite
7. A. grocery B. profession C. scenery D. scholarship
8. A. convenient B. agreement C. pollution D. attitude
9. A. championship B. qualified C. committee D. government
10. A. citadel B. protection C. pesticide D. dynamite
Exercise 7: Mark the letter A, B, C, or D to indicate the word that differs from the other three in
the position of the primary stress in each of the following questions.
1. A. information B. television C. comfortable D. secondary
2. A. wonderfully B. Australia C. supermarket D. watermelon
3. A. helicopter B. contaminate C. industrial D. activity
4. A. nationally B. unluckily C. temperature D. beautifully
5. A. mechanical B. political C. behavior D. ecosystem
6. A. fashionable B. stationery C. entertainment D. elevator
7. A. secretary B. curriculum C. available D. photography
8. A. biology B. deliciously C. understanding D. adventurer
9. A. animation B. apology C. material D. forgettable
10. A. generation B. logically C. exhibition D. transportation
Exercise 8: Mark the letter A, B, C, or D to indicate the word that differs from the other three in
the position of the primary stress in each of the following questions.
1. A. impossible B. ability C. difficulty D. excitement
2. A. photographic B. entertainer C. academic D. community
3. A. miraculous B. enthusiast C. receptionist D. reputation
4. A. acceptable B. kindergarten C. fashionable D. excellently
5. A. development B. experience C. situation D. familiar
6. A. preparation B. certificate C. electronic D. unexpected
7. A. interviewee B. destination C. scientific D. celebration
8. A. ordinary B. announcement C. traditional D. conditional
9. A. dangerously B. naturally C. intelligent D. typically
10. A. mathematics B. unemployment C. preposition D. emergency
Exercise 9: Mark the letter A, B, C, or D to indicate the word that differs from the other three in
the position of the primary stress in each of the following questions.
1. A. accompany B. architecture C. especially D. biologist
2. A. reliable B. disappointment C. geography D. technology
3. A. introduction B. successfully C. society D. participate
4. A. appreciate B. experiment C. artificial D. communicate
5. A. conservation B. renewable C. distribution D. innovation
6. A. independence B. pessimistic C. expedition D. believable
7. A. equality B. petroleum C. energetic D. delivery
8. A. particular B. agriculture C. authority D. occasional
9. A. military B. relationship C. minority D. responsible
10. A. attentively B. separately C. customary D. reasonable
Exercise 10: Mark the letter A, B, C, or D to indicate the word that differs from the other three
in the position of the primary stress in each of the following questions.
1. A. simple B. polite C. honey D. rainfall
2. A. rubbish B. future C. careful D. survive
3. A. believe B. picture C. value D. finger
4. A. clever B. narrow C. finish D. machine
5. A. remote B. order C. advise D. admit
6. A. different B. cultural C. develop D. industry
7. A. incredible B. involvement C. comfortable D. curriculum
8. A. enjoyable B. community C. attractively D. interesting
9. A. applicant B. opponent C. positive D. confidence
10. A. traffic B. bamboo C. invest D. debate
11. A. economic B. improvement C. occasion D. symbolic
12. A. secondary B. wonderful C. customer D. surrounding
13. A. inform B. appear C. product D. refuse
14. A. discriminate B. opportunity C. compulsory D. inaccurate
15. A. maintain B. physics C. influence D. object
16. A. teacher B. action C. letter D. result
17. A. poisonous B. illegal C. beautiful D. healthier
18. A. popular B. national C. disaster D. satisfy
19. A. equipment B. character C. recognize D. furniture
20. A. marvelous B. apartment C. determine D. director

WORD STRESS _KEY

Ex 1: 1. A 2. D 3.B 4. D 5. B 6. A 7. C 8. C 9.A 10.C

Ex 2: 1. D 2. D 3.B 4. D 5. D 6.B 7.A 8. A 9. A 10.C
Ex 3: 1.A 2. B 3.B 4. A 5. C 6. C 7. C 8.B 9.D 10.A
Ex 4: 1. A 2. B 3.C 4.D 5.A 6. B 7. C 8. B 9. A 10.D
Ex 5: 1. C 2. D 3.B 4. D 5. C 6.A 7. B 8.B 9.C 10.D
Ex 6: 1. A 2. A 3.C 4. D 5. A 6. C 7. B 8. D 9. C 10.B
Ex 7: 1. A 2. B 3. A 4. B 5.D 6. C 7. B 8. C 9. A 10. B
Ex 8: 1. C 2. D 3. D 4. A 5.C 6. B 7. A 8. A 9. C 10.D
Ex 9: 1. B 2. B 3.A 4. C 5. B 6. D 7. C 8. B 9. A 10.A
Ex 10: 1. B 2. D 3.A 4. D 5. B 6. C 7. C 8. D 9. B 10. A
11.A 12.D 13.C 14.B 15.A 16.D 17.B 18.C 19. A 20. A

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