Giáo án Tiếng Anh Lớp 9 - Chương trình cả năm - Năm học 2016-2017

Period: 2 	Week: 1
Teaching date: 23/8/2016 	Class: 9/1, 9/2
Unit 1: LOCAL ENVIRONMENT
Lesson 1 - GETTING STARTED: A visit to a traditional craft village
I. OBJECTIVES: By the end of this Unit, students will be able to:
 Use some vocabularies and structures to talk about traditional crafts and places of interest in an area
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1: 
-Ask Ss to open their books and look at the picture and the phrase under GETTING STARTED. Ask them some questions: 
"Who and what can you see in the picture?" 
"Where are they?" 
"What do you think the people in the picture are talking about?" 
-Ss answer the questions as a class. If they mention 'Bat Trang', elicit what they know about this village. 
-Play the recording and have Ss follow along. After that, Ss can compare their answers with the information in the dialogue and add some more details to their answers. 
a/.Ss work independently to find the words with the given meanings in the dialogue. Allow Ss to share their answers before asking them to discuss as a class. Remember to ask Ss to read out the lines in the dialogue that contain the words. Quickly write the correct answers on the board.
-Have Ss look at the Watch out! box and quickly read the information. Tell them that there are some similar expressions such as 'as far as I can remember', 'as far as I can see', or 'as far as I can tell'.
b/.Have Ss read the questions to make sure they understand them. Ask them firstly to answer the questions without reading the dialogue again. Ss exchange their answers with a classmate. Now ask them to check their answers by reading the dialogue again. Ask for Ss' answers.
Activity 2: 
-Have Ss look at the pictures. Tell Ss that in the box are some traditional handicrafts of different regions in Viet Nam. Ss match these handicrafts with the pictures. Ss compare their answers in pairs before giving their answers to T:
Activity 3: 
-Tell Ss to complete the sentences with the words/phrases in The complete sentences will give Ss information about the places where the handicrafts are made. Call on two Ss to write their answers on the board. Confirm the correct answers. 
-If time allows, T may organise a short activity to check Ss' short-term memory. Have -Ss close their books. Point at each of Ss' answers on the board and quickly Ss have to call out the place where this handicraft is made. Ss can also be asked to share any other places that produce these handicrafts.
Activity 4: 
a/Ss work in pairs to do the quiz. The pair which has the answers the fastest is invited to read out their answers. Elicit feedback from other pairs. Confirm the correct answers.
b/Ss work in groups to write a similar quiz about places of interest. Set a time limit of about five to seven minutes. When time is up, ask the first group to read out a question in their quiz. Ss from other groups give the answer. The group confirms the correct answer. The second group then reads out a question in their quiz. This question should be different from the one of the first group. Continue the activity until all the groups have read out all of their questions or when time is up.
craft
set up
take over
artisans
attraction
specific region
remind
look round
1.They are at Phong’s grand-
parents’ workshop in Bat Trang
2. It’s about 700 years old.
3. His great-grandmother did.
4. buy things for their house and make pottery themselves there.
5. It’s in Hue.
6. the handicrafts remind them of a specific region. 
A. paintings B. drums
C. marble sculptures D. pottery
E. silk F. lacquerware
G. conical hats H. lanterns
conical hat
lanterns
silk
paintings
Pottery
marble sculptures
park
museum
zoo
beach
beauty spot
IV- HOMEWORK:
-Practice reading the dialogue.
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare A CLOSER LOOK 1
Period: 3 	Week: 1
Teaching date: 23/8/2016 	Class: 9/1, 9/2
Unit 1: LOCAL ENVIRONMENT
Lesson 2 – A CLOSER LOOK 1
I. OBJECTIVES: By the end of this Unit, students will be able to:
Use the lexical items related to traditional crafts and places of interest in an area
Say sentences with correct stress on the content words
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1: 
-Ss work individually to do this exercise and then compare their answers with a classmate. Elicit the answers from Ss and quickly write them on the board. Do not confirm the correct answers at this stage. Have Ss explain the meaning of each verb in English or Vietnamese. Correct Ss' explanations when needed. The two verbs cast and mould are quite difficult, so make sure that Ss understand them: - cast: shape hot liquid metal, etc. by pouring it into a container - mould: shape a soft substance into a particular form or object by pressing it or by putting it into a mould Now have Ss look at their answers on the board and say if these are correct.. 
Activity 2:	
a/The purpose of this exercise is to help Ss understand more deeply and use the verbs correctly to talk about producing and creating crafts. Ss work in pairs to do the exercise. Check the answers as a class. If time allows, have Ss make sentences.
b/ This activity will help Ss to manipulate the verbs as they are not all regular. Have Ss do the activity, then call two Ss to write their answers on the board. Elicit feedback from other Ss. Confirm the correct answers.
-Draw Ss' attention to the Watch out! box. Ask Ss to give example sentences with the verb to make. 
Activity 3:	
-Organise a competition for this activity. Ss work in groups of five or six. Set a time limit of five minutes. T may prepare some large pieces of paper for the groups to write their answers on. Ss write down as many places of interest in the word web as possible. The group with the most places is the winner. The winning group presents their words/phrases. Other groups tick the similar words/phrases they have and add more if they can. If time allows, T may ask Ss to explain why they think the places are entertaining, cultural, educational, or historical.
Activity 4:
Ss individually do the exercise. Check their answers as a class and confirm the correct ones.
Activity 5:
a/Have Ss read the five sentences and underline the words they think are stressed. Elicit answers from Ss. Do not confirm the correct answers. Now ask Ss to read the four questions and make sure they understand them. Ask Ss to listen to the speaker read the sentences and at the same time check whether their answers are correct. Tell them that this is actually the first question and other questions can be answered after listening. Ss discuss their answers to the four questions in pairs. 
b/Call some Ss to give the answers and give feedback. Play the recording again for Ss to repeat the sentences.
-Have Ss read the information in the box to remember the content of the lesson.
Activity 6:
a/Ss do this exercise individually and compare their answers with a classmate. 
b/Play the recording for Ss to check their answers and practise reading the sentences. Call some Ss to give the answers and read the sentences. Give correction if needed.
cast
carve
embroider
weave
mould
weave
knit
1.b 
2.d
3.e
4.a
5.f
6.c
2. cast; cast
3. wove; woven
4. embroidered; embroidered
5. knitted; knitted
6. moulded; moulded
Entertaining: cinema, theatre 
Cultural: opera house, museum 
Educational: library, museum 
Historical: temples, craft village 
1. historical 2. attraction
3. exercise 4. traditional
5. culture 6. handicrafts
S1: craft, village, lies, river, bank
S2: painting, embroidered
S3: what, region, famous
S4: drums, aren’t, made, village
S5: famous, artisans, carved, table, 
 beautifully 
2. They are: nouns, verbs, adjectives, adverbs, WH-question words, and negative auxiliaries.
4. They are: articles, prepositions, pronouns and possessive adjectives.
S1: Art, Museum, popular, place, interest, city
S2: cinema, attract, youngsters
S3: artisans, would, clay, make, traditional, pots
S4: Where, like, going, weekends
S5: shouldn’t, destroy, historical, buildings
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare A CLOSER LOOK 2
Period: 4 	Week: 2
Teaching date: 29/8/2016 	Class: 9/1, 9/2
Unit 1: LOCAL ENVIRONMENT
Lesson 3 - A CLOSER LOOK 2
I. OBJECTIVES: By the end of this Unit, students will be able to:
 Write complex sentences with different dependent clauses
Use some common phrasal verbs correctly and appropriately
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1: 
-Ss do thís exercise individually. Elicit Ss’ answers. Confirm the correct ones.
Activity 2:	
-Ss write the complex sentences individually and then compare them with a partner. Have two Ss write their sentences on the board. Each student writes two or three sentences. Ask other Ss to give feedback. Confirm the correct answers. For a stronger class, organise a quick game. One side is team A, and the other is team B. One student from team A calls out a subordinator and points to one student from team B to make a sentence and vice versa. Set a time limit and keep a record of the scores for the teams on the board.
Activity 3:	
-Ask Ss to read the sentences taken from the conversation in GETTING STARTED, paying attention to the two verb phrases. Have them answer the two questions orally as a class.
-Have Ss read the information in the yellow grammar box. Ask them to call out any phrasal verbs they know and write them on the board. Have them explain the meaning of these verbs. 
Activity 4:
-Ss do this exercise individually, and then compare their answers with a classmate. Check Ss' answers and confirm the correct ones.
Activity 5:
-Ss do this exercise individually. Elicit the answers and give correction. 
-To prepare for the next exercise T may organise a small game for Ss to help them remember the meaning of the phrasal verbs in the yellow box and exercise 4. The class is divided into two teams A and B. Read out the meaning of one phrasal verb. The quickest student to raise their hand will be asked to say the verb out loud. If the answer is correct, the team gets one point. Otherwise, call one student from the other team to give the answer. Keep a record of each team's scores on the board. Remember to choose about eight to ten verbs that you think are difficult for Ss.
Activity 6:
-Have Ss quickly read the provided sentences. Make sure they understand the meaning of each sentence. Tell Ss that all the phrasal verbs used in this exercise have been presented in this lesson. Ss write the sentences individually and then compare their answers with a classmate. Call on two Ss to write their sentences on the board. Other Ss and T give feedback. For a less able class, T may want to model the first sentence. Ss may just focus on the next two sentences. After two Ss write their sentences on the board, check them carefully. If there is no time left, ask Ss to finish the remaining sentences as homework.
1. DT 2. DP 3. DC
 4. DR 5. DT
1. The villagers are trying to learn English in order that they can communicate with foreign customers. 2. After we had eaten lunch, we went to Non Nuoc marble village to buy some souvenirs. 
3. Even though this hand-embroidered picture was expensive, we bought it. 
4.This department store is an attraction in my city because the products are of good quality. 
5.This is called a Chuong conical hat since it was made in Chuong village.
1. set up: start something ( a business...
 take over: take control of something
2. No, the individual words in the verb phrase do not help with comprehension. This is why they are sometimes considered difficult. 
1. c 2. g 3. f 4.a
5. h 6. b 7. e 8. d
1. face up down 2. turned down
3. passed down 4. live on
5. close down 6. did - come back
1. Where did you find out about Disneyland Resort? 
2. When did you get up this morning? 
3. I'll look through this leaflet to see what activities are organised at this attraction. 
4. They're going to bring out a guidebook to different beauty spots in Viet Nam. 
5. I'm looking forward to the weekend!
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare COMMUNICATION
Period: 5 	Week: 2
Teaching date: 30/8/2016 	Class: 9/1, 9/2
Unit 1: LOCAL ENVIRONMENT
Lesson 4 - COMMUNICATION
I. OBJECTIVES: By the end of this Unit, students will be able to:
 Plan a day out to a place of interest for their class
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1: 
-Ss read through the table. Play the recording once or twice for Ss to complete the table. Elicit the answers and quickly write them on the board. Play the recording one more time for Ss to check their answers. Confirm the correct ones.
Activity 2:	
Ss work in groups to do this activity. It is a good idea if T can prepare some big sheets of paper for Ss to draw the table and make notes. Set a time limit of about 15 minutes for this activity. Ask Ss to do the following things: 
 + choose a place of interest to visit 
 +decide what to do and make notes 
 +decide who will present what to the class 
 + rehearse what to say 
-Move around to observe and give help if necessary. Inform the groups that they will have only three minutes to talk about their plan. 
Activity 3:	
- Groups present their plan to the class. Keep watch of the time for each group. Other groups and T give feedback. Vote for the best plan.
1. Green Park 2. bus
3. 8 a.m. 4. own lunch
5. supermarket 6. team-building
7. quizzes 8. painting village
9. make 10. 5 p.m.
 A DAY OUT
Details
Who to prepare
Place
Means of transport
Time to set up
Food
Drinks
Activities
Time to come back
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare SKILLS 1
Period: 6 	Week: 2
Teaching date: 30/8/2016 	Class: 9/1, 9/2
Unit 1: LOCAL ENVIRONMENT
Lesson 5- SKILLS 1 
I. OBJECTIVES: By the end of this Unit, students will be able to:
 Read for general and specific information about traditional craft village
Discuss local traditional crafts, their benefits and challenges
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1: 
-Have Ss do this activity in pairs. One student looks at Picture A on page 12 while the other looks at Picture Bon page 15. They ask each other questions to find out the similarities and differences between the two pictures. They can focus on the colour and decoration of the hats.
Activity 2:
-Ask Ss to read the titles in the box quickly. Make sure they understand the meaning of each title. Now Ss read the paragraphs and match them with the titles. Ask them to compare their answers with a classmate. Elicit their answers.	
Activity 3:	
-Ss read the passage again to answer the questions. Ss can underline parts of the text that help them with the answers. Ss compare their answers before giving the answers to T. Ask them to give evidence when giving the answers.
Speaking
Activity 4:
-Ask Ss to read the ideas. Explain any points they are not sure about. T may also have to give Ss the meaning of some words such as authenticity (the quality of being real or true) or preserve (protect). Elicit Ss' opinions as a class. Ask Ss to add some more benefits and challenges.
-Other benefits: creating national/regional pride, helping develop tourism, helping improve local infrastructure and services, creating cohesion between craft families and communities Other challenges: limited designs, natural resources running out, competition from other countries.
Activity 5:
-Ss work in groups to work out an action plan to deal with the challenges mentioned above. 
-It's an open activity, so there is no right or wrong answer as long as Ss can explain their points. Set a time limit of about 10 minutes for this activity. Move around to provide help and comments. Invite some groups to present their plan. T and other Ss give feedback and ask any questions. Vote for the best plan. 
-If the classroom has space, T may organise an exhibition of ideas. Give each group a big piece of paper. Ss discuss and write their action plan on the paper. After 10 minutes, ask them to stick their plan on the wall around the classroom. Ss visit at least two groups and listen to their presentations. When the time is up, ask some Ss to report on what they have heard to the class and say which action plan they prefer and why
Similarities: conical hat, string
Differences:
PictureA: light green, pictures between layers, blue string, look lighter
PictureB: white, no decoration, pink string, look heavier
C
A
B
1. Because it is a birthplace of the conical hat in Hue.
2. It’s 12 km from Hue City.
3. It’s going to the forest to collect leaves.
4. They’re very thin.
5. It has poems and paintings of Hue between the two layers.
6. Everybody can, young or old.
1. B
2. C
3. B
4. C
5. C
6. B
Other benefits: creating national/ regional pride, helping develop tourism, helping improve local infrastructure and services creating cohesion between craft families and communities 
Other challenges: limited designs, natural resources running out, competition from other countries
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare SKILLS 2
Period: 7 	Week: 3
Teaching date: 5/9/2016 	Class: 9/1, 9/2
Unit 1: LOCAL ENVIRONMENT
Lesson 6 – SKILLS 2
I. OBJECTIVES: By the end of this Unit, students will be able to:
 Listen for specific information about places of interest in an area
Write an email to give information about places of interest in an area and things to do there 
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1: 
-Tell Ss that they are going to listen to three students talking about their places of interest. Before listening, Ss look at the pictures and describe what they see in each of them. Elicit answers from different Ss. Ask them if they know the name of each place. Quickly write these names on the board. Play the recording for Ss to check their answers. 
Activity 2:	
-Play the recording again for Ss to decide if the sentences are true or false. If they meet any difficulty doing this, play the recording one more time. Have Ss compare their answers in pairs before giving T the answers. Ask for Ss' answers and write them on the board. Do not confirm the correct answers yet. 
Activity 3:	
-Without listening to the recording again, Ss complete the table by filling each blank with no more than three words. Ss compare their answers with a classmate before giving T the answers. Ask two Ss to write their answers on the board. Play the recording one last time to confirm the answers for both 2 and 3.
WRITING
-Activity 4:
Ss work in pairs and discuss the places of interest in their hometown/city that can be visited in one day and the activities that can be done there. Remind Ss that these places of interest should be most typical and worth visiting. T should move around to, give comments as there may not be enough time for checking with the whole class. 
Activity 5:
-Ss write the email, using the notes they have made. Ss may also write this in groups on big pieces of paper. Ss or groups exchange their descriptions to spot any mistakes. Share them with the whole class. T may collect some Ss' work to mark at home or ask them to rewrite the email as homework. In this case, remember to ask for Ss' revised work in the next lesson
A. Ha Noi Botanical Garden
B. Bat Trang Pottery village
C. Viet Nam National Museum of History
T
T
F
(His friend’s relatives own it.)
F
(They also come from other countries.)
T
artefacts
exploring Vietnamese culture
make things
paint on ceramics
the hill
books
pigeons
watching
Dear Mira, 
It's great to know that you're coming to VietNam. What a pity you can only spend one day in Ha Noi. 
There are so many interesting places in the city, but I think within one day you should be able to visit three places. The first place I suggest is VietNam National Museum of History. You like history, so it's 
a must-see place. There's an extensive collection of artefacts tracing Viet Nam's history. They're arranged chronologically from primitive life to modern times. The second place is Hoan Kiem Lake. It's one 
of the symbols of Ha Noi. There you can enjoy the beautiful scenery and visit Ngoc Son Temple. You can also have a look at the Old Quarter. Wander around the old streets and some ancient houses to explore 
Vietnamese culture. 
Conveniently, these places are close to one another, so we can walk around easily. 
Tell me when you're coming, so I can show you around these places. 
Look forward to seeing you soon! 
Best wishes, 
Thuc Anh
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare LOOKING BACK
Period: 8 	Week: 3
Teaching date: 6/9/2016 	Class: 9/1, 9/2
Unit 1: LOCAL ENVIRONMENT
Lesson 7 – LOOKING BACK
I. OBJECTIVES: By the end of this Unit, students will be able to:
 Use some vocabularies and structures to talk about traditional crafts and places of interest in an area 
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1: 
-Ss complete the word web individually. Check Ss' answers as a class. If time allows, ask one or two Ss to write their answers on the board.
Activity 2:	
-Ss do this exercise individually, then compare their answers with a partner. Elicit the answers from Ss. 
Activity 3:	
-Ss do this exercise individually. Have some Ss read out their answers. Confirm the correct ones. 
Activity 4:
-Ss complete the sentences with their own ideas. Call on two Ss to write their answers on the board. Other Ss give feedback. Check their answers. 
Activity 5:
-Ss write the sentences individually. Have two Ss write the sentences on the board. Ask other Ss to give comments. Correct the sentences if needed.
Activity 6:
-Ss work in groups to play the game. One student is the group secretary. Group members take turns to think of a place of interest in their area. Other Ss ask Yes/No questions to guess the place. The secretary writes down all the places of interest they have guessed. Finally, the secretary reports on the places. 
-Finished! Ask Ss to complete the self-assessment. Identify any difficulties and weak areas and provide further practice.
Project: What makes you proud of your area?
-Have Ss read the project. Ask them what the one special thing about their area is. Elicit Ss' answers. Ss work in groups to do the project. Ss follow the instructions in the book. Answer Ss' questions if there are any. Remember to have Ss present their findings in the next lesson and vote for the best.
( in any other )
1. paintings 2. pottery
3. drums 4. marble sculptures
5. silk 6 lacquerware
7. lanterns 8. conical hats
1. cast 2. embroidering
3. wove 4. knitted
5. carved 6. moulded
1. zoo 2. looking forward to
3. looked 4. team-building
5. lunch 6. museum
7. craft 8. interest	
1. I don't remember exactly when my parents set up this workshop. 
2. We have to try harder so that our handicrafts can keep up with theirs. 
3. What time will you set off for Da Lat? 
4. We arranged to meet in front of the lantern shop at 8 o'clock, but she never turned up. 
5. The artisans in my village can live on basket weaving. 
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare GETTING STARTED - Unit 2
Period: 9 	Week: 3
Teaching date: 7/9/2016 	Class: 9/1, 9/2
Unit 2: CITY LIFE
Lesson 1 - GETTING STARTED
I. OBJECTIVES: By the end of this Unit, students will be able to:
 Use some vocabularies and structures to talk about city life
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Introduction
Review the previous unit by asking Ss to solve a crossword puzzle. Draw the crossword on the board. Tell Ss that the words in the orange column are the key words of the new unit. Divide the class into two teams. Ss from each team take turns to solve the puzzle. The game fi nishes when a student guesses the orange words correctly.
T may also ask Ss to name all the places of interest or main features of their neighbourhood.
Activity 1:
Ask Ss to open their books to Unit 2. Ask them 
some questions. Questions may include:
• What can you see in the pictures?
• Do you know these two boys? 
• Where are they now?
• What are they talking about?
 Ss answer the questions as a class. 
 T may also ask Ss what they know about Sydney by 
asking them some guiding questions: 
• Where is it?
• Is it a capital city?
• What is it famous for?
 Then play the recording and have Ss follow along.
a./ Ask Ss to read the conversation again and do the exercise individually. Check and write the correct answers on the board.
b./ Ss work in pairs to do the task. Allow Ss to share answers before asking them to discuss as a class. 
Remember to ask Ss to read out the lines in the conversation that contain the words. Check and confirm the correct answers.
c./ Ss work individually to answer the questions, then compare their answers with a partner. Ask them to 
locate the information in the conversation. Call on some pairs to give the questions and answers. Confirm 
the correct answers.
d./ Tell Ss to find the phrases in the conversation and practise saying them together. Explain the meaning to Ss, then elicit other examples from Ss.
Activity 2:
Tell Ss that most of the words they need to use are related to cities or city life. Let them work in pairs. 
Check their work, then let them read each word correctly. Check and correct their pronunciation
Activity 3: Ss work in pairs. Give them a few minutes to do the quiz. Award extra points for pairs who can say which 
country these cities are in. Congratulate the winners.
Key:
1. visit 2.ancient 3.natural 4.variety 5.study
Key:
1. jet lag
2. a feature
3. reliable
4. metropolitan
5. multicultural
Key:
1. He grew up in Sydney.
2. Sydney is.
3. It is convenient and reliable.
4. Because it is a metropolitan and multicultural city.
5. In 1850.
Key:
1. How are you?/How are things?/How are you doing?
2. (Are you) recovering from the jet lag?
3. I slept quite well.
4. That’s OK/It’s no trouble/It’s not a problem/It’s my pleasure.
Key:
1. international 2. local 3.crowded 
4. neighbouring 5. Urban
Key:
1.A 2.C 3.C 4.A 5.C 6. B
IV- HOMEWORK:
-Practice reading the dialogue.
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare A CLOSER LOOK 1
Period: 10 	Week: 4
Teaching date: 12/9/2016 	Class: 9/1, 9/2
Unit 2: CITY LIFE
Lesson 2 – A CLOSER LOOK 1
I. OBJECTIVES: By the end of this Unit, students will be able to: use adjectives, and comparison of adjectives and adverbs correctly, use common phrasal verbs correctly and propriately
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1: 
1a./ Have Ss read through the letter so that they can understand the general idea. Ask them what the 
purpose of the letter is (Jack is writing the letter to Oggy to tell about his trip to Hoi An). Have Ss read the adjectives in the box and quickly elicit the meaning of each adjective. If Ss do not know any of them, quickly give the meaning. Ss work in pairs to do the task. Have some Ss read their answers. Correct their pronunciation if needed and confi rm the correct answers.
b./ Ask Ss read the letter again and underline all the other adjectives. Have them give the meanings of these adjectives in the context of the letter. Correct their answers.
Activity 2:	
2 Have Ss read through the given adjectives. Have some Ss read aloud all the adjectives to make sure they pronounce the adjectives correctly. Ask them which adjectives they know. Quickly teach Ss the adjectives 
they do not know. 
 Ss work in groups and discuss which adjectives describe, or are related to, city life. Encourage them to talk about their choice.
Activity3: Ss work individually, then compare their answers with a partner’s. Ask some Ss to write their answers on the board. Check their answers as a class.
Activity 4: T plays the recording and Ss repeat. Play the recording as many times as necessary. Correct their pronunciation, especially the stressed words. Have them circle the stressed pronouns
Activity 5a.
Play the recording. Ss listen and mark the underlined words as W (weak) or S (strong). Elicit their answers and correct their mistakes. 
 For a stronger class, before playing the recording, have Ss read the exchanges and mark the underlined words as W (weak) or S (strong). Ask some Ss to give the answers and quickly write them on the board. 
Now play the recording for Ss to check their answers.
Activity 5b.
Ss work in pairs to practise the exchanges above. Go around and give support if necessary
Key:
1. ancient/historic 2. warm 3. comfortable 4.helpful
5.fascinating 6.historic/ancient 7.local 8.delicious
Key: fabulous, sunny, small, friendly, aff ordable, good
Key:
1.fashionable 2. annoying 3.forbidden 
4.cosmopolitan 5.modern 6.polluted
Key:
1. A: Can you come and give me a hand? (me is weak) 
B: OK. Wait for me! (me is strong) 
2. A: Did youcome to the party last night? (you is weak) 
B: Yes. But I didn’t see you. (you is strong)