Giáo án Tiếng Anh 9 - Tiết 88 đến 92 - Năm học 2020-2021 - Quách Thị Hương

Week: 30 Planning:
Period: 88 Teaching : 
UNIT 11. CHANGING ROLES IN SOCIETY
Lesson 2. A closer look 1
I. OBJECTIVES
1. Knowledge: By the end of this Unit, students will be able to 
- Use the lexical related to changes in roles in society, identify agreeing and disagreeing tones
- improve reading, speaking and listening skills, using vocabulary in contexts.
- use pronunciation properly.
2. Competences: 
- Co-operation: work in pairs, groups
- Creativeness: talk about roles of men and women, children in society. 
- Using language to do exercises and talk about changing roles in society.
3. Quality: Make students interested in the improvements in the roles of members in society.
II. TEACHNG AIDS.
T : Textbook, lesson plan, a projector, a laptop
Ss : Text book.
III. PROCEDURE
1. Warm up: ( 5’)
- Organization (1’) 9A:....................... 9B:............................. 9C:...........................
Guessing words Topic: Roles of teachers in the learning process:
a. Goal: Students review vocabulary in “Getting started”
b. Content :
 - Guess the LETTER in the word: Facilitators .
c. Expected result: 
- Students give Answer keys with the letters of “facilitators” and T use it for introduce the lesson. T check ss’ pronunciation of the words.
d. Performance:
Teacher's & Ss' activities
Contents
-Teacher transfers the task. 
Teacher gives 9 boxes of pictures of items at school on board and asks Ss to guess the LETTER in each boxes.
- Students in the whole class think about the letters and raise their hands for the answer. 
- Teacher elicits as many ideas from them as possible
- T and other SS congratulate and give points.
The word: _ _ _ _ _ _ _ _ _ _ _ _
Facilitators
2. Presentation (15’)
a. Goal: Student can know the meaning and the form of some vocabulary about roles in society
b. Content:
	1. Complete the table with appropriate words.
	2. Choose the correct words to fill the blank. 
c. Expected result: SS understand the meaning of the vocabulary 
d. Performance: 
Teacher's & Ss' activities
Contents
1. Complete the table with appropriate words.
-Teacher transfers the task. T asks Ss to work individually
- Ss work individually, then compare their answers with a partner's
- T asks some Ss to write their answers on the board
- T checks their answers as a class. Have them make sentences with the words if necessary.
2. Use the words in the table in 1 to complete the sentences.
-Teacher transfers the task. T asks Ss to work individually
- Ss work individually, then compare their answers with a partner's
- T asks some Ss to write their answers on the board
- T checks their answers as a class. Have them make sentences with the words if necessary.
1. Complete the table with appropriate words
Verb Noun Noun (person)
1. attend attendance attendant
2. facilitate facility facilitator
3. provide provision provider
4. develop development developer
5. interview interview interviewer/interviewee
6. evaluate evaluation evaluator
7. participate participation participant
8. apply application applicant
2. Use the words in the table in 1 to complete the sentences.
1. attend 2. facilitate 3. provider 
4. developed 5. interviews 6. evaluation 
7. participation 8. apply
3. Practice (15’)
a. Goal: Student can use the vocabulary above in sentences and know some phrases with “sense of .”
b. Content: 
- Find the word or phrase which is closest in meaning to the word or phrase in a sentence.
- Fill in the blanks with the phrases with “sense of..”.
c. Expected result: - Ss can write sentences with the phrases 3 and 4. 
 - SS can Fill in the blanks with the phrases with “ sense of” .
d. Performance: 
Teacher's & Ss' activities
Contents
3. Choose the correct answer A, B or C which is closest in meaning to the undelined word/ phrase in the sentences. 
-Teacher transfers the task. Let Ss work individually to choose the answer.
- Ss work individually then say their answers
- T checks their answers. 
4. Complete the sentences with phrases formed with “sense of”.
-Teacher transfers the task. T asks Ss to work individually
- Ss work individually, then compare their answers with a partner's
- T asks some Ss to write their answers on the board
- T checks their answers as a class. Have them make sentences with the phrases if necessary.
3. Choose the correct answer A, B or C which is closest in meaning to the undelined word/ phrase in the sentences. 
1. B 2. C 3. A 
4. B 5. A 
4. Complete the sentences with phrases formed with “sense of”.
1. sense of direction 
2. sense of humour 
3. sense of time 
4. sense of responsibility 
5. sense of style 
4. Production (8’)
a. Goal: Students can talk with the right tones to express agreement or disagreement with someone.
b. Content: Agreeing and disagreeing tones
c. Expected result: Ss can know and practice toning to agree or disagree with something
d. Performance: 
Teacher's & Ss' activities
Contents
5. Listen carefully and tick the correct box. Then listen again and repeat.
-Teacher transfers the task. Play the recording and ask Ss to listen and repeat the sentences, paying attention to whether the voice on the underlined word in each sentence goes up or down. 
- Ss work in the whole then say their sentences in front of the class, pay attention to whether the voice on the underlined word goes up or down
- T may play the recording as many times as necessary. Explain the ruke in the REMEMBER! box and ask some Ss to give some more examples.
6. Listen to the conversations. Do you think the voice goes up or down at the end of each second sentence? Draw a suitable arrow at the end of each line.
-Teacher transfers the task. Play the recording and ask Ss to listen to the conversation, draw a suitable arrow at the end of each line 
- Ss work individually, then draw a suitable arrow at the end of each line whether the voice on the underlined word goes up or down
- T calls on some pairs to read aloud to the class. Do not correct their mistakes yet. Play the recording. Ss listen and check.
- Teacher controls and corrects mistakes
 5. Listen carefully and tick the correct box. Then listen again and repeat.
Agreeing and disagreeing tones
When we agree with another person, the tone of our voice often drops at the end of the sentence.
However, if we disagree with someone, our voice often rises slightly.
6. Listen to the conversations. Do you think the voice goes up or down at the end of each second sentence? Draw a suitable arrow at the end of each line.
* Homework. (2’)
- Practice the dialogues in the pronunciation at home
- Learn by heart the new words and structures.
- Prepare: Unit 11 : A closer look 2
Week: 30 Planning:
Period: 89 Teaching : 
UNIT 11. CHANGING ROLES IN SOCIETY
Lesson 3. A Closer look 2 
I. OBJECTIVES.
1. Knowledge: By the end of this Unit, students will be able to 
use a / an / the / and zero article.
use some common phrasal verbs correctly and appropriately.
+ Grammar: Articles (other uses)
2. Competences: 
+ Develop communicative competence, cooperation compentence and thinhking compentence.
+ Use the lexical items related to “Tourism”.
+ Using language to talk about tourism
3. Quality: Make students be proud of the scenic beauty of Viet Nam 
II. TEACHNG AIDS.
T : Textbook, lesson plan, a projector, a laptop
Ss : Learn the old lesson, prepare Unit 8: A closer look 2.
III. PRROCEDURE
1. Warm up: ( 5’)
- Organization (1’) 9A:....................... 9B:............................. 9C:...........................
a. Goal: Review the forms and uses of future simple and future simple passive
b. Content: Ss notice the differences between the forms and uses of active and passive future.
c. Expected result: Ss can use the active and passive future correctly.
d. Performance
Teacher & Ss' activities
Contents
Grammar: future passive review 
- T may write the two example sentences using the future active and passive on the board. Let Ss work out the difference between the two sentences.
- Ss find the differences
- T gets feedback 
Future: review
future active: S+ will + V- inf 
future passive: S+ will be+ Past participle
 Ex: 
- They will build a new school here next year.
à The new school will be built here next year.
2. Presentation : (5’)
a. Goal: Ss can distinguish the use of active and passive future
b. Content: Ss can choose the future active or passive to complete the sentences 
c. Expected result: Know how to use them correctly
d. Performance: 
Teacher & Ss' activities
Contents
 1. Choose the future active or passive to complete the sentences 
-T asks Ss to work individually. 
- Have ss work individually and share their answers with a partner.
- Call on ss to read out loud the answer.
- Give feedback and correct
1. choose the future active or passive to complete the sentences 
1. A 2. B 3. B 4. A 5. A 6. B 
3. Practice : (28’)
 Practice 1: (8’)
a. Goal: Ss are able to write sentences in future passive.
b. Content: Rewrite the sentences without changing their original meanings. 
c. Expected result: Ss can write sentences correctly. 
d. Performance: 
Teacher & Ss' activities
Contents
 2. Rewrite the sentences without changing their original meanings
- Ask Ss to look at the statements and run through them 
- Guide ss to rewite the sentences. 
- Ask ss do individually
- Move around the class and help Ss
- Call on some Ss to write answer on the board.
- Give feedback, correct the mistakes
2. Rewrite the sentences without changing their original meanings
1. Classes will also be held in places like restaurants or supermarkets. 
2. The school’s curriculum will constantly be tailored to meet changes in soc
3. Students’ academic performance will not be evaluated through exams on
4. Not all the decisions in the family will be made by men. 
5. Women will be freed from most housework by high technology.
 6. More flyovers will be built to reduce traffic in the city.
 Practice 2 (20’)
a. Goal: Help Ss to get general ideas of non-defining relative clauses and practise combining sentences using non-defining relative clauses.
b. Content : 
+ Put a comma/commas where necessary in the ssentences.
+ Cross out the relative clause which can be omitted without causing confusion to the 
meaning of the sentence.
+ Combine two sentences into one. Use the sentence in brackets to make a non-de ning relative clause.
c. Expected result: Ss can make sentences using non-relative clauses correctly.
d. Performance: 
Teacher & Ss' activities
Contents
3. Put a comma/commas where necessary in the sentences.
-Work with Ss on the REMEMBER! box . Write the examples in the box on the board as you explain the rules. Ensure that Ss understand the rules before beginning the exercises. T may keep the examples on the 
board while Ss are doing the exercises.
- Ask Ss to work individually. They can then exchange their answers with a partner. Elicit the answers from 
- Ss and correct them if necessary. Ask Ss to explain their answers to check their understanding of the rule. 
4- Cross out the relative clause which can be omitted without causing confusion to the meaning of the sentence.
- Before doing this exercise, remind Ss that only non-defining relative clauses can be omitted. Have Ss do 
this exercise individually. They may refer to the rules on the board. Check the answers as a class.
5-Combine two sentences into one. Use the sentence in brackets to make a non-de ning relative clause.
- Have Ss work individually. Let Ss share their writing with their partner. Check as a class, paying special 
attention to the commas and the relative pronouns.
3. Put a comma/commas where necessary in the sentences.
4- Cross out the relative clause which can be omitted without causing confusion to the meaning of the sentence.
1. Sarah works for a company that makes bikes.
 2. I’ve got a sister called Caroline.
 3. This morning I met my ex-classmate Janet.
 4. The 6.30 bus was late today.
 5. Only those who had booked in advance were allowed in.
 6. The stairs which lead to the basement are rather slippery.
5-Combine two sentences into one. Use the sentence in brackets to make a non-defining relative clause.
1. We are staying at the Grand Hotel, which will be demolished for a department store.
2. The essays will be assessed by Hans de Wit, who is the President of the EAIE.
3. The Second World War, which lasted from 1939 to 1945, destroyed hundreds of cities in Europe. 
4. I have read several short stories by Jack London, who is a famous American writer.
 5. The Eiffel Tower, which is on the River Seine, was built over two hundred years ago.
4. Production: ( 5’) 
a. Goal: Help Ss to practice more about future passive and non-defining relative clauses.
b. Content: Ss make full sentences 
c. Expected result: Ss can write the sentences correctly.
d. Performance: 
Teacher & Ss' activities
Contents
 Make 3 sentences using future passive and non-defining relative clauses.
- Ss to make 3 full sentences individually
- Move around the class and help Ss
- Call on some Ss to write answer on the board.
- Give feedback, correct mistakes if necessary
Suggested sentences:
1. The room will be decorated this Sunday.
2. Mrs Lan, who is our former teacher, has been invited to our wedding.
 .
* Homework (2’)
T asks Ss to do homework
- Do the exercise into notebooks. 
- Prepare: Unit 11: Lesson 4. Communication
Week: 30 Planning:
Period:90 Teaching : 
UNIT 11. CHANGING ROLES IN SOCIETY
Lesson 4. Communication
I. OBJECTIVES. 
1. Knowledge: By the end of the lesson, the Ss will be able to 
- use some words to make predictions about changes in the roles of schools in the future.
2. Competences: 
- Co-operation: work in pairs, groups
- Self- study: work individually.
- Using vocabulary to talk about changes of schools in the future.
3. Quality: Ss are interested in the changes of life in the future and live positively.
II. TEACHNG AIDS.
T: Textbook, lesson plan, English room.
Ss: Learn the old lesson, prepare Unit 11: Communication.
III. PROCEDURE. 
1. Warm up: ( 5’)
- Organization (1’) 9A:....................... 9B:............................. 9C:...........................
a. Goal: To attract Ss’ attention to the lesson and to lead in the new lesson.
b. Content: Make predictions about the roles of students/teachers/ and schools in the future.
c. Expected result: Ss get general ideas of what they are going to read and be prepared to talk about the changes.
d. Performance:
Teacher’s and students’activities
Content
- Teacher asks Ss to brainstorm the changes that may happen to their school in the future and ask them why. 
- Teacher gives them some cues if needed.
*Chatting in pairs.
Ex: Classses may be held in the open air
Students don’t have to attend classes in person.
2. Presentation (5’) 
a. Goal: Help Ss to know some vocabularies. 
b. Content: Ss learn vocabulary. 
c. Expected result: Ss understand the meanings of the words in the Extra Vocabulary. 
d. Performance:
Teacher’s and students’activities
Content
- Teacher writes the words and phrase from the Extra vocabulary on the board. 
- Teacher asks more able Ss to explain them, or give the Vietnamese equivalent. Otherwise, explain them yourself.
- Ss find out the extra words and underline them.
- Ss guess the meaning from the context.
- Ss listen to the teacher’s explaination.
- Ss repeat, stress and copy.
* Extra vocabulary.
- hands-on (adj.): thực hành, thực tế, ngay tại chỗ.
 - individually-oriented (adj): có xu hướng cá nhân.
 - tailor (v) biến đổi cho phù hợp
- responsive to(adj) phản ứng nhanh nhạy
3. Practice (25’)
a. Goal: Help Ss to discuss predictions about schools in the future.
b. Content: 
+ Ss read the introduction and make predictions.
+ Ss read the predictions in the forum and compare with their predictions.
+ Ss discuss the meanings of some new words in the context and make their own sentences with the new words.
+ Ss decide which response is the most relevant to each of the posts.
c. Expected result: Ss can know how to use the vocabulary to give their predictions and agree or disagree with someone about the changes in roles of schools in the future.
d. Performance:
Teacher’s and students’activities
Content
1. a. Read the introduction to the “Just imagine!” forum. Discuss and take notes of your own predictions. Work in groups.
- Teacher asks Ss quickly read the introduction about the forum. 
- Then teacher tells them to give their predictions in groups.
b. Read the predictions which have been posted and see if any are similar to yours.
- Teacher asks sts to read the posts and compare them with their predictions. 
- Ss may or may not agree with these opinions. 
- Teacher asks for the class's agreement by a show of hands for each opinion. 
- If any Ss do not agree, ask them to explain why. 
2. Work in groups. Look at the coloured words/ phrases in the posts. Then discuss and find their meanings from the context.
- Teacher has Ss read the sentences or the posts which has the word or phrase. 
- Ss work in pairs and discuss the meaning of the word and phrase
- Teacher asks them to give their guess and explain why.
3. Which response (1-4) is the most relevant to each of the posts in 1b?
- T runs through the responses.
- T asks Ss to work in pairs to decide which response is suitable to which post.
- T calls some ss to give and explain the answers.
- T corrects and gives feedback.
1. a. Read the introduction to the “Just imagine!” forum. Discuss and take notes of your own predictions. Work in groups.
Eg: the school is where we can learn about some life skills.
b. Read the predictions which have been posted and see if any are similar to yours.
Eg: I have the same opinion as Lan because schools should teach students something more practical and useful for their future life.
2. Work in groups. Look at the coloured words/ phrases in the posts. Then discuss and find their meanings from the context.
* Possible answers:
1. real; practical
2. focussed on a particular person; customised
3. a person who judges another person’s performance 
 4. reacting quickly and positively; showing interest in something
 5. making the necessary changes to something to make it  t a person or situation
3. Which response (1-4) is the most relevant to each of the posts in 1b?
Post 22: 4
 Post 51: 3
 Post 76: 1
 Post 101: 2
4. Production (8’) 
a. Goal: Help Ss to talk about their thoughts about the roles in society in the future. 
b. Content: Discuss which changes in schools Ss are most interested in/ find most likely to happen/ are sure to be coming ssoon/ will involve the participation of the whole society.
c. Expected result: Ss can express their thoughts about the changes clearly.
d. Performance:
Teacher’s and students’activities
Content
4. Discuss in groups. Support your answers with specific reasons and examples.
- Ss work in groups of five or six to talk about their choice of the changes mentioned in 1b. 
- Teacher asks Ss to give the reasons why. 
- Teacher encourages them to talk as much as possible. Walk around to observe and give help if needed.
4. Discuss in groups. Support your answers with specific reasons and examples.
* Homework. (2’)
- Learn by heart all the vocabulary.
- Write a post giving their predictions.
- Prepare: Unit 11. Skills 1.
Week 31 Planning:
Period 91 Teaching:
UNIT 11. CHANGING ROLES IN SOCIETY
Lesson 5: Skills 1
I. OBJECTIVES 
1. Knowledges: By the end of the lesson, Ss will be able to:
- understand the content of reading text and answer the questions given in the book, then talk about the changes in roles of women and men in society.
- Read and get general and specific information about women’s roles, get specific information about some visions of the future.
- Talk about the changes in roles of women in society and the changes in the service sector caused by women having well-paid jobs.
2. Competences:
- Self-study: discovering basic knowledge in textbooks, the ability to self-collect and collect information about the future changes in the roles of women.
- Collaboration and communication: group activities on selecting and presenting on making predictions.
- Using language to talk about women’s roles in society.
3. Qualities:
- Study hard, self-study spirit, enthusiastically participate in activities in the classroom. 
- Be interested in social changes.
II. TEACHNG AIDS.
T : Textbook, lesson plan, English room.
Ss : Learn the old lesson, prepare Unit 11: Skills 1.
III. PROCEDURE
1. Warm up (5’)
- Organization 9A:.................... 9B:.......................... 9C:.........................
a. Goal: Ss will get an overall idea of the text and be more interested in the content of the reading text.
b. Content: Ss discuss the questions in groupss.
c. Expected result: Ss can anwer the questions and guess what the reading is about.
d. Performance:
Teacher’s and students’activities
Content
1. Discuss in groups.
- Have Ss work in pairs to discuss the questions. 
- Guide and elicit their answers (because it is an open activity, accept different answers.)
- Give Ss two minutes to give the answer.
- Call some Ss to answer. Other Ss comments and give the another answer (if necessary)
- T.comments and give the suggested answers. 
1. Discuss in groups.
1. What changes in society will we see in ten years’ time?
2. What will be the changes in the roles of men and women in society?
3. How will the increasing involvement of women in public life affect society?
2. Pre-reading (8’)
a. Goal: help Ss understand more about the changes in society.
b. Content: 
+ Read a passage about the changing roles in society and check if their answers in 1 are right or wrong.
+ Learn some new words.
c. Expected result: Understand the reading text better.
d. Performance:
Teacher’s and students’activities
Content
- Ask Ss to read the passage quickly and check if their answers in 1 are right or wrong.
- Ask Ss to correct their friends’ answers according to the text. 
- Ask Ss to answer (ask them to give evidence when giving the answers.)
- Call some Ss to comment.
- T. corrects and give feedback.
* Vocabulary:
-T. preteaches vocabulary.
-Ss listen and repeat then copy down.
2 a. Read the passage and match the underlined words or phrases in the passage with their definitions.
- T asks sts to read the text and guess the meanings of the underlined words in context.
- T gives some suggestions or help if necessary.
- Ss work individually , then compare the answers in pairs.
- T calls sts to give the answers, then correct and give feedbacks.
Suggested answers:
1.We will see the changes in the roles of men and women in society.
2. More women will go out to work, and men will share the housework with their wife.
3. The increasing involvement of women in public life will affect the sector service and other aspects of society.
Vocabulary:
- witness(v)
- doubt(n)
- sole(adj)
- burden(n)
2 a. Read the passage and match the underlined words or phrases in the passage with their definitions.
1. d 2. e 3. b 4. f 5. a 6. c 
3. While-reading (10’)
a. Goal: help Ss understand more about the details of the text. 
b. Content: Read the text again and answer the questions. 
c. Expected result: Ss can answer the questions correctly.
d. Performance:
Teacher’s and students’activities
Content
- Have Ss read the passage again to answer the questions. 
- Ss can underline parts of the test that help them with the answers. 
- Ask Ss to compare their answers before giving the answers to T. asks them to give evidence when giving the answers.
- Work in pairs
1. The ever increasing involvement of women in education and employment.
2. The socio-economic picture of these countries.
3. Their  financial burden will be reduced. However, they will no longer be the dominant  gures and will learn to share decision-making and housework.
4. They will learn to be more independent. 
5. The service sector.
6. It will develop.
4. Post-reading (Speaking) (20’)
a. Goal: help Ss understand more about the changing roles of males and females in the future.
b. Content: Discuss the predictions about the changing roles of males and females and the effects of these changes on society .
c. Expected result: Ss can understand and talk about the changing roles in society.
d. Performance:
Teacher’s and students’activities
Content
3. a. Here are some predictions about the changing roles of males and females in the future. Tick (ü ) the one(s) you agree with.
- Have Sss work individually. Ask them to read the predictions and tick the one(s) they agree with.
- T asks Ss to give their choices and back up their choices with reasons and examples.
3. b. Ss work in groups. Share the predictions you agree with in 3a in the group. Discuss if you agree with your groupmates’ choices. Give reasons and examples to support your opinion
- Have Ss work in groups to discuss the choices.
- Move around the class to provide help. 
- Ask the groups to organise their ideas to prepare for a short presentation. 
- Have one group of Ss act as examiners and other groups as competitors. The groups take turns to present their ideas. If there is not much time left, allow about two or three groups to present. 
- Invite comments from the examiners. 
- Give additional comments.
4. With more women having well-paid jobs, what changes will we see in the service sector? Make a list, and present it to the class.
- Ask sts to brainstorm the areas of the service sector which are most likely to be affected by having more women go out to work.
- Write the list of ideas on the board.
- Allow Ss some time to discuss in groups the changes which may happen.
- Move around the classs to facilitate the discussions.
- Each group presents their ideas to the class.
- Encourage responses from the class as they listen to the predictions.
3. Here are some predictions about the changing roles of males and females in the future. Tick ( ü) the one(s) you agree with.
- Ss can begin with “ I agree with the idea that .” because . For example, .
3. b. Ss work in groups. Share the predictions you agree with in 3a in the group. Discuss if you agree with your groupmates’ choices. Give reasons and examples to support your opinion
4. With more women having well-paid jobs, what changes will we see in the service sector? Make a list, and present it to the class.
* Homework (2’)
- Complete exercise 3 in the notebook.
- Talk about the changes in roles of men and women in society.
- Prepare Unit 11: Skills 2
Week : 31 Planning:
Period: 92 	Teaching : 
UNIT 11. CHANGING ROLES IN SOCIETY
Lesson 6: Skills 2
I. OBJECTIVES.
1. Knowledge: By the end of the lesson, ss can:
- Listening for general and specific information about some changess in the roles of women in Kenya.
- Write a paragraph about the changes in the roles of teenagers in the future.
2. Competences: 
- Co-operation, self- study
- Using language to write a paragraph about the changing roles of teenagers in society.
3. Quality:Students are interested in social changes and their changing roles.
II. TEACHNG AIDS.
T : Textbook, lesson plan, computer, projector.
Ss : Textbook, workbook, notebook, pen....
III. PROCEDURE
1. Warm up: (5’)
Organization: 9A: V............................ 9B: V .. 9C: V 
a. Goal: Warm up students and lead to the lesson.
b. Content :chatting with sts about the roles of women in developing and underdeveloped countries.
c. Expected result:Students tell about the roles of women in these countries.
d. Performance:
Teacher's & Ss' activities
Contents
Discussion
-Teacher transfers the task.
- Students work in pairs. 
- Students think about the roles of women
- Teacher elicits as many ideas from them as possible.
The roles of women in developing countries.
2. Pre- Listening (8’)
a. Goal: Can predict the information about the listening text.
b. Content: 
+ Look at the map and find the country Kenya and talk about the country.
+ Learn some new words in the lesson.
c. Expected result: Students can talk about Kenya.
d. Performance: 
Teacher's & Ss' activities
Contents
1. Look at the maps. Where is Kenya located? What do you know about this country?
- Teacher asks Ss to locate Kenya on the larger map. If Ss are having problems, suggest they focus on the shape of the country.
- Ask students to talk about what they know about this country.
* Vocabulary:
-T preteaches vocabulary.
-Ss listen and repeat then copy down.
1. Look at the maps. Where is Kenya located? What do you know about this country?
Kenya is in the east of Africa, about halfway up the map.
The capital is Nairobi.
The main economy is agriculture.
A lot of people are poor because of corruption.
 There are a lot of elephants/ lions/ cheetahs, rhinos.
Vocabulary
-dominate(v)
-male-dominated(adj)
-in charge of
-reliable(adj)
- percentage (n)
-financially (adv)
3. While – Listening (10’)
a. Goal: Ss can listen and understand some specific details of the listening text.
b. Content : 
+ Listen and decide if the statements are true (T) or false (F).
+ Listen and fill the blanks with the correct information.
c. Expected result: Students listen and know the changes in the roles of women in Kenya.
d. Performance: 
Teacher's & Ss' activities
Contents
2. Listen to the description of some changes in the roles of women in Kenya. Decide if the statements are true (T) or false (F).
- Have Ss read the statements first.
- Encourage Ss to make a guess if the statements are true or false before they listen.
- Play the CD twice.
- Ask sts to listen and tick the right column individually, then check the answers in pairs.
- T calls Ss to give the answers