Mr. Danoff's FWE 8A Lesson 10

Mr. Danoff's Lesson Plan Data (Dates relate to when lesson was administered)
Date: Length (Min): Location: Textbook: Chapter #: Lesson #: Topic: # of Students: Document Version:
45 English Salon FWE 8A 10 10 25+ 0.32





  • identify: opinion / fact and argument / conversation
  • Briefly review context.


  • Listening Set Skill = 6. Listen for gist in passages and conversations.
  • Listening Curriculum Statement = c) Follow discussion to identify fact/opinion.
  • Speaking Set Skill = A. Awareness of context.


  • Opinion = What a person thinks.
  • Fact = What a person knows.
  • Context = What a person or people is/are talking about.


  • Because knowing the difference between fact and opinion is important for making decisions.


  • Draw two stick figures on the board. Explain that the two of them are having a conversation. These are not questions for the students.
  • A: “Xi yang yang[2] is a cartoon. Do you like it?.” B: “Yes! It's great!”


    • Which sentence is a fact?
    • Which is an opinion?
    • What is the context?

Lesson QuestionEdit

  • Is this fact or opinion?

Word(s) of the DayEdit

  • extinct
    • Animals that are all dead.
  • endangered
    • Animals that are few in number and may all die, soon.

Question of the DayEdit

  • What animals do you like?

Contact InformationEdit

  • QQ ID 867996874
  • QQ Name Danoff
  • e-mail

Teaching MaterialsEdit

  • FUN WITH ENGLISH 8A Textbook
  • Lessons Notebook
  • Stopwatch


0 Prior to the BellEdit

  1. In classroom at least 30 minutes before my first class of the day.
  2. Before class, make sure chairs are set up correctly
  3. Write Lesson plan, Lesson, Definitions, Example, my contact info, words of the day and that it's OK to say “I don't know” or “No reason” on the board.
  4. Ask if everyone has their textbooks and pens. If they don't tell them to go get them.
  5. Have the students write down where they sit on my seating chart.
    1. Depending on who is in the class, hand around my notebook and have them write down their names. Do not announce it, just give it to one student.
  6. Stopwatch ready to go before class.

1 CoversationEdit

6 Minutes

    1. If the kids don't respond, ask them the questions directly.
  1. Are you hot?
  2. What do you like to do when it's cold outside?
    1. Make a list on the board.
    2. Talk about myself, and what I like to do in the winter.
  3. Are you tired?
  4. Are you hungry?
  5. Is it anyone's birthday today in class?
  6. What are you going to do this weekend?
  7. Any questions for me? Add that the longer we talk here, the less time we have to spend on the textbook.

2 JokeEdit

2 Minutes

3 IntroductionEdit

4 Minutes

  1. Make sure they understand the word “introduction.”
  2. Point out the Lesson Plan, mention if we move fast, we can get to the game quicker.
  3. Tell them my contact info, and say that “I am busy. I want to talk to you, but if I can't it is not because I don't like them, it is because I am busy. I like all of you. Please say hello again or e-mail me. E-mail is much better.”
  4. Mention that if ask a question and they don't know the answer, it's fine to say “I don't know”. Write “No why” and “No reason” ask which is correct if I ask “Why?” cross out “No reason” explain that it is Chinese, not English.
  5. What animals do you like?
    1. Ask directly to 1 to 3 students?
  6. Ask for any questions.

4 SpeechEdit

5 Minutes

  1. Give my speech about my life in Anqing, so far. Other teachers could use any 3 to 5 minute speech they write or find.
  2. After finishing, ask them the questions, but tell them to listen more carefully, as I am going to give the speech again.
  3. When I finish reading the speech the second time, have them answer the questions in a row & column type format.

5 Page 38 Let's get ready A & BEdit

7 Min

  1. Walk around the class, help the students who are struggling.
  2. Ask the students if the statements are facts or opinions.
  3. If they don't know those words, go through the definitions on the board.
  4. When they get to the words “extinct” and “endangered” go through them on the board.

6 Page 39 Let's listen 1 A - Tapescript Page 90Edit

2 Min

  1. I read it through. Stop at the end of each section and ask the students the answers.
  2. Read the animal blurbs out of order, but do not tell the students what I am doing. Let them figure it out.
  3. Ask the students if the statements are facts or opinions.

7 Page 40 Let's listen 2 B - Tapescript Page 91Edit

6 Min

  1. I read it through.
  2. When checking for answers, do it as a class, the activity is too strange to ask individual kids.
  3. Ask the students if the statements are facts or opinions.
  4. What is the context of Lisa and the reporter's conversation?
    1. If they do not know context, go through it on the board.

8 Page 41 Let's listen 3 A - Tapescript Page 91Edit

6 Min

  1. I read it through.
  2. Ask the students if the statements are facts or opinions.
  3. What is the context of Nancy, David and Helen's conversation?

9 What's the Question?Edit

7 Min

  1. Form two teams (three will work, but two seems to add just the right amount of competitive tension).
  2. Explain the game, with a few examples of answers in search of questions. Ask, 'What's the question?', and get students to correctly say the corresponding questions for your answer.# Have two players--one from each team--come to the front. Style it like a game show if you like, with the students standing side-by-side. If you have access to bells or buzzers, it's even more fun.
  3. Next, read an answer to a question and say, 'What's the question?' The fastest player to respond wins a point for her/his team. New contestants come to the front for a new round.

Extra TimeEdit

  • Competitive Hangman
  • Rows & Columns
  • 20 Questions
  • Ball Self-Introduction Game
  • “How high can you clap?“ Game
  • Simon Says
  • Telephone


G8 C7Edit

AFLS Teaching Journal 4 Inside of the Back Cover

  • had the class with 3 girls whose names relate to the weather.
  • that girl who ran out of class b4 sat up front and really seemed to be giving me a chance, even laughed at something I said
  • answer game works well, but I need to think of more answers
Learning Outcome Achieved?Edit
What I did wellEdit
What I could improve uponEdit
Next WeekEdit
  1. identify: argument / conversation
  2. Review:
    1. identify: opinion / fact
    2. Context
    3. formal v. informal discussion



  1. 2009/2010 East Meets West China Information Booklet. Beijing: East Meets West China. 2009. 
  2. Xi Yang Yang is a popular cartoon about a sheep and a wolf in China.
  3. "Jokes in English for the ESL/EFL Classroom A Project of The Internet TESL Journal". Retrieved 2011-02-15.


0.1 11 Nov 2009Edit

  1. Chose the textbook questions to use in a meeting with Mr. Brown.

0.11 12 Nov 2009Edit

  1. Crafted the lesson plan around the questions.

0.2 November 17, 2009 9:59 PMEdit

  1. changed the example sentence to something related to the day's lesson.
  2. dropped “# What animals do you like?“ & “# What fish do you like?“ from the opening convo, because they are part of the question of the day.
  3. combined Page 38 Let's get ready A & B, because for the advanced students doing 1 at a time is too slow, and while they are working it gives me more time to work 1-on-1 with the slower students.

0.3 November 18, 2009 9:59 PMEdit

  1. Changed the opening conversation questions to be more relevant to what we are talking about in class, now.
  2. Added “speech“.
  3. Added “Read the animal blurbs out of order, but do not tell the students what I am doing. Let them figure it out.“
  4. Added a new joke.
  5. Moved “words of the day“, example & deinition to more logical places in the lesson plan as opposed to arbitrarily at the beginning.

0.31 24 August 2010 16:53 -Edit

  1. Changed the formatting to align it with media wiki code.
  2. Removed some student's names.

0.32 17 February 2011Edit

  • Did some wikignoming to get ready for publication.

Additional Questions & Instructions for This LessonEdit

Page 38 Let's get ready BEdit

4 Min

  1. Walk around the class, help the students who are struggling.
  2. Select two or three students to talk about what they selected, and ask some follow up questions.