Mr. Danoff's FWE 8A Lesson 9

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:
English Salon FWE 7A 9 9 25+ 0.52





  • Talk again about context.


  • Listening Set Skill = "E" Listen for detail and specific information in presentations, narratives and conversations
  • Listening Curriculum Statement = "6" Listen for detail
  • Speaking Set Skill = "A" Awareness of Context
  • Speaking Curriculum Statement = "1" Context & Register


  • Context = What a person or people is/are talking about.


  • Because if you know the context, you can understand a conversation even if you do not know all the words.
    • e.g. If you know people are talking about food, you can understand phrases like "eggplant is delicious", even if you do not know what eggplant is.


  • 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: "What outdoor activities do you like?" B: "I like wake boarding. You?" A: "I don't like outdoor activities, I like cf."
  • Questions:
    • What is the context?
    • What is wake boarding?

Lesson QuestionEdit

  • What is the context?

Word(s) of the DayEdit

  • Scuba Diving - Demonstrate with an air pack on my back and breating/swimming underwater and seeing many fish.

Question of the DayEdit

  • "What outdoor activities do you like?"

Contact InformationEdit

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

Teaching MaterialsEdit

  • FUN WITH ENGLISH 8A Textbook
  • Lessons Notebook


  • in lieu of thanksgiving speech, ** should've played the full answer game and done the Blue Whale Speech
  • g8c5
    • AFLS TJ3 Page 33
    • before class starts be standing and directing everyone to sit in their seats.
    • have new kids stand and wait before they sit.
  • g8c4
    • AFLS TJ3 Page 35
  • add Page 37A Let's listen 35
  • g8c6
    • AFLS TJ3 Page 37


  • 0 Before Class
    • In classroom at least 30 minutes before my first class of the day.
    • Before class, make sure chairs are set up correctly
    • Write Lesson plan, Lesson, Definition, Example, my contact info and that it's OK to say "I don't know" or "No reason" on the board.
    • Ask if everyone has their textbooks and pens. If they don't tell them to go get them.
    • Have the students write down where they sit on my seating chart.
    • 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.
  1. Coversation
    6 Minutes
    • If the kids don't respond, ask them the questions directly.
    • Are you tired?
    • Are you hungry?
    • Is it anyone's birthday today in class?
    • How did the tests go? How were the tests?
    • What did you do after the tests finished?
    • Any questions for me? Add that the longer we talk here, the less time we have to spend on the textbook.
  2. Joke
    2 Minutes
    • "hat in the Red Sea" joke[1].
  3. Introduction
    4 Minutes
    • Make sure they understand the word "introduction."
    • Point out the Lesson Plan, mention if we move fast, we can get to the game quicker.
    • 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."
    • 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.
    • Words of the Day
    • Lesson - Ask if they remember what we did last week? Mention we will be focusing on the same idea once again.
    • Definition
    • Example
    • Question of the day: "What outdoor activities do you like?"
      • Ask directly to 1 to 3 students?
      • If no responses, say well, you can answer on page 34.
    • Ask for any questions.
  4. Page 34 Let's get ready A
    2 Min
    • Walk around the class, help the students who are struggling.
    • Select two or three students to talk about what they selected, and ask some follow up questions.
  5. Page 35 Let's listen 1 A - Tapescript Page 87
    4 Min
    • Divide the class in half to read.
    • What is the context of the conversation?
  6. Page 35 Let's listen 1 B - Tapescript Page 88
    6 Min
    • I read it through.
    • What is the context of the conversation?
  7. Page 36 Let's listen 2 A - Tapescript Page 88
    8 Min
    • Ask a student to play one role, and I will play the other.
    • What is the context of the conversation?
  8. Competitive Hangman
    8 Min
    • Divide the class in half.
    • Draw two hang man diagrams.
    • Explain the two halves will be playing against one another with the goal of finishing Hangman first.
    • Give each team one word with the same number of letters and a similar level of difficulty.
    • Start with one side, then alternate back and forth with the questions.
    • First team to finish or the last team to be hung wins.

Extra TimeEdit

  • Rows & Columns
  • 20 Questions
  • Soccer Dialogue Illustrating Argument vs. Conversation
  • Ball Self-Introduction Game
  • Competitive Hangman
  • "How high can you clap?" Game
  • Simon Says
  • Telephone



  • AFLS Teaching Journal 3 Page 33
  • Call on random kids in the convo worked well.


  • AFLS TJ3 Page 35
  • told them that if they had more questions we could talk more, and it worked well.
  • they were not quite as shy as usual today and a little naughty, which was a nice change
  • didn't need the context example or the question of the day
  • a few were all on top of the context questions
  • forgot word of the day.
  • Lesson objectives achieved?
    • yeah
  • What I did well
    • Being a little livelier.
  • What I could improve upon
    • Getting more kids involved with the conversation.
  • Next Week
    • move on from context
    • call on the kids in the opening conversation who don't usually speak
  • Thoughts
    • with these types of classes I really think it might be better to do some sort of activity that gets everybody talking

g8 c8Edit

  • AFLS TJ4 Page 2-3
  • got to the textbook after 26 minutes
  • weird class, something was off and I'm not quite sure what it was. I think it started in the Rows & Columns game following the Thanksgiving Speech I gave for the second time to them, when Mr. President very chose 'whole class' to sit down with him and I turned down his request.

g8 c7Edit

  • AFLS Teaching Journal 4 Page 3
  • frustrating class who disrespected me and almost made me lose my temper



  1. "Jokes in English for the ESL/EFL ClassroomA Project of The Internet TESL Journal". Retrieved 2011-02-15.

Additional OptionsEdit

Example of Context
  1. A: I like to play cf every day. Do you? B: No, I hate CF. I like WOW. ?: If the context is computer games, what is WOW?

Page 37A Let's listen 3A - Tapescript Page 88
4 Min
  1. Ask a student to play one role, and I will play the other.
  2. What is the context of the conversation?

Outdoor Activities Conversation
2 Minutes
  1. What Outdoor Activities do you like to do?
    • surfing, snowboarding, scuba-diving, skydiving, hiking, rock climbing, skiing, skateboarding, camping
  2. What would you like to try?


Version: Date & Time: Published @: Document Type: License: Details:
0.52 17 Feb 2011 10:43h. USA CT Wikiversity Mediawiki CCASA
  • Wikignomed it to be ready for publication.
0.51 24 August 2010 15:58 - 16:46 USA CT Wikiversity Mediawiki CCASA
  • Modfied document formatting to make it make it media wiki code friendly.
  • Took out some individual student names.
0.5 November 10, 2009 4:57 PM Unpublished
  • added class specific notes.
  • added scuba diving as the word of the day.
  • changed the game to competetive hangman, because they did R&C last week and one class has trouble controlling themselves after they stand up.
  • added "# In classroom at least 30 minutes before my first class of the day." to "0".
  • check to make sure they understand the word "introduction" and clarified many of the introduction instructions.
  • added "Question of the day".
  • added "Add that the longer we talk here, the less time we have to spend on the textbook." to 1 Conversation.
  • changed "3 Introduce the Lesson" to "Introduction".
  • added back in "Page 34 Let's get ready A" as a natural follow to my question on the topic.
  • took out "Page 37A Let's listen 3A - Tapescript Page 88" because with 34A back in, this is too much time with the textbook. Plus, the activity is really easy and not interesting.
  • expanded the "Have the students write down where they sit on my seating chart." instructions
0.4 Nov 9th 2009 Unpublished
  • Changed the pre-class preparation and parts 1 to 3.
  • Took out the Outdoor Activities section, and added it as a question at the end of the introduction.
  • Changed the example to reflect what we are talking about in the chapter.
0.3 5 Nov 2009 Unpublished
  • Cleaned up the before class portion and parts 1, 2 and 3.
  • Dropped the "why are they talking?" portion because "context" alone is very difficult for them.
  • Added that I should introduce scuba diving before page 35.
  • Replaced page 34A with an attempt at conversation on the same topic.
0.21 4 Nov 2009 Unpublished
  • Changed the joke because it wasn't funny.
  • Added Page 37A Let's listen 3A - Tapescript Page 88 because there the students were moving too fast through the other parts of the textbook.
0.2 November 3, 2009 3:23 PM Unpublished
  • Crafted lesson plan around the questions, including a focus on the listening set skill.
0.1 3 November 2009 Unpublished
  • Textbook questions decided on in a morning meeting with Mr. Brown