# 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 |
Mr. Danoff's FWE Lessons
* Research Center
* Semester One Fall 2009 7A & 8A
* Semester Two Spring 2010 7B & 8B

## Lesson
### Introduction
#### Topic

* Talk again about context.

#### Focuses

* 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

#### Definition

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

#### Why?

* 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.

#### Example

* 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 Question

* What is the context?

#### Word(s) of the Day

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

#### Question of the Day

* "What outdoor activities do you like?"

#### Contact Information

* QQ ID 867996874
* QQ Name Danoff
* e-mail danoff.charles@gmail.com

#### Teaching Materials

* FUN WITH ENGLISH 8A Textbook
* Lessons Notebook

#### Notes

* 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

### Plan

   * 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.
* 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.
* Joke
    2 Minutes
** "hat in the Red Sea" joke.
* 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.
* 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.
* 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?
* Page 35 Let's listen 1 B - Tapescript Page 88
    6 Min
** I read it through.
** What is the context of the conversation?
* 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?
* 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 Time

* 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

### Review
#### g8c5

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

#### g8c4

* 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 c8

* 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 c7

* AFLS Teaching Journal 4 Page 3
* frustrating class who disrespected me and almost made me lose my temper
** should've played the full answer game and done the Blue Whale Speech