LESSON PLAN 48

TH th
School year: 2007/2008. 17 – 24 March
Subject: ENGLISH LANGUAGE
Class time 45 minutes
Class: III/ 9
Teacher: Amila Islamović, prof.

TEACHING UNIT
Lesson Prepositions: Where is my shoe? It’s under the bed. Here / there

TYPE OF LESSON -TIP ČASA

a) uvođenje -introduction, b) obrada -presentation, c) vježbanje - practicing

e) utvrđivanje, f) ponavljanje - revision, g) systematization, h) ekskurzija, i) posjeta - visiting, k)
kombinovani - combination l) skills - listening, writing, speaking & reading m) required reading n)
dictation o) test p) written assignment q) correction

AIMS AND GOALS-CILJEVI

Educational-Obrazovni (formiranje i predstava pojmova)

Introduce and practice asking and answering about location..
Functional-Funkcionalni (formiranje vještina- skills .sposobnosti i navika)
Practice the known vocabulary. Improve students’ listening and understanding.
Pedagogical-Odgojni (formiranje svjetonazora i univerzalnih odgojnih vrijednosti)
Play and sing with the students.

METHODS – NASTAVNE METODE

a) razgovor – communicative; ask & answer b) demonstracija-demonstration, c) ilustracija-

illustration d) rad na tekstu- work on text ,e) diskusija-discussion f) samostalni radovi g) essay-esej h)
task-based method i) grammar - translation

CLASS MANAGEMENT - OBLICI RADA

a) Frontal work - frontalni b) Group work - grupni c) individualni - individual work d) pair work
– rad u parovima

TEACHING AIDS, MATERIAL AND EQUIPMENT – NASTAVNA SREDSTVA

natural, b) pictures, posters, handouts, blackboard, coloured chalk, c) text (Class Book, Activity
Book, encyclopedia, dictionary) d) overhead projector-OHP e) tape recorder-kasetofon f)
filmoprojekcija g) audio-visual -audiovizuelna, h) flashcards, i) zadaćnica j) pair sheets k) overhead
transparencies

PROCEDURE
Introductory part
Main part
Final part

ADDITIONAL PLAN

Teacher prepares cards with words and pictures for pupils. She puts them on pupil’s back and they
should find their pair. When they find each other they loud say that word. The words are about parts of
the house.

1
BEGINNING THE LESSON 15’

The teacher says hello to the children takes her AB at page 28, points to the first picture and asks: Where
is it? Is it in the bathroom/sitting room/bedroom? in order to revise the parts of the house.

Activity 2
The teacher holds up her CB at page 2-3. She chooses one of the objects in the column on page 2 and
asks questions about the location of this object in the main picture: Where is the train? Is it in the
kitchen? Is it in the bedroom? She does the same for several other objects, including sock, shoe and bag,
so that these words are reviewed before the children listen to the chant.
She also asks: Is here / there a bag/shoe/book?

MAIN PART

ACTIVITY AIMS FORM OF PROCEDURES TIME

/ AIDS TEACHING
3. Listen, Improving Frontal work Teacher asks students to look at page 33 of
then say the students' Whole class their CB. She invites them to look at the
chant listening, pictures and asks what Jack, Mum and Polly
understanding are looking for. Then she invites the class to
Class and singing. close their books. She plays the CD. After the
Book, tape listening she asks them what they’ve
recorder Ask and understood. What parts of the house they’ve
and answer. heard mentioned? (kitchen, hall and 20 '
cassette/CD bedroom) Where are Jack and Polly looking
for their sock/shoe? (under the table/bed) She
plays the tape again. This time the children
listen and follow the words in their books.
She explains: I don’t know; It’s time to go; Or
anywhere at all.
She invites the children to repeat each line
after her and then to join in. She plays the
tape different times until the class can sing
without difficulties.
ANTICIPATED PROBLEMS POSSIBLE SOLUTIONS
Some students don't want to participate to the Teacher tries to involve them as more as possible.
lesson.

FINAL PART 10’

The teacher calls a volunteer to the front of the class. She shows him/her the objects on page 2 in CB
and tells him/her to choose an object. She doesn’t let the rest of the class see what he/she has chosen.
She asks a question about the location of the object on the picture (Is it in the kitchen?). If the answer is
No, she invites another volunteer to ask a second question (Is it in the bedroom?). When the correct
location has been guessed she asks: Is it a (bag)? She encourages the children to ask more questions until
someone correctly identifies the chosen object. Whoever correctly guesses the object can then come to
the front, choose another object and answer the children’s questions.