This document outlines the lesson plan for a 4th grade English course consisting of 7 units over 10 weeks. Each unit focuses on a different topic like greetings, family, possessions, time telling, and places. The plan lists each lesson, its learning objectives, and how class time is allocated between introducing new material, practice, and review. Lessons incorporate speaking, reading, writing and other skills.
This document outlines the lesson plan for a 4th grade English course consisting of 7 units over 10 weeks. Each unit focuses on a different topic like greetings, family, possessions, time telling, and places. The plan lists each lesson, its learning objectives, and how class time is allocated between introducing new material, practice, and review. Lessons incorporate speaking, reading, writing and other skills.
This document outlines the lesson plan for a 4th grade English course consisting of 7 units over 10 weeks. Each unit focuses on a different topic like greetings, family, possessions, time telling, and places. The plan lists each lesson, its learning objectives, and how class time is allocated between introducing new material, practice, and review. Lessons incorporate speaking, reading, writing and other skills.
This document outlines the lesson plan for a 4th grade English course consisting of 7 units over 10 weeks. Each unit focuses on a different topic like greetings, family, possessions, time telling, and places. The plan lists each lesson, its learning objectives, and how class time is allocated between introducing new material, practice, and review. Lessons incorporate speaking, reading, writing and other skills.
Редни број Ред. Остали Утврђи и назив наставне брoj Назив наставне јединице Обрада типови Укупно вање теме часа часа 1. Unit 1 A – Hello (Basic greetings and introductions) 0,5 0,5 2. Unit 1 A – Hello (Basic greetings and introductions) 1 3. Unit 1 B ‐ In the classroom (The indefinite article ‐ a / an) 0,5 0,5 4. Unit 1 B ‐ In the classroom (Imperatives –classroom instructions) 0,5 0,5 1. 5. Unit 1 C – Numbers ( Numbers 0 – 100 in everyday situations) 0,5 0,5 UNIT 1 6. Unit 1 C – Numbers ( Numbers 0 – 100 in everyday situations) 0,5 0,5 10 INTRODUCT. 7. Unit 1 D ‐ How do you spell that? (The alphabet ‐ spelling) 0,5 0,5 8. Unit 1 D ‐ How do you spell that? (Plural of nouns + There is / are) 0,5 0,5 Unit 1 – Culture (Names and titles) / English across the curriculum (Maths ‐ basic arithmetics) 1 9. (optional) 10. Unit 1 – Revision (Structures and vocabulary from Unit 1) 1 Unit 2 A ‐ Where are you from? (Vocabulary of countries; present simple to be (affirmative 0,5 0,5 11. and negative)) 12. Unit 2 A ‐ Where are you from? (Present simple to be (affirmative and negative)) 1 13. Unit 2 B ‐ My family ( Family relationships; possessive adjectives) 0,5 0,5 2. 14. Unit 2 B ‐ My family (Possessive ’s – Saxon genitive) 0,5 0,5 UNIT 2 15. Unit 2 C ‐ Mickey, Millie and Mut (Present simple to be (Yes / No questions)) 0,5 0,5 FRIENDS 10 16. Unit 2 C ‐ Mickey, Millie and Mut (Present simple to be (Yes / No questions)) 0,5 0,5 AND FAMILY 17. Unit 2 D ‐ What day is it today? (Present simple to be (Wh ‐ questions)) 0,5 0,5 18. Unit 2 D ‐ What day is it today? (Present simple to be (Wh ‐ questions)) 0,5 0,5 Unit 2 – Culture (How to write addresses in English)/ English across the curriculum (Geography 19. 1 – The world) (optional) 20. Unit 2 – Revision (Structures and vocabulary from Unit 2) 1 21. Revision (Units 1 & 2) (Teacher’s own) 1 3. 22. Revision (Units 1 & 2) (Teacher’s own) 1 3 REVISION + TEST 1 23. Test 1 (Teacher’s own or Revision Test 1, TB, p 130, 131) 1
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24. Unit 3 A ‐ I’ve got a computer ( Talking about possessions; have got (affirmative & negative)) 0,5 0,5 25. Unit 3 A ‐ I’ve got a computer (( Talking about possessions; have got (affirmative & negative)) 0,5 0,5 26. Unit 3 B ‐ Have you got a pet? (Have got (Yes / No questions)) 0,5 0,5 27. Unit 3 B ‐ Have you got a pet? (Have got (Yes / No questions)) 0,5 0,5 4. 28. Unit 3 C ‐ Mut’s present (Introducing adjectives) 0,5 0,5 UNIT 3 29. Unit 3 C ‐ Mut’s present (Position of adjectives) 0,5 0,5 10 MY WORLD 30. Unit 3 D ‐ My school (School subjects and timetables) 0,5 0,5 31. Unit 3 D ‐ My school (Have got ( further practice)) 1 Unit 3 – Culture (Education in England and Wales) / English across the curriculum (Science / 32. 1 Biology – We are animals, too) (optional) 33. Unit 3 – Revision (Structures and vocabulary from Unit 3) 1 34. Unit 4 A ‐ What’s the time, please? (Telling the time) 0,5 0,5 35. Unit 4 A ‐ What’s the time, please? (Days & times) 0,5 0,5 36. Unit 4 B ‐ My day (Daily routines ; present simple – I, you, we, they (affirmative)) 0,5 0,5 37. Unit 4 B ‐ My day(Daily routines ; present simple – I, you, we, they (negative)) 0,5 0,5 Unit 4 C ‐ Free time (Free time activities; present simple – third person singular (affirmative & 0,5 0,5 38. 5. negative)) UNIT 4 Unit 4 C ‐ Free time (Free time activities; present simple – third person singular (affirmative & 0,5 0,5 10 39. TIME negative)) 40. Unit 4 D ‐ Mickey, Millie and Mut ( Present Simple ( questions and short answers)) 0,5 0,5 41. Unit 4 D ‐ Mickey, Millie and Mut (Present Simple (Wh‐ questions)) 0,5 0,5 Unit 4 – Culture (Sport)/ English across the curriculum (Music – musical instruments) 42. 1 (optional) 43. Unit 4 ‐ Revision(Structures and vocabulary from Unit 4) 1 44. Revision (units 3 & 4 ) (Teacher’s own) 1 6. 45. Revision (units 3 & 4) (Teacher’s own) 1 3 REVISION + TEST 2 46. Test 2 (Teacher’s own or Revision Test 2, TB, p 134, 135) 1
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47. Unit 5 A ‐ My room (Describing a room ‐ furniture vocabulary; prepositions of place) 0,5 0,5 48. Unit 5 A ‐ My room (Describing a room; prepositions of place) 0,5 0,5 49. Unit 5 B ‐ Our house (Describing places ‐ parts of a house; There is/isn’t / are/aren’t ) 0,5 0,5 Unit 5 B ‐ Our house (Describing parts of a house and things in it – more furniture vocabulary; 0,5 0,5 50. There is / are, prepositions of place) Unit 5 C ‐ Her town (Describing a town – places in a town; Is there / Are there...?, prepositions 0,5 0,5 7. 51. of place) UNIT 5 10 Unit 5 C ‐ Her town (Describing a town – places in a town; Is there / Are there...?, prepositions 0,5 0,5 PLACES 52. of place) 53. Unit 5 D ‐ Mickey, Millie and Mut’s day out (Talking about abilities – can / can’t) 0,5 0,5 54. Unit 5 D ‐ Mickey, Millie and Mut’s day out (Talking about abilities – can / can’t) 0,5 0,5 Unit 5 – Culture (British houses) / English across the curriculum (History – place names) 55. 1 (optional) 56. Unit 5 – Revision (Structures and vocabulary from Unit 5) 1 57. Unit 6 A ‐ My friends (Describing people; have got v. be) 0,5 0,5 58. Unit 6 A ‐ My friends (Describing people; have got v. be) 0,5 0,5 Unit 6 B ‐ Saturday morning (Describing present actions; present continuous (affirmative & 0,5 0,5 59. negative) Unit 6 B ‐ Saturday morning (Describing present actions; present continuous (affirmative & 0,5 0,5 8. 60. negative) UNIT 6 10 61. Unit 6 C ‐ Are we going to the shops (Present continuous (questions and short answers)) 0,5 0,5 PEOPLE 62. Unit 6 C ‐ Are we going to the shops (Present simple v. Present continuous) 0,5 0,5 63. Unit 6 D – Clothes (Clothes vocabulary – singular and plural; I’m wearing, He’s wearing) 0,5 0,5 64. Unit 6 D – Clothes (Present continuous – further practice) 0,5 0,5 65. Unit 6 – Culture (People)/ English across the curriculum Art – describing people) (optional) 1 66. Unit 6 – Revision (Structures and vocabulary from Unit 6) 1
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67. Revision (units 5 & 6) (Teacher’s own) 1 9. 68. Revision (units 5 & 6) (Teacher’s own) 1 3 REVISION + TEST 3 69. Test 3 (Teacher’s own or Revision Test 3, TB, p 138, 139) 1 70. Talking about the past (Simple past ’’to be’’) (Handout provided with lesson plans) 0,5 0,5 10. 71. Talking about past events (Simple past , regular verbs) (Handout provided with lesson plans) 0,5 0,5 TALKING ABOUT Talking about past events (Simple past , irregular verbs + questions) (Handout provided with 3 PAST EVENTS 72. 0,5 0,5 lesson plans) 24 27 21 УKУПАН БРОЈ ЧАСОВА 24 48 72
Објашњење
План рада поштује однос броја часова предвиђених за обраду (1/3 или 24) и броја часова предвиђених за утврђивање и остале типове часова (2/3 или 48). Наставнику је остављена могућност да у колони oстали типови часa, по сопственом избору, формулише тип часа који му одговара – провера, систематизација или већ нешто друго.
Ако у колони пише обрада 0,5, утврђивање 0,5 , наставник, у рубрику где уписује час у дневнику, уписује обрада и утврђивање за ту наставну јединицу.
Овим планом рада предвиђено је да се провера знања (тест) ради после сваког другог Unit – a. Часове ревизије, пре тестова, наставник креира сам (Teacher’s own), а тест може или да направи сам, или да да оне из Teacher’s Book –a који се налазе на странама наведеним у плану. Наставник може, по потреби, уместо часова ревизије да планира и неку додатну проверу знања.
Код наставних јединица Culture / English across the curriculum (optional) остављена је могућност да наставник одабере шта му више одговара да у том тренутку ради или да избор препусти ученицима.
Your project ученици раде код куће по договору са наставником. Наставник може, на почетку сваког Unit – a, да уведе ученицима тему пројекта и да им потом да одређени рок да га заврше уз могућност да се у међувремену, док га раде, консултују са наставником.
С обзиром да Project 1 не предвиђа обраду The Past Simple Tense – а, а да званичан програм наставе енглеског језика подразумева обраду и овог глаголског облика у четвртом разреду, он је убачен, са три часа, на крају овог плана. Mатеријал по коме ће се радити дат је као Handout za Past Simple у фолдеру са припремама. Предвиђено је да се ради на елементарном нивоу, имајући у виду чињеницу да ће се у петом разреду радити врло детаљно. Сав додатни материјал за овај глаголски облик може се наћи у представништву The English Book‐a. 4