Izvleček
Članek je namenjen učiteljem, ki tako kot številni strokovnjaki iščejo odgovore na vprašanja, povezana z načrtovanjem pouka tujega jezika v prvem vzgojno-izobraževalnem obdobju. Odstira obvezne elemente letne priprave in se osredinja na vprašanje, kako jih povezati, da bi letna priprava učitelju pomenila »izvedbeno varianto učnega načrta kot šolskega dokumenta« (Kubale, 2009, str. 35). Strokovni razmislek teče v smeri, kje je smiselno začeti in zakaj, na kaj je treba biti pozoren v okviru posameznih elementov in kako so ti povezani med seboj. Navedeno podpirajo konkretni primeri na učnem sklopu, ki so nastajali na podlagi dolgoletne prakse poučevanja tujega jezika v prvem vzgojno-izobraževalnem obdobju (VIO) ter bili preizkušeni z učiteljicami, ki so uvajale angleščino v drugi razred.
Abstract
Thoughts on Quality Lesson Planning
The article is intended for teachers who are, just as many other experts, searching for answers to questions regarding the planning of foreign language lessons in the first educational triad. It reveals the necessary elements of the yearly lesson plan and focuses on how to connect them so that the yearly lesson plan would present for the teacher an »implementation version of the curriculum as a school document« (Kubale, 2009, p. 35). These expert thoughts dwell on where it would be sensible to start and why; what we have to pay attention to within the scope of individual elements; and how these elements are interconnected. All of the above is substantiated with concrete examples from one learning unit, which have been created through and based on many years of practice in teaching foreign language in the first triennium, and which have been tested by teachers when introducing English language into the 2nd grade.