Давыдова Наталья Александровна
Должность:учитель английского языка
Страна:Республика Казахстан
Регион:Карагандинская обл., г. Приозерск

Урок английского языка в 4 классе "English Meals"

Theme: English Meals

Course-book: Rainbow English – 4, О.В. Афанасьева, И.В. Михеева

Unit 5. Step 5

Aim: By the end of the lesson the children will be able to

-         name the food items,

-         develop reading skills,

-         tell about what they would like to eat,

-         ask the question “Would you like …?

-         use Present Progressive.

Skills: reading for specific information, talking about the things people eat in the UK

New Language: chicken, cucumber, dinner, supper, potato, rice, vegetable

Vocabulary Revision: would like, cheese, ham, porridge, sugar, cream, bacon, cornflakes.

Grammar Revision:  Present Progressive.

Lesson Plan


Activity/ Time



Teacher Does (Says)

Pupils Do (Say)

Organization Moment


1 min

Says: Hello, children! I’m glad to see you again. How are you today? Are you fine? Are you ready to work? Are you ready to speak English? Very well! Let’s begin our lesson

Interact with the teacher: Good morning, teacher.

I’m fine, thank you. Etc.


Defining the theme and the aims of the lesson

2 min

Asks: Have a look at the picture? What can you see there? Do you know this family? Are they a Russian or a British family? What are they doing? Do you want to know what British people usually eat and drink? What is the theme of the lesson? What must we do today?

The children look at the picture and answer the questions.

 They try to define the theme of the lesson and formulate the aims.


The picture shows the Barkers family. The members of the family are known to the pupils.

Phonetic drill

1 min

Says: Let’s do some phonetic drill. Say after me.

[ӕ] – ham, hamburger, apple, apple jam, sandwich

[r] – cream, ice-cream, fridge, porridge, orange, favourite, rice, grapes, berries

[t] – tea, butter, yogurt, chocolate, omelette, tomatoes

[w] – water, mineral water, sweet, sweet tea, would, would like, I would like, Would you like…

The pupils repeat after the teacher.


Revising the vocabulary

7-8 min

1) Invites to play the game “A Clever Parrot”.

2) Explains the activity: Work in pairs and find out what your neighbour would like to eat or drink now. Ask him questions beginning with “Would you like…?” Be ready to tell me about the results.

1) The pupils look at the pictures of food and repeat the words after the teacher only if she pronounces them correctly.

2) The pupils work in pairs, ask each other questions and answer them. Then they tell the class what their neighbour would like to have.

The pictures of food are on the blackboard or the screen of the interactive board.

Presentation and practicing new vocabulary

15 min

1) Says: Look at the picture again and read the sentences: “It’s 7 o’clock in the evening. The Barkers are having supper.” What does the word “supper” mean? Yes, it means ‘ужин’. And now look at the screen and try to define the meaning of the words looking at the pictures.

2) Invites to play “Echo”.

3) Explains the activity: Let’s read the words as if you are surprised (happy).

4) Asks: Read the words.

5) Explains the activity: Now close your eyes. I’ll jumble up the words. Come up to the blackboard and match the words to the pictures.

6) Explains the activity: Play with the ball and translate my words combinations (вкусныйцыпленок, огуречныйсалат, горячийобед, супнаобед, цыпленокскартофелем, беконсрисом, овощинаужин, etc.)

7) Says: Let’s do exercise 6 at page 26.

Explains the activity:

a) Look at the pictures and name them using the preposition WITH.

b) Look at the words and say how you combine these things. For example: chicken with rice

1) The pupils try to guess the meaning of the words from the context and looking at the illustrations.


2) They pronounce the new words after the teacher as if they are echo.

3) They read the words after the teacher with different intonation.

4) Some pupils try to read the new words.

5) They match the words to the pictures.

6) The pupils play with the ball, catch it and throw it back to the teacher translating the words and word combination.




7) They do the task in the textbook orally.

The teacher can write the words on the blackboard or use a computer presentation.

Physical activity pause

2 min

Explains the activity: Look at the screen, watch the video, sing along and do some physical exercises.

The children watch the video and do exercises.


Developing reading skills

10 min

1) Explains the activity: Find Exercise 5 at page 25. Read the text and find sentences with the new words in it.


2) Asks: What title can you give to the text?


3) Explains the activity: Take the activity sheets and complete the table using the text.


4) Asks: Tell me what each member of the Barkers’ family is eating now.

1) The pupils look through the text and read out the sentences with the new vocabulary.

2) The pupils think about the title for the text.

3) The children complete the table with the information of the text about the Barkers’ supper.

4) The children tell about the Barkers using their activity sheets.


Developing grammar skills in using Present Progressive

3-4 min

1) The teacher organizes revision of the theoretical material about using Present Progressive.

2) Explains the activity: Look at me and try to guess what I am doing at the moment.

1) The children revise everything  they know about Present Progressive.

2) The pupils try to guess what the teacher is doing and tell about it using the Present Progressive Tense.


Evaluation and reflection

Says: Thank you for your work. Did you like the lesson? Complete the sentences:

Now I can…

Now I know…

The children evaluate their work and results.


Home task

Tells about the home task for the pupils.

Write down the task.




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