Breakfast around the World A2

Breakfast around the World A2

Key Language:

Phrases for offering and ordering: How about … , Would you like to try…?, I´ll give (sth)… a try. Can I get you something to drink? I´ll get you … l´ll have…

Paula and Lorena, Spanish students, came to London for summer English course. It is their first morning with host family. They wake up hungry. The food in England is certainly different than in Spain. Will they enjoy their English breakfast?

Aim of Activity

10 -15-minutes

Checking understanding of the video and practising vocabulary .

Steps for Students

In this activity you will take part in a quiz! The quiz has 4 different topics and 4 different levels. Help your team win!

You will hear from your teacher:

  • Put the class in 2-5 teams. Let each team choose their name.
  • Go to
    Use the virtual dice to define the order in which the teams will perform.
    (Alternative: Use a real dice or play ‘Rock, paper, scissors’.)
  • Go to :Breakfast Around the World_Activity 1
  • Add or remove a team if necessary – make a click on the plus or minus icon.
  • Write the team’s name in the respective box.
  • Play the game using the table.
    True or False column: Students say if the sentence is true or false.
    What’s in the picture? column: Students name the food in the picture.
    Read and guess column: Students name the defined food.
    Random question column: Students answer the question in their own words.
  • In each round, the team chooses one cell in the table, e.g. “True or False, 300”.
  • Click on the respective cell to present the question.
  • Have the team answer the question. Then click on the question to present the correct or a possible answer.
  • Assign points if the answer is correct, by clicking on the tick . Alternatively, subtract points by clicking on the cross.
  • Click on the correct answer to go back to the game.
  • Continue playing – the game is over when all the questions are answered or when the time limit is reached.


After each question you can have a discussion and some follow-up questions with the class.

Example: After answering a True or False question, ask the students why it is true/false and what they remember about it from the video.

In the game, if you click on the three dots in the bottom right corner, you can set a time limit for answering the questions. To do that, follow these steps:

  • click on the three dots
  • click on the clock (the first picture)
  • write down a number of seconds you’d like to assign (example: 30)
  • click on “OK”

Answers provided (in the game).

Aim of Activity

10 - 15 mins

To reinforce target structures and practice language functions (offering, refusing, and accepting food).

Steps for Students

  • Work in pairs, group of 3 or as a whole class (listen to you teacher’s instructions)
  • Go to: Breakfast Around the World_Activity 2
  • Put the words or phrases together to make correct sentences.
  • Check the correct answers with your teacher.
  • Go to : Breakfast Around the World_Activity 2 and share it with the class.
  • Explain to the students that they have to create sentences they heard in the main video by putting the words/phrases in the correct order.
  • Each sentence will start with a capital letter and end with a dot, a question mark or an exclamation mark.
  • Put the students in pairs or groups of 3.
  • Give the students time to do the activity
  • Check the answers with the class


Online class:
You can share the link with the students and put them in separate “rooms”.

Face-to-Face class:
You can perform this as a whole class activity, especially if you don’t have many students in your class. Share the link on the interactive board and have students discuss the correct order with you, as you put the words/phrases in the correct boxes.

You can also put them into pairs or groups if they have their own tablets or computers available.

To make this activity more interactive and communicative:

When the task is finished, ask the students to discuss:

  • if there are any other possible answers
  • which questions or answers could be said in a conversation before and after each of the sentences from the task
  1. How about a nice bacon sandwich?
  2. I’ll have two slices of toast with jam.
  3. A Full English Breakfast comes with beans, eggs and sausages.
  4. I’ll give it a try!
  5. Can I get you something to drink?
  6. Would you like to try marmite?
  7. I’d like a cup of tea, please.

Aim of Activity

10 - 20 mins

Developing pronunciation of key language focused on “I’d like”.

Steps for Students


Optional memory game:

  • Think of a sentence starting with “I’d like…” (Example: I’d like a cup of tea).
  • Listen to your classmates and try to remember what they said.
  • When it’s your turn, repeat what your classmates have said and then say your created sentence.
  • Go to: Breakfast Around the World A2_Activity 3
  • Play the video for the students and stop it after each sentence/slide.
  • Ask the students to repeat.
  • Ask some follow up questions (see tips for teachers)

The video has a bonus activity on another topic, make sure you stop it before that (4:32)

  • Make sure that you make the activity as interactive as possible.
  • Ask the students some follow up questions after they have repeated each sentence.
  • Ask them to repeat the sentences one by one and always choose different students.

If you decide to play the game, only have the students repeat a few sentences from the video and then go straight to the game.

Optional (memory game)

  • Explain to the Students that they are going to play a memory game, in which each person has to say “I’d like…” and add a word or a phrase.
    Example: I’d like an apple cake.
  • Explain to the students that they are going to take turns one by one and everyone has to listen to their classmates to remember what they say, because they are going to repeat it. Example:
    Peter: I’d like an apple cake.
    Anna: Peter would like an apple cake and I’d like a cup of tea
    Lucy: Peter would like an apple cake, Anna would like a cup of tea and I’d like some biscuits.
  • Start the game yourself or pick someone to start.
  • Have students take turns one by one. You can use the order in which they are seated or choose the students who will speak next yourself.
  • Make as many turns as possible, so that each student has at least one go.


To make the activity more active, you can ask the students some follow up questions after each sentence. Example: “I’d like to lie down”; “How are you feeling?”
Ask the students who would say this sentence and in which situation; ask them, how the person is feeling – energetic or exhausted and sleepy?, etc.
“I’d like to see a doctor” – why would a person say that?

Explain to the students that “I’d” is a shortened version of “I would” and give examples using it in other persons. Explain, that we don’t use the shorter version when saying someone’s name.

Example: I would like/I’d like; she would like/she’d like; we would like/we’d like; Lucy would like/Lucy’d like

Not applicable.

Aim of Activity

15 mins

Connecting topic to real life experience and revising the key phrases.

Steps for Students

  • Go to: Breakfast Around the World_Activity 4
  • You will watch a video of friends ordering food at a restaurant.
  • Listen carefully to what the people are ordering and which phrases they are using.
  • The video will stop after certain sentences. You will see a box with a sentence with gaps.
  • Try to remember what the people in the video said and try to fill in the gaps with the correct words.
  • Go to:Breakfast Around the World_Activity 4
  • Explain to the students that they are going to watch a video of a group of friends ordering food at a restaurant.
  • Tell the students that they have to listen carefully.
  • Play the video.
  • The video is going to stop after certain sentences. It will show a box with the previous sentence with gaps. The students will have to try to remember, what the correct sentence was and what words they have to put in the gaps.


You can play the full video (without the gap sentences) before doing the activity, so that the students have an idea of what they have to pay attention to while doing the activity.

The full video: Activity 4_full video

If the students are struggling, you can click on the light bulb in the top left corner. A box called “help” will appear. The students will be able to see the full phrases used in the video and the missing words (food and drinks). Remember that sometimes in the video they have to fill just parts of the full phrases in the gaps.

The phrases and words in the “help” box are NOT in order of the video.

Remind the students that “I will” can be shortened to “I’ll”, and “gonna” is a shortened and slang version of “going to”, as these phrases appear in the activity.

  1. I’ll start with the Carpacio and then I’ll have the grilled prawns.
  2. That sounds great, same for
  3. Yeah, I’ll have the Thai chicken pizza.
  4. Okay, I will have the side
  5. Why don’t you just put it right here, next to my water.
  6. I’m gonna have a cup of the cucumber
  7. I will have the Cajun catfish.

Aim of Activity

20 - 30 minutes

Engaging creatively with the language and revising vocabulary.

Steps for Students

  • Go to:  Breakfast Around the World_Activity 5_video:
  • Mute the video
  • You will create your own conversation that will match the video – your own dabbing of this scene.
  • You will work together with a partner or with a team.
  • Choose your character from the video.
  • Write your script down.
  • You can be creative, but use the phrases that you learnt in this lesson.
  • Try to memorise the script or record an audio.
  • Share your work with the class.
  • Share this video with the students: Breakfast Around the World_Activity 5_video
  • Mute the video.
  • Put the students in pairs or groups
  • Explain to the students that they need to create a new conversation, which will match the video – they will create their own dabbing of this scene.
  • Give the students some time to prepare their script.
  • The students should write the script down and work as a team. They can either try to practise it and read it to the class or they can record an audio.
  • They should be using the phrases learnt in this lesson but they can change what the people order and the rest of the conversation.
  • ake sure you give the students access to the muted video so that they can practise reading or recording the audio in a way that matches the scene.
  • Have the students share their work with the class.


This task would be best done in a computer room, where students would have the access to the video and could replay it as many times as possible.

They might also need some devices that will allow them to record an audio (phones, tables, computers, headphones, etc.).

You can put the students in groups of 6, so that each student has a different character – there are 5 friends at the table and a waiter.

You can also put them in smaller groups or pairs. In this case, some students will have to read or record multiple characters.

Not applicable.