The Restaurant: Words in Context — What Do You Like for Breakfast? — Lesson Plan
Preview
Open material
Lesson plan
| Section |
Food and Everyday Communication
|
| Lesson title |
The Restaurant: Words in Context — What Do You Like for Breakfast?
|
| Lesson objectives according to program |
Understand an increasing range of supported questions asking for personal information.
Use “me, too” and “I don’t” to give short answers.
Use “when” clauses to describe simple present and past actions on personal and familiar topics.
|
| Lesson objectives |
Students know and understand the meaning of breakfast and common restaurant food words.
Students know how to ask and answer the question “What do you like for breakfast?”
Students know how to use “Me, too” and “I don’t” in short responses.
Students know how to use a simple “when” clause to describe a familiar breakfast action.
|
| Values |
Respect and attentive listening are developed through taking turns and responding politely to classmates. Cooperation is strengthened through pair and group activities.
|
Lesson progress
| Lesson stage/time | Teacher's action | Student's action | Evaluation | Resources |
|---|---|---|---|---|
| Organisational Moment 3 minutes |
Organisational moment:
Greet the class and check attendance.
Organise students into pairs and prepare notebooks and pencils.
Introduce the lesson topic: “The Restaurant: Words in Context — What Do You Like for Breakfast?”.
|
Students greet the teacher and get ready for the lesson. Students sit with their partners and prepare their learning materials. Students listen to the lesson topic. | Students prepare materials and respond to the greeting — 1 point. Students identify the lesson topic — 1 point. Stage maximum — 2 points. | board, notebooks, pencils |
| Introducing Breakfast Words 8 minutes |
New material explanation:
Present the key words: breakfast, bread, egg, cheese, cereal, milk, juice, tea, and apple.
Model pronunciation and have students repeat the words chorally and individually.
Model the dialogue: “What do you like for breakfast?” — “I like eggs and juice.” — “Me, too.” / “I don’t.”.
Explain that “Me, too” shows the same preference and “I don’t” shows a different preference.
Model the sentence: “When I get up, I have breakfast.”.
Slide 1 — The Restaurant: Words in Context
Slide 2 — Breakfast
Slide 3 — Breakfast Food Words: Part 1
Slide 4 — Breakfast Food Words: Part 2
Slide 5 — The Model Question
Slide 6 — Answering the Question
Slide 7 — Showing the Same Preference
Slide 8 — Showing a Different Preference
Slide 9 — A Sentence with “When”
Slide 10 — Breakfast Conversation Practice
|
Students look at the food pictures and repeat the words. Students listen to and practise the model question and answers. Students identify whether “Me, too” or “I don’t” shows the same or a different preference. Students repeat the “when” sentence. | Students pronounce at least 6 food words correctly — 1 point each, max 6 points. Students explain the meaning of “Me, too” and “I don’t” correctly — 2 points. Students repeat the “when” sentence accurately — 1 point. Stage maximum — 9 points. | |
| Checking Understanding 6 minutes |
Questions to the class:
What do you like for breakfast?
Do you like milk?
What can you say when your partner likes the same food?
What can you say when you do not like the food?
Complete the sentence: “When I get up, I …”.
Answers:
“I like …”.
“Yes, I do” or “No, I don’t.”.
“Me, too.”.
“I don’t.”.
“When I get up, I have breakfast.”.
|
Students answer “I like …” and name a breakfast food. Students answer “Yes, I do” or “No, I don’t.” Students say “Me, too” for the same preference. Students say “I don’t” for a different preference. Students complete the “when” sentence. | Students answer the personal-information question appropriately — 2 points. Students give a correct response about milk — 1 point. Students use “Me, too” correctly — 1 point. Students use “I don’t” correctly — 1 point. Students complete the “when” sentence correctly — 1 point. Stage maximum — 6 points. | board, food picture cards |
| Breakfast Preference Game 7 minutes |
Give each pair food picture cards.
Explain the game: one student chooses a card and asks, “What do you like for breakfast?” The partner answers, “I like …” and chooses “Me, too” or “I don’t” after hearing the next preference.
Ask pairs to exchange roles after each turn.
Monitor pronunciation, turn-taking, and use of the target expressions.
|
Students choose a food picture card. Students ask, “What do you like for breakfast?” Students answer, “I like …” and respond, “Me, too” or “I don’t.” Students exchange roles and play several turns. Students listen respectfully to their partners. | Students ask the target question correctly — 2 points. Students give a suitable food preference answer — 2 points. Students use “Me, too” or “I don’t” appropriately — 2 points. Students take turns and speak clearly — 1 point. Stage maximum — 7 points. | |
| Personal Breakfast Task 10 minutes |
Instructions:
Give students the task: draw or write three foods they like or do not like for breakfast.
Ask students to write two sentences using “I like …” or “I don’t like …” and one sentence using “When I get up, I …”.
Provide the model: “I like bread. I don’t like cereal. When I get up, I have breakfast.”.
Invite selected students to read their sentences to the class.
|
Students draw or write three breakfast foods. Students write two preference sentences. Students write one sentence with “When I get up, I …” Students read their sentences aloud or listen to classmates’ sentences. | Students include three relevant breakfast foods — 3 points. Students write two grammatically suitable preference sentences — 2 points. Students write one correct “when” sentence — 2 points. Students read or present their work clearly — 1 point. Stage maximum — 8 points. | |
| Vocabulary and Grammar Quiz 7 minutes |
Give students a short quiz with four tasks: match two food words to pictures, choose “Me, too” or “I don’t,” complete the question “What do you like for _?”, and complete “When I get up, I _ breakfast.”.
Read the instructions aloud and allow students to work independently.
Check the answers orally: breakfast; “Me, too” for the same preference; breakfast; have.
Briefly clarify any common error.
|
Students complete the four quiz tasks independently. Students match food words and pictures. Students choose the correct short response. Students complete the question and the “when” sentence. Students check their answers during the oral review. | Students match both food words correctly — 2 points. Students select the correct short response — 1 point. Students complete the breakfast question correctly — 1 point. Students complete the “when” sentence correctly — 1 point. Stage maximum — 5 points. | |
| Reflection 4 minutes |
Runs the "Reflection" reflection. End the lesson with quick student feedback — emoji vote and share the results.
|
Students complete the "Reflection" reflection and assess their understanding of the topic. | Students recall one relevant breakfast word — 1 point. Students state one achievable lesson outcome — 1 point. Students identify or use one target expression — 1 point. Stage maximum — 3 points. |
Health and safety compliance
| Health and safety compliance | Students should keep pencils and picture cards on their desks and handle classroom materials carefully. During pair and group activities, students should remain seated or move only when instructed, respect personal space, and avoid running. |
Material details
- Material type
- Lesson Plan
- Language
- English
- Education direction
- Humanitarian
Create your own lesson plan with AI
ROQED AI builds a ready-to-use material from your topic, subject and grade. Free to start.
