Dining Etiquette Roleplay

Overview

In this lesson, students practise Japanese dining etiquette in realistic speaking scenarios through structured role play. They will use familiar language and culturally appropriate behaviours to exchange meaning with a partner while receiving targeted feedback.

Learning intentions

WALT: Demonstrate dining etiquette through role play using culturally appropriate Japanese language and actions in familiar contexts.

Success criteria

Students can:

• perform key dining etiquette actions (e.g. receiving/using items appropriately) during a role play
• say and respond to basic dining phrases with clear pronunciation and appropriate politeness
• negotiate meaning when something is misunderstood (e.g. ask for clarification using a simple phrase)
• use feedback to improve their next attempt

Curriculum links

• MLLS-INT-01: Students communicate with others in familiar contexts using gesture, actions, and/or culturally appropriate language (Interacting)
• ML4-INT-01: Students exchange information and opinions in a range of familiar contexts by using culturally appropriate language (Interacting)
• ML4-CRT-01: Students create spoken texts for familiar purposes using culturally appropriate language (Creating texts)
• MLLS-UND-01: Students respond to information in texts to demonstrate understanding (Understanding texts)

Lesson structure (60 minutes)

1. 0–5 min · Hook (video-free scenario). Teacher displays 3 short scenario cards (restaurant, izakaya with friends, school canteen) and asks students to name one etiquette behaviour they already know from prior lessons. Students share quick ideas with a partner.

2. 5–15 min · Language and behaviour model. Teacher models a short Japanese “dining exchange” twice: entering, receiving food, starting to eat, and polite closing (with matching gestures/actions). Students watch, then repeat key lines as a class chant, focusing on politeness and timing.

3. 15–25 min · Role play setup (grouping by skill). Teacher groups students by Japanese language skill level (not mixed with new friendships if possible): Support, Developing, Extension. Students pick a scenario card and review a role-play checklist printed on their sheet (etiquette actions + 4–6 target phrases + one question/repair phrase).

4. 25–40 min · Round 1 role play (practise + record). Teacher circulates with a simple observation checklist. Students perform a role play in groups of 2–3 while the partner completes a “performance notes” sheet (Did they use the etiquette actions? Did they use the phrases?).

5. 40–48 min · Feedback stations (teacher-led + peer). Teacher runs a 2-minute mini-feedback cycle at each station: one positive, one specific “next step”. Students rotate (or remain if teacher-station only) and rewrite one improvement goal for Round 2 (e.g. slower pace, clearer polite form, correct action timing).

6. 48–58 min · Round 2 role play (improve). Students redo the same scenario with their new goal. Teacher checks for correct sequencing of etiquette actions and use of target phrases, then captures brief notes for the exit ticket.

7. 58–60 min · Exit ticket (quick check). Students answer: “One etiquette action I did well was…” and “One Japanese phrase I improved was…”, plus one self-rating out of 5 for politeness/timing.

Resources

• Scenario cards (restaurant/izakaya/canteen)
• Role-play checklist and performance notes sheet (one per student)
• Observation checklist (teacher)
• Printed target phrase bank (large font): greeting/ordering, “please”, “thank you”, polite closing, plus one clarification/repair phrase
• Coloured stickers to label Support/Developing/Extension groups
• Timer for rotation
• Optional: simple table props (cups, chopsticks-shaped pencil holders, napkin) for gesture practice

Assessment

• Formative during role play: teacher uses observation checklist for etiquette actions and target language use
• Partner feedback: performance notes sheet checks whether key actions and phrases were used
• Exit ticket: evidence of improvement goal and phrase competence

Differentiation

• Grouping by language skill level: students receive a different number of target phrases and a different checklist complexity (Support: 3–4 phrases; Developing: 4–6; Extension: 6–8 plus one spontaneous clarification)
• Support scaffold: sentence starters, gesture cue icons, and a “slow down and repeat” script card; allow rehearsal time before recording role play
• Developing scaffold: partial phrase frames with missing words; encourage peer modelling and repetition
• Extension: students add a realistic complication (e.g. “I ordered something else” or “I don’t understand”) and must repair meaning using the clarification phrase and actions
• Dyslexia-friendly reading options: provide a large-font role-play card, colour-coded lines, and audio options for target phrases read aloud by the teacher; allow students to track with a finger and use fewer lines per page (one scenario at a time)