First Japanese Tastes

Overview

Students begin the unit by learning and using key Japanese vocabulary for common Japanese food and drink. They will listen, interpret simple word meanings, and respond orally by identifying foods in Japanese, building directly towards later interaction and creating short texts about food culture.

Learning intentions

• WALT understand key vocabulary related to Japanese food and drink.
• Students will recognise sound–symbol links for a small set of common food and drink words.
• Students will respond to prompts by identifying foods and speaking about them using simple phrases.

Success criteria

• I can identify common foods and drinks when shown a picture or flashcard.
• I can say the Japanese word clearly enough for a partner to understand.
• I can use a simple speaking frame (e.g., “Kore wa ___ desu”) to describe what I have/see.

Curriculum links

• Understanding texts: Students interpret and respond to information, opinions and ideas in texts to demonstrate understanding.
• Understanding and responding to spoken, written and multimodal target language texts: Students make meaning from visual and spoken word prompts.
• Responding to information and ideas: Students respond orally to vocabulary and prompts to show understanding.

Lesson structure (60 minutes)

1. 0–5 min · Welcome & aim. Teacher writes the unit focus on the board and shares today’s WALT in English and Japanese (as a class chant: “Oishii tabemono!”). Students answer a quick check question in English: “What is one Japanese food you know?”
2. 5–12 min · Vocabulary preview (visuals). Teacher shows 8–10 picture flashcards (e.g., sushi, ramen, tempura, onigiri, udon, gyoza; plus tea, water, sakura/mochi as available). Students watch and repeat key words as a whole class, pointing to the matching picture when said.
3. 12–22 min · Dictation warm-up (dyslexia-friendly). Teacher reads each target word twice while students track using a “see-say” method: they look at the card, then hear it, then copy only one word in their booklet. For words on the board, provide a large-font version and allow students to use pre-printed word strips rather than writing from scratch. Students place a word strip beside the correct picture (teacher checks quickly).
4. 22–35 min · Flashcard work (partners). Teacher models a speaking frame: “Kore wa ___ desu.” Students work in pairs: one holds two to three flashcards, the other identifies by saying the word using the frame. Rotate roles every 2–3 minutes. Teacher circulates with a simple checklist (correct identification + intelligible pronunciation).
5. 35–45 min · Group discussion (meaning). In groups of four, students share which foods they like using a scaffold on the board (choose one):

• “Watashi wa ___ ga suki desu.” (I like ___)
• “Kore wa ___ desu.” (This is ___) Teacher provides sentence starters and encourages respectful listening. Students take turns pointing to a flashcard and speaking for 10–15 seconds each.

6. 45–55 min · Quick formative check (gallery walk). Teacher sets up stations with pictures and word cards. Students rotate in small groups: at each station they must (a) match picture to word card, then (b) say the word to the teacher or student leader. Students record 1–2 “I can say” marks on a class tally sheet.
7. 55–60 min · Exit ticket. Each student completes a mini task: choose 2 pictures and write/copy the Japanese words using a word bank (or trace/underline the correct word if needed). Students also say one word to the teacher at the end of the minute.

Resources

• Japanese food and drink picture flashcards (8–10 target items)
• Large-print word cards and a word bank sheet
• “See-say” tracking cards for dictation practice
• Partner speaking frame cards (e.g., “Kore wa ___ desu”)
• Station cards for gallery walk
• Student notebooks or pre-printed booklet pages (word bank included)
• Timer and teacher checklist

Assessment

• Formative: teacher observation during partner flashcard speaking (pronunciation + correct identification).
• Formative: station checks for matching picture to word card and oral saying of the word.
• Exit ticket: two correct word identifications from a word bank (with an accessible option for tracing).

Differentiation

• EAL support: provide visual aids only initially, then add word cards; allow students to first respond non-verbally (pointing) before speaking; use bilingual support if available and keep instructions short.
• Dyslexia support: offer large-font materials, optional tracing/copying from a provided word strip, and audio repetition; reduce writing load in the dictation stage (focus on matching and speaking).
• Support for additional learning needs: use fewer target words for students who need it (e.g., 6 core items instead of 8–10) with the same success criteria.
• Extension for advanced learners: ask students to add one extra detail using a second frame on a support strip (e.g., “Atsui / tsumetai” if introduced by teacher, or “Oishii desu”); or ask them to correctly order and present three foods in a mini “menu” statement (“Kore wa ___ desu…”) during the group discussion.
• Dyslexia-friendly reading options: allow audio teacher prompts, provide pre-printed word banks, and use colour-coded picture-to-word matching (consistent colours across the lesson).