Food Preference Conversations

Overview

In lesson 8 of 25 in Itadakimasu: Japanese Food Culture, students build on familiar food vocabulary and polite classroom exchanges. They learn to formulate and answer questions about food preferences using culturally appropriate Japanese, then apply the language in repeated partner conversations.

Learning intentions

• WALT formulate questions about food preferences in Japanese.
• WALT answer questions using polite, complete sentences.
• WALT use appropriate greetings, turn-taking and listening behaviours.
• WALT create a short dialogue about food preferences.

Success criteria

• I can ask 何が好きですか。 (What do you like?).
• I can ask 何がきらいですか。 (What do you dislike?).
• I can answer using ～が好きです／きらいです.
• I can initiate five conversations using food-related questions.

Curriculum links

• MLLS-INT-01 — communicating in familiar contexts using gesture, actions and culturally appropriate language.
• ML4-INT-01 — exchanging information and opinions in familiar contexts using culturally appropriate language.
• ML4-UND-01 — interpreting information and ideas in spoken and written target-language texts.
• ML4-CRT-01 — creating spoken and written texts for familiar communicative purposes.

Lesson structure (60 minutes)

1. 0–5 min · Hook and retrieval. Open with the food image hook and retrieval prompts and display a range of Japanese food images. Students silently choose one food they recognise, then recall its Japanese name with a partner; the teacher listens for prior vocabulary and pronunciation.

2. 5–15 min · Explicit teaching. Use the question-and-answer teaching slides to model:

• 何が好きですか。 — What do you like?
• 何がきらいですか。 — What do you dislike?
• すしが好きです。 — I like sushi.
• さかながきらいです。 — I dislike fish.

Explain that が marks the food being liked or disliked and that ですか signals a question. Students echo-read, practise the rhythm and identify the question word, food word and response pattern. Model polite turn-taking, including どうぞ (please/go ahead), ありがとう (thank you) and そうですか (I see).

3. 15–25 min · Guided language practice. Distribute the food preference question-and-answer worksheet. Students match questions and responses, complete sentence frames and rearrange word chunks to form accurate Japanese questions. The teacher checks answers through whole-class response, then conducts a pronunciation check with selected pairs. Students may use the worksheet’s romanisation support initially, but should attempt the Japanese script before moving on.

4. 25–40 min · Information-gap conversations. Display the partner conversation instructions and model dialogue and organise students into pairs. Partner A asks both preference questions; Partner B answers using a food from the worksheet or their own choice, then students swap roles. Each student must initiate five conversations, changing partners after each exchange where practical. Students record a brief response or tick a partner’s food choice after each conversation. Encourage eye contact, active listening, gestures and natural follow-up reactions such as 本当ですか。 (Really?) or わたしもです。 (Me too).

5. 40–53 min · Dialogue creation and performance. Students work in pairs to create a six-line dialogue containing a greeting, two food-preference questions, two answers and a closing expression. They may use the model on the dialogue-building and performance slides. Pairs rehearse quietly, then selected pairs perform for the class or record their dialogue. Listeners identify one question and one preference they hear.

6. 53–60 min · Review and exit check. Return to the plenary and exit-question slide. Students answer the prompt 何が好きですか。 in Japanese on the worksheet, then ask the question to one classmate before leaving. The teacher collects responses and notes whether each student can formulate the question, use が, and respond politely.

Resources

• the complete food preference conversation slide deck
• the food preference question-and-answer worksheet
• Whiteboard and markers
• Japanese food images
• Student exercise books or devices for dialogue drafting
• Timer
• Optional audio-recording devices

Assessment

• During modelling and guided practice, check pronunciation, word order and correct use of が and ですか.
• During partner conversations, use a quick class list to record whether students initiate five questions, respond appropriately and observe polite turn-taking.
• Use the exit response and dialogue performance to assess formulation of questions, accurate preference statements and culturally appropriate interaction.

Differentiation

• Provide sentence starters, a vocabulary bank, colour-coded sentence parts and the model dialogue on the worksheet for students requiring support.
• Offer dyslexia-friendly options: clear sans-serif font, large Japanese script, generous spacing, minimal text on each line, audio modelling and permission to rehearse orally before writing.
• Pair students strategically and allow students to point to food images, gesture or use a prompt card while developing confidence.
• For students ready for greater challenge, require a follow-up question, a reason using おいしいです (It is delicious) or ちょっと… (not really), and a longer, more natural dialogue.