Likes and Dislikes

Overview

In this lesson (lesson 3 of 25) students learn to express likes and dislikes about food in Japanese using culturally appropriate language. They build on prior learning from the unit by adding simple opinion sentences and practicing them in partner dialogue.

Learning intentions

Students will be able to:

• Express likes and dislikes about familiar foods using short Japanese sentences
• Ask and answer a partner’s food preferences using an appropriate sentence pattern
• Use culturally appropriate polite forms in a short spoken exchange

Success criteria

Students can:

• Form sentences that include likes/dislikes about food (e.g., “I like … / I don’t like …”)
• Participate in a partner dialogue with clear pronunciation and correct word order
• Use target vocabulary accurately from the class list (food + preference verbs)

Curriculum links

• ML4-INT-01: Students exchange information and opinions in familiar contexts using culturally appropriate language (Interacting)
• MLLS-INT-01: Students communicate with others using gesture/actions and/or culturally appropriate language (Interacting)
• ML4-CRT-01: Students create spoken texts for familiar communicative purposes using culturally appropriate language (Creating texts)
• ML4-UND-01: Students interpret and respond to information/opinions in short target-language exchanges (Understanding texts)

Lesson structure (60 minutes)

1. 0–5 min · Welcome & WALT check. Teacher writes the WALT: “We are learning to express likes and dislikes about food.” Students repeat the WALT and show a quick thumbs-up/thumbs-down for “like/don’t like” foods the teacher says in English.
2. 5–15 min · Input: target language and meaning. Teacher displays 2–3 model sentence frames on the board and reads them aloud; students chorally repeat, then identify which part means “like” and “dislike.” Students copy only the frames into books.

• Core patterns (board): “〜が好きです / 〜が嫌いです” and simple “あなたは？ / 〜はどう？” prompts
• Include 2–3 food items from the unit food set used in earlier lessons

3. 15–25 min · Micro-drill: accuracy and word order. Teacher leads a rapid call-and-response using different foods; students answer using the sentence frame. Teacher monitors common errors (word order and particle accuracy where taught so far) and corrects immediately.
4. 25–40 min · Partner dialogue practice. Students practise a structured dialogue in pairs using cue cards (Food card + Like/Dislike icon + question prompt). Teacher circulates, listening for sentence accuracy and prompting students to restart if they mix up like/dislike.

• Student task: Student A asks preference; Student B answers using “〜が好きです/嫌いです,” then asks back.

5. 40–50 min · Vocabulary list challenge (choice + support). Students complete a short “Food Preference” vocabulary list task: match food pictures/English to Japanese food words and choose 2 foods to mark “好き” or “嫌い.” Students then write 2 full preference sentences from their chosen foods.
6. 50–57 min · Class check-in: quick listen-and-respond. Teacher reads 4–6 short sentences aloud; students respond on mini whiteboards with L (like) or D (don’t like). Teacher selects 2–3 students to share one of their sentences.
7. 57–60 min · Exit ticket. Students write one sentence about their preference in Japanese: “私は〜が好きです” or “私は〜が嫌いです” (teacher provides the sentence stems). Collect for next lesson grouping.

Resources

• Food picture cards for unit foods (2–4 per student pair set)
• Like/dislike icon cards (green/red) and question prompt cards
• Board display of sentence frames and a word bank (food + 好き/嫌い)
• Partner dialogue cue sheet (one per pair)
• Mini whiteboards and markers
• Student notebooks and pencils
• Dyslexia-friendly reading support: larger-font word bank cards and a “trace-and-say” sheet with highlighted key words
• Exit ticket slips with sentence stems

Assessment

• Formative checks during partner dialogue: observe correct use of “好き/嫌い” and clear answering in the exchange
• Vocabulary and writing check during the 10-minute task: verify students can produce 2 full preference sentences
• Exit ticket: one accurate like/dislike sentence (used to plan support for lesson 4)

Differentiation

• Support for lower ability: provide sentence starters on a card for writing and speaking, including blank lines for the food word; allow students to rehearse with the frames highlighted and to use the word bank first
• Support for dyslexia: offer large-font Japanese/romaji reference cards, reduce copying (students fill blanks instead), and provide “trace-and-say” options for key words
• Extension for advanced learners (within same task): challenge students to add a reason phrase they have learned earlier in the unit (e.g., “because it is…” if previously taught), or to include an extra food and a second question in the dialogue
• EAL support: permit responses using minimal target language first (e.g., only the preference sentence), then gradually add the question back (“あなたは？”)

Dyslexia-friendly reading options

• Provide a printed word bank with increased spacing and font size; students highlight only the key words (好き/嫌い and the food)
• Offer “listen and point” during modelling: students point to the relevant frame as the teacher reads, before attempting chorused repetition
• Allow coloured overlays or finger-tracing on printed cue cards to support tracking the sentence pattern