Menu Reading

Overview

In this lesson (11 of 25) students learn to understand a simple Japanese menu by identifying key food items and matching them to pictures. Students use scanning strategies and basic language cues to respond, aligning understanding texts with later ordering conversations in the unit.

Learning intentions

• WALT: Understand how to read a simple menu in Japanese.
• Students will interpret menu information (food names and prices) and respond by identifying items.
• Students will use visual supports to confirm meaning.

Success criteria

• I can identify food items on a Japanese menu using the pictures/labels.
• I can locate specific items (e.g. “ramen”, “sushi”) on the menu.
• I can match menu items to the correct picture with correct basic written cues.
• I can explain my choices using simple Japanese words and/or English.

Curriculum links

• ML4-UND-01: Students interpret and respond to information, opinions and ideas in texts to demonstrate understanding (spoken/written/multimodal target language texts).
• MLLS-UND-01: Students respond to information, opinions and/or ideas in texts to demonstrate understanding.
• Applying language systems: using cognates/sound patterns and recognising repeated menu structures to support understanding.

Lesson structure (60 minutes)

1. 0–5 min · Warm-up retrieval. Teacher displays 4–6 familiar food images and their Japanese words from prior lessons; students do quick “point and say” in pairs. Students respond by pointing to the matching Japanese word and sharing one with the class.

2. 5–12 min · Direct teach: menu map. Teacher models a simple menu layout (heading, list of items, price column) and reads aloud slowly; students underline food names only. Students follow along on their menu handout and highlight what they think are “food words”.

3. 12–25 min · Menu scavenger hunt (whole class to groups). Teacher explains hunt tasks: “Find and circle the items on your list” and shows the scavenger-hunt card criteria (must match a food picture and write the matching Japanese word). Students work in small groups to scan the menu, circle items, and complete the matching table.

4. 25–40 min · Small-group verification rounds. Teacher rotates groups for 1–2 minutes per group with targeted prompts (e.g. “Which one is sushi?” “Where is ramen?” “Show me the word.”). Students answer by pointing, circling, and saying one key word; they adjust their answers after each check.

5. 40–50 min · Response task: “Order from the menu” (understanding focus). Teacher gives each student a mini “customer card” (e.g. “I want 1 sushi and 1 ramen”) without requiring full ordering sentences; students locate items and record the correct menu numbers/prices. Students complete a brief response sheet: item found + price + confirmation (circle correct choice).

6. 50–58 min · Dyslexia-friendly reading check (individual + teacher conference). Teacher provides an audio option of the menu text and a simplified high-contrast version; students use headphones or teacher read-aloud to re-check two items. Students tick “found” for two target foods and write one sentence starter: “I found ___ because I saw ___.”

7. 58–60 min · Exit ticket. Teacher collects a one-minute exit ticket: students match 3 food words to 3 pictures (no writing required beyond ticking). Students hand in before leaving; teacher quickly sorts for areas needing reteach.

Resources

• One-page Japanese menu handout (simple layout with food pictures and kana/kanji if introduced, plus prices)
• Scavenger-hunt cards listing 6–8 target items for each group
• Picture match cards (food images only)
• Group response table (item + Japanese word + picture match)
• “Customer card” response sheet with 2-item or 3-item combinations
• High-contrast simplified menu version (optional)
• Audio recording of menu reading (teacher device or provided file)
• Coloured pens/highlighters and pencils
• Exit ticket cards (3 picture matches)

Assessment

• Formative during scavenger hunt: teacher circulates and checks whether students can locate and circle correct food items.
• Formative group verification: 1–2 minute conference prompts (“Where is…?” “Show me the word.”).
• Exit ticket: 3 quick word-to-picture matches to confirm understanding (not production).

Differentiation

• Support (glossary + scaffolds): provide a mini word bank of target foods on the desk; include sentence starters such as “I found ___.” and “It is in the ___ section.”
• Dyslexia-friendly reading options: offer audio read-aloud of the menu; use high-contrast text; allow students to highlight with colour coding (food words vs prices).
• EAL learners: permit responses in English during verification; encourage pointing + matching before speaking.
• Extension for advanced learners: add a challenge list of “harder” items (longer words or kana-only) and require students to justify one match using a menu feature (e.g. “It’s the only one with ___ picture.”) rather than guessing.