Table Manners Today

Overview

In this lesson, students learn and practise traditional Japanese table manners in familiar, everyday situations. They observe a short video, identify table-manner behaviours, and use them in guided role-plays to build accurate, culturally appropriate interaction.

Learning intentions

WALT: Understand traditional Japanese table manners.

Success criteria

• I can explain at least three Japanese table manners using clear descriptions.
• I can use culturally appropriate phrases/actions during role-play (with support if needed).
• I can match what I see in a video to specific table manners.
• I can identify which manners are polite and appropriate in a dining situation.

Curriculum links

• MLLS-INT-01 — Students communicate with others in familiar contexts using gesture, actions, and/or culturally appropriate language.
• ML4-UND-01 and MLLS-UND-01 — Students interpret, respond to, and show understanding of information in spoken and multimodal texts (video).
• ML4-INT-01 and/or ML4-CRT-01 — Students exchange information/opinions and create language for familiar communicative purposes using culturally appropriate language.

Lesson structure (60 minutes)

1. 0–5 min · Warm-up (Think–Pair–Share). Teacher asks: “What makes table manners respectful in your home?” and links to the unit “Exploring Japanese Food Culture”. Students discuss in pairs and share one idea.

2. 5–12 min · Activate knowledge (Quick input + gestures). Teacher displays 4–6 image cards (or acts out) showing behaviours (e.g., using chopsticks properly, saying itadakimasu/oshibori). Students sort them into “I think is polite” vs “Not sure” using hand signals.

3. 12–22 min · Video observation (First viewing). Teacher plays a short video showing Japanese dining moments; students watch with a “Look for” focus: manners, actions, and what people say. Students record 2–3 observations in a simple table (Manner | What I noticed | Why it might be polite).

4. 22–30 min · Check understanding (Second viewing + stop points). Teacher replay segments and pauses at key moments (e.g., before eating, during sharing food, after eating). Students match observations to teacher-provided keywords using a word bank and/or teacher prompts (no long writing required).

5. 30–42 min · Guided role-play (Culturally appropriate interaction). Teacher assigns roles (guest/host/friend) and provides scenario cards (e.g., “You’re invited to a classmate’s meal”, “Family restaurant with shared dishes”). Students practise 2 short role-play rounds using sentence starters and actions:

• “Before eating, we…”
• “Please…” / “Thank you…”
• “I notice you… (manners)” Teacher circulates, modelling correct gesture and intonation.

6. 42–52 min · Student demonstration (Mini-performances). Groups perform one 30–45 second scene; audience completes a quick peer checklist: did they show at least 3 manners, and did their language match the situation? Students give one “Glow” (what was good) and one “Grow” (one improvement).

7. 52–60 min · Exit ticket (Explain 3 manners). Students complete a brief exit ticket: write or record (audio/photo-to-text) explanations for three table manners they learned, using their own words and the checklist as a guide. Teacher collects for next lesson planning.

Resources

• Table manners image cards (print or on screen)
• Scenario role-play cards (guest/host; shared food; restaurant/home)
• Sentence starters for Japanese interaction (provided by teacher)
• Video (multimodal clip showing Japanese dining/table manners)
• Peer checklist template (1 per student)
• Exit ticket sheet (or audio-record option)
• Timer and projector/speakers
• Dyslexia-friendly “chunked” worksheet (short lines, large font, icons)

Assessment

• Formative: teacher observation during role-play (uses checklist for culturally appropriate actions and basic phrases).
• Formative: video observation table—checks whether students can identify manners from what they see.
• Summative for the lesson: exit ticket demonstrating ability to explain at least three table manners.

Differentiation

• Support: provide a differentiated checklist template with icons and sentence starters; allow students to underline/ circle instead of full sentences.
• Dyslexia-friendly options: allow oral responses (audio recording), use larger font, colour-coded sections (Manner/Action/Why), and provide a short word bank for spelling support.
• EAL/SEN support: pre-teach 6–8 key words/phrases with gestures; pair learners strategically (one confident speaker with a supportive peer).
• Extension (advanced learners): challenge students to create a “Before/During/After” table and add one extra culturally respectful detail (e.g., how to respond when given food) plus a brief explanation of why it matters.