Traditional Table Manners

Overview

This is lesson 5 of 25 in Itadakimasu: Japanese Food Culture. Students explore common Japanese dining etiquette through images, short texts and role-play, building on prior learning about food vocabulary and the expression itadakimasu. They compare customs respectfully rather than judging one practice as better than another.

Learning intentions

• WALT explore dining etiquette in Japan.
• Students will identify and interpret information about common Japanese table manners.
• Students will use culturally appropriate language and gestures in a familiar dining context.
• Students will respond to a short cultural text and exchange opinions respectfully.

Success criteria

• I can explain three key table manners commonly observed in Japan.
• I can use itadakimasu and gochisousama deshita appropriately.
• I can demonstrate appropriate chopstick and dining behaviours in a role-play.
• I can compare one Japanese custom with a local Australian custom without stereotyping.

Curriculum links

• Understanding and responding to spoken, written and multimodal target-language texts.
• Applying knowledge of language systems to understand and respond to texts.
• Exchanging information and opinions in familiar contexts using culturally appropriate language.
• Creating spoken and multimodal texts for familiar communicative purposes.

Lesson structure (60 minutes)

1. 0–7 min · Hook and prior learning. Teacher opens with the hook image and opening question showing a Japanese meal setting with chopsticks and asks, “What might be respectful or disrespectful here?” Students silently note two observations, then share with a partner using English or familiar Japanese food language. Teacher revisits itadakimasu from the previous lesson and explains that etiquette can vary between households, regions and situations.

2. 7–18 min · Explore the customs. Teacher uses the etiquette teaching slides to introduce six common practices: say itadakimasu before eating; say gochisousama deshita after eating; avoid sticking chopsticks upright in rice; do not pass food from chopsticks to chopsticks; avoid pointing with chopsticks; and use shared dishes and serving utensils appropriately. Students match each practice to a visual and record three manners on the Japanese table manners worksheet. Teacher models pronunciation and gestures, clarifying that these are common cultural expectations, not rules followed identically by every person.

3. 18–28 min · Read and interpret. Teacher displays the short etiquette text and reads it aloud once, then invites students to reread in pairs. Students highlight or underline evidence for three behaviours and answer the worksheet questions: “What happens before eating?”, “Which chopstick action should be avoided?”, and “Why might table manners show consideration for others?” Pairs compare answers before the teacher checks understanding through targeted questioning.

4. 28–45 min · Role-play stations. Teacher explains the role-play instructions on the role-play instruction slide and forms groups of three: host, guest and observer. Each group receives one scenario from the worksheet, such as beginning a meal, using chopsticks, serving shared food or finishing a meal. Students rehearse and perform a 30–45 second scene, using itadakimasu, gochisousama deshita, gestures and respectful body language where appropriate. Observers use the worksheet checklist to identify two successful behaviours and one improvement. No food is required; students may use paper bowls and unsharpened or imaginary chopsticks.

5. 45–54 min · Compare and discuss. Teacher returns to the comparison discussion slide and prompts: “How is one Japanese custom similar to or different from a custom in your home or community?” Students complete a brief comparison in pairs, then share using the frame: “In Japan, …. In my experience, …. Both show ….” Teacher reinforces that Australian dining practices also differ across families and cultures, and that comparison should avoid assumptions.

6. 54–60 min · Plenary and exit check. Teacher displays the plenary prompts. Students complete the final worksheet response: explain three Japanese table manners and give one reason etiquette matters. Volunteers demonstrate one appropriate gesture or phrase. Teacher collects responses to identify students needing further support before the next lesson.

Resources

• the Traditional Japanese Table Manners slide deck
• the Japanese table manners worksheet
• Projector or interactive display
• Board and markers
• Paper bowls or place settings for role-play
• Unsharpened chopsticks, craft sticks or imaginary chopsticks
• Highlighters or coloured pencils
• Optional audio recording of modelled Japanese pronunciation

Assessment

• Listen for accurate interpretation during pair reading and check students’ highlighted evidence.
• Use the role-play observer checklist to assess understanding of etiquette, appropriate gestures and use of key phrases.
• Collect the exit response and check that each student explains three manners accurately and gives a relevant reason or comparison.

Differentiation

• Provide a visual word bank with itadakimasu, gochisousama deshita, hashi (chopsticks), tabemasu (eat) and 気をつけて (ki o tsukete, be careful), plus sentence starters for students who need language support.
• Offer dyslexia-friendly copies of the worksheet: clear sans-serif font, left-aligned text, generous spacing, short instructions, limited text on each line and optional teacher or partner reading.
• Allow students to respond through labelled drawings, oral explanation, rehearsed phrases or bullet points rather than extended writing.
• Pre-teach the role-play sequence, model each action slowly and provide a reduced-choice scenario card for students requiring additional processing, communication or motor support.
• Extension: students create and perform a short “etiquette guide” for an international visitor, incorporating at least five manners and explaining which custom they would find most unfamiliar.
• Extension: students compare two Japanese customs with local or family practices, identifying both a difference and a shared value such as respect, gratitude or consideration.