Yen Shopping Skills

Overview

In this lesson, students practise understanding and responding to simple Japanese texts and numbers by using yen in realistic shopping scenarios. They will role-play as a customer and shop assistant, showing understanding of prices and completing basic transactions.

Learning intentions

Students will be able to:

• interpret and respond to key information in short Japanese texts and audio (prices, product names, totals)
• participate in familiar interactions using culturally appropriate language for shopping
• use number knowledge to handle basic yen amounts and make correct change where possible
• reflect on how language and culture connect to everyday food shopping experiences in Japan

Success criteria

Students can:

• recognise and say common yen prices (e.g. 500, 800, 1000) and match them to items
• complete a basic transaction by asking for an item, stating a price, and responding to the payment
• use simple polite phrases confidently during role-play (e.g. onegaishimasu, arigatou gozaimasu)
• demonstrate understanding by checking totals and confirming the result with a partner

Curriculum links

• ML4-UND-01: Students interpret and respond to information, opinions and ideas in texts to demonstrate understanding
• MLLS-UND-01: Students respond to information, opinions and/or ideas in texts to demonstrate understanding
• MLLS-INT-01: Students communicate with others in familiar contexts using gesture, actions, and/or culturally appropriate language
• ML4-INT-01: Students exchange information and opinions in a range of familiar contexts by using culturally appropriate language

Lesson structure (60 minutes)

1. 0–5 min · Hook (real life). Teacher shows 3 pictured items (e.g. bento, onigiri, drink) with yen price cards and asks students what they notice about the numbers. Students do a quick think-pair-share in English about what the prices mean.

2. 5–15 min · Language input (mini direct teaching). Teacher models and drills short Japanese shopping language and number handling using the set price range (avoid large amounts). Students repeat in choral groups, then practise reading one price card at a time with a partner.

3. 15–25 min · Guided listening/reading task. Teacher plays or reads a short “shop” dialogue twice: customer asks for an item, shop assistant gives the price, customer pays. Students mark:

• the correct item
• the correct price
• the payment phrase used Teacher pauses to check understanding using gesture prompts (point, nod, “show me”).

4. 25–40 min · Role-play round 1 (transactions). Teacher divides class into pairs (Customer/Shop assistant) and gives each pair:

• an “items + prices” sheet
• a wallet of fake yen notes/coins
• a transaction card with one goal (e.g. “Buy item A and pay exactly 1000 yen”). Students role-play while teacher circulates, noting who can match item-to-price and who needs number support. Partners swap roles halfway through the round.

5. 40–50 min · Role-play round 2 (add simple totals/change). Teacher introduces two extra rules using visuals:

• “If you pay more, the assistant gives change” (within the prepared amount set)
• “Confirm the total using the dialogue card” Students repeat the role-play, this time completing a quick “receipt” line: item, price, payment, change (in yen). Teacher checks totals orally.

6. 50–57 min · Formative check (micro-assessment). Students complete a 3-question exit mini-task:

• Choose the correct yen amount for an item
• Match a payment phrase to the right situation
• Write one short response (e.g. “Thank you” phrase) from a word bank Teacher collects for quick review.

7. 57–60 min · Wrap-up (success criteria reflection). Teacher asks: “What helped you most—numbers, phrases, or the receipt check?” Students give one sentence in English or Japanese using a stem (e.g. “I can…”).

Resources

• Item picture cards and corresponding yen price cards (restricted set)
• Fake yen notes/coins (pre-cut wallet sheets)
• Dialogue cue cards (customer + shop assistant)
• “Receipt” worksheet for change/totals
• Guided listening/reading script (for teacher) and student answer sheet
• Word bank for polite shopping phrases and numbers
• Highlighters for colour-coding prices
• Projector/board visuals for number practice

Assessment

• Teacher observation checklist during role-play (correct item-to-price matching, use of key phrases, ability to confirm totals)
• Guided task responses (item chosen and price marked) for immediate misconception detection
• Exit mini-task (3 questions) to verify individual understanding of prices and transaction language

Differentiation

• Use guided practice worksheets with:
• sentence starters and phrase frames (e.g. “Kore o kudasai.” / “Ikura desu ka?” / “Arigatou gozaimasu.”)
• number banks showing only the target price range
• Provide dyslexia-friendly reading supports:
• larger font worksheets, ample spacing, and high-contrast colour overlays
• audio option where the dialogue/price information is spoken, not only read
• reduced text on cue cards (one role line per card)
• Support for students needing extra scaffolding:
• paired roles with clearer prompts (assistant shows price card; customer points then says)
• step-by-step “receipt” template with blanks pre-labelled (item/price/payment/change)
• Extension for advanced learners (optional during round 2):
• introduce an extra item and require two-item transactions with one combined total and change
• prompt students to add a reason phrase from a set (e.g. “Because it’s tasty” equivalent in a simple form) using a word bank