Cultural Food Match-Up

Curriculum Links

• Learning Area: Languages – Learning Languages (Additional Languages)
• Level: Year 8 (ages 12-13)
• Curriculum Reference:
  • Communicating: Understanding and using appropriate vocabulary and expressions to communicate in an additional language; participating in conversations and extending ideas (NZ Curriculum, Learning Languages Level 4-5)
  • Making Meaning: Recognising cultural contexts and values reflected in the language (NZ Curriculum, Learning Languages Level 4-5)
  • Key Competencies:
    • Managing Self — taking responsibility for own learning in group work
    • Relating to Others — collaborating in group discussions and respecting others’ contributions
    • Using Language, Symbols, and Texts — engaging with new vocabulary and cultural knowledge
• Standards Alignment: Supports the development of oral communication and cultural understanding, foundational for future Level 1 NCEA achievement standards in languages

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WALT (We Are Learning To)

• Recognise and identify popular Japanese foods by name and appearance
• Discuss, in English and simple Japanese, possible ingredients of these foods
• Work collaboratively to match images of Japanese foods to their correct names
• Develop vocabulary related to food and ingredients in context

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Success Criteria

• I can confidently name at least 5 popular Japanese foods and say one ingredient for each
• I can work with my group to match food pictures with the correct Japanese names
• I can explain and use simple phrases to describe the food using key vocabulary about ingredients
• I listen to and respect others’ ideas during group discussions

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Lesson Duration

45 minutes

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Class Profile

• Number of Students: 25
• Year Level: 8 (ages approximately 12-13)
• Language Skills: Some prior vocabulary knowledge in Japanese; varied proficiency

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Resources Needed

• Picture cards/photos of popular Japanese foods (e.g., sushi, ramen, mochi, tempura, onigiri) (colourful, large, clear images)
• Word cards with Japanese food names written in romaji and kanji (where appropriate)
• Ingredient cards or pictures (examples: rice, seaweed, fish, tofu, noodles)
• Whiteboard and markers
• Group worksheets for notes/drawing
• Sentence stems for describing food (“This is ___. It has ___.”)

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Detailed Lesson Plan

1. Introduction (5 minutes)

• Teacher activity:

  • Welcome and introduce the lesson topic: Exploring Japanese food culture through a fun match-up game.
  • Present 3-4 images of Japanese food, pronouncing their names clearly in Japanese and pointing out a simple fact about each (e.g., “Sushi is rice with fish”).
  • Share WALT and success criteria on the board.

• Student activity:

  • Listen, repeat the Japanese food names aloud together to practise pronunciation.
  • Briefly discuss if students know these foods or have tried them before.

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2. Vocabulary Pre-teaching (7 minutes)

• Teacher activity:

  • Introduce key food vocabulary (ingredients) using ingredient cards/images.
  • Model simple descriptive phrases using sentence stems in English and Japanese:
    • “Sushi has rice and fish.” / “Sushi wa gohan to sakana ga aru.”
  • Use visuals to reinforce understanding, checking comprehension through gestures and questions.

• Student activity:

  • Repeat vocabulary and sentence stems chorally and individually.
  • Ask and answer quick yes/no or choice questions with a partner (e.g., “Does sushi have rice or noodles?”).

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3. Main Activity: Food Match-Up Game (20 minutes)

• Teacher set-up:

  • Divide class into 5 groups of 5 students.
  • Distribute sets of Japanese food picture cards, matching name cards, and ingredient cards to each group.

• Activity:

  • Each group sorts and matches the food pictures to the correct name cards.
  • Then students discuss in their groups what ingredients might be in each food using sentence stems.
  • Groups prepare to share one food item with the class, naming it and listing ingredients in basic English and Japanese.

• Teacher role:

  • Circulate among groups to support vocabulary use, ask guiding questions, model language, and check pronunciation.
  • Encourage all students to participate in discussion by assigning roles if needed (e.g., reader, speaker, matcher).

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4. Group Sharing and Discussion (8 minutes)

• Student activity:

  • One member from each group presents one matched food item to the class, naming it and describing ingredients simply.
  • Use sentence stems: “This is ____. It has ____.”

• Teacher activity:

  • Provide positive feedback on language use and pronunciation.
  • Clarify any misunderstandings or pronunciation errors.
  • Summarise cultural insight: Japanese food often uses rice, fish, and seaweed, reflecting their culture and geography.

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5. Wrap-up and Reflection (5 minutes)

• Teacher activity:
  • Recap the WALT and success criteria on the board.
  • Ask students to reflect verbally or on paper:
    • What was your favourite Japanese food today?
    • What ingredient did you learn?
  • Explain extension tasks for students who want to learn more.

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Extension Activities for Advanced Learners

• Research a lesser-known Japanese food and prepare a short description including ingredients and cultural facts.
• Create a simple recipe or picture recipe card in English and Japanese for one of the foods learned today.
• Write and perform a short dialogue or role-play ordering food at a Japanese restaurant using learned vocabulary.

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Assessment Ideas

• Informal observation of participation and correct use of vocabulary/phrases during group activity and presentations.
• Collect group worksheets for evidence of matching and ingredient discussion.
• Quick exit slip: Students write one new food name and one ingredient they remember, in English or Japanese.

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Reflection and Next Steps

• Consider revisiting vocabulary in future lessons, integrating reading and writing food-related texts.
• Connect with other curriculum areas (e.g., Social Sciences) by exploring Japanese culture more broadly.
• Encourage students to explore their own cultural food traditions and share with class.

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References

• New Zealand Curriculum Learning Languages, Level 4-5: Communicating, Making Meaning, and Cultural Understanding
• Te Mātaiaho English and Learning Languages Documents (2024) – emphasis on vocabulary teaching, group communication, and cultural links
• 2026 Teaching Standards: Effective use of culturally responsive pedagogy, student engagement, and language acquisition strategies