This plan focuses on structured preparation and interaction, provides clear goals, incorporates movement, and uses appropriately challenging B1-level vocabulary to keep all students, from Motoko to Yurika, engaged and successful.

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Lesson Title: A Taste of Japan: Our Regional Food Fair

Lesson Overview:

• Target Audience: CEFR B1 Japanese Adults (Middle-aged/Older), Mixed returning/new.
• Time: 90 minutes
• Topic: Describing and sharing regional Japanese foods.
• Main Goal: To enable students to confidently describe a familiar regional dish and ask follow-up questions about other dishes, using B1-level descriptive vocabulary and discourse strategies in a dynamic “food fair” setting.

Learning Objectives:

By the end of this lesson, students will be able to:

• Describe a specific dish’s ingredients, flavor, and cultural importance.
• Use target vocabulary related to food textures and tastes in conversation.
• Ask and answer follow-up questions to sustain a conversation about food.
• Share personal connections or memories related to a specific food.

Target Language:

• Focus: Vocabulary for describing food (taste, texture, type) and phrases for presenting information.
• Phrases/Vocabulary:
  • Signature dish: (A specialty of a place) “The signature dish of my hometown is…”
  • Savory: (Salty or spicy, not sweet) “It has a rich, savory flavor from the soy sauce.”
  • A subtle flavor: (Not strong or overpowering) “The dashi gives the soup a very subtle flavor.”
  • A rich taste: (A deep, strong, and complex taste) “The slow-cooked pork has a very rich taste.”
  • Crispy texture: (Pleasantly firm and making a sharp sound when bitten) “The tempura has a light and crispy texture.”

Materials:

• Whiteboard & Markers
• Projector & Computer
• Obsidian Slides (see outline below)
• Handouts: “Food Fair Prep & Visitor Questions” sheet (one per student)
• Small pieces of paper & pens for Exit Tickets

Lesson Procedure:

1. Getting Started (Warm-up) (10 minutes):

• Purpose: To activate students’ schema about food and personal preferences in a low-stress way.
• Activity: My Favorite Comfort Food
  1. Pose the question on a slide: “What is your favorite ‘comfort food’? (A food that makes you feel happy, safe, or nostalgic).”
  2. Give students 1 minute to think alone.
  3. In pairs, students share their comfort food and explain why they chose it (e.g., “My comfort food is ramen. When I was a university student, I ate it often with my friends on cold nights.”)
  4. Briefly ask 2-3 students to share their partner’s answer with the class. (“Keiko, what is Makiko’s comfort food?”)
• CCQs:
  • “Are you talking about your favorite food or your partner’s favorite food?” (Your own)
  • “Do you need to explain why it’s your comfort food?” (Yes)
  • “Are you working alone or with a partner?” (With a partner)

2. Introducing the Topic/Language Focus (15 minutes):

• Purpose: To introduce the lesson’s main activity, present target B1 vocabulary, and provide a clear model.
• Activity: Setting the Table
  1. Introduce the main activity: “Today, we will have a ‘Taste of Japan Food Fair’. You will be an expert on a food from your hometown or region. You will present your dish to your classmates.”
  2. Use the Obsidian slides to introduce the 5 target vocabulary words/phrases. For each word, show the word, then the definition and a clear example sentence.
  3. Instructor Model: Briefly model the task. “For example, my hometown’s signature dish is the Philly Cheesesteak. It’s a sandwich with beef and cheese. It has a very rich and savory flavor. It’s not fancy, but it’s a famous comfort food.” (Keep it short and clear).
  4. Distribute the “Food Fair Prep & Visitor Questions” handout. Explain that they will have a few minutes to prepare what they want to say.
• CCQs:
  • “What is a ‘signature dish’?” (A specialty food from a place)
  • “If a taste is ‘subtle’, is it very strong or very gentle?” (Gentle)
  • “In the food fair, will you speak to one person or many people?” (Many people)

3. Let’s Talk! (Main Activities) (40 minutes):

• Purpose: To provide extended, structured, and interactive practice using the target language in a meaningful, communicative context.
• Activity 1: Food Fair Preparation (10 minutes)
  1. Instruct students to use the “Preparation Guide” section of their handout to organize their ideas about their chosen regional dish.
  2. They should write short notes (not full sentences) about its name, region, main ingredients, taste/texture (using the new vocabulary if possible), and why it’s special.
  3. Walk around the room to monitor and help students who are struggling to choose a dish or find the right words.
• CCQs:
  • “Are you writing full sentences or short notes?” (Short notes)
  • “What information should you prepare?” (Name, region, ingredients, taste, why it’s special)
• Activity 2: The Food Fair (30 minutes)
  1. Ask everyone to stand up and find a partner.
  2. Explain the roles: One person is the “Presenter,” and the other is the “Visitor.” The Visitor should use the questions on their handout to learn about the Presenter’s dish.
  3. After about 4-5 minutes, clap your hands and say “Switch roles!” The Presenter becomes the Visitor, and vice-versa.
  4. After another 4-5 minutes, clap your hands and say “Find a new partner!”
  5. Repeat this process 3-4 times so that each student talks with several different people. This format is excellent for Atsushi (mingling), provides clear goals for Keiko, and gives repeated, low-stakes practice for all.
• CCQs:
  • “Are you sitting down or standing up for this activity?” (Standing up)
  • “What should the ‘Visitor’ do?” (Ask questions from the handout)
  • “When you hear me clap, what should you do?” (Switch roles or find a new partner)

4. Wrapping Up (Review & Feedback) (25 minutes):

• Purpose: Consolidate learning, share interesting discoveries, apply error correction, and gather feedback.
• Activities:
  1. Group Sharing (10 mins): In groups of 3 or 4, students share the most surprising or interesting dish they learned about from their classmates (not their own). “What was the most interesting food you heard about today? Why?”
  2. Error Correction Slot (5 mins): On the whiteboard, write down 3-4 anonymized sentences with common errors you heard during the fair (especially related to the target vocabulary). For example: “The texture is crispy-y.” Ask the class to correct them together.
  3. Final Q&A (5 mins): Ask if anyone has any final questions about the vocabulary or the lesson.
  4. Exit Ticket (5 mins): Distribute and collect the exit ticket slips. This ensures the lesson finishes on time, addressing Makiko’s earlier feedback.

Instructor Guidance & Notes:

• Error Correction Strategy: During the fair, jot down common errors related to prepositions, articles, and the target vocabulary. Use the delayed correction slot to address these patterns without singling out individuals.
• Cultural Sensitivity: This topic is inherently positive and celebrates personal heritage. Encourage students to be proud “ambassadors” of their region.
• Flexibility: The number of partner rotations in the food fair can be adjusted based on the energy and engagement level of the class. If conversations are going very well, allow an extra minute.
• Quality over Quantity: The goal is for students to have several meaningful, short conversations, not to talk to everyone.
• Technology Note: Keep the focus on the conversation. The slides are for support and instruction only.
• Differentiation: Stronger students (like Yurika) can be encouraged to use more complex sentences and ask more spontaneous follow-up questions. For students who may struggle (like Tetsuko or Matsumi), the handout provides a strong scaffold to rely on.

Suggested Supporting Materials Content:

### Handout: Food Fair Prep & Visitor Questions

Part 1: Preparation Guide

Think about a famous food from your hometown or a region you know well. Use the space below to make some notes.

• Name of Dish: _____________
• Region/Prefecture: _____________
• Main Ingredients: _____________
• Taste & Texture: (Try to use our new words: signature dish, savory, subtle flavor, rich taste, crispy texture)
  ______________________________________
• Why is it special? (When do you eat it? Any personal memory?)
  ______________________________________

Part 2: Visitor Questions

When you are a “Visitor,” use these questions to learn about your partner’s dish:

• What is the signature dish you want to talk about?
• What are the main ingredients?
• What does it taste like? Does it have a savory or sweet flavor?
• What is the texture like?
• When do people usually eat this dish? (e.g., for festivals, in winter, etc.)
• Is it difficult to make at home?
• What is a good restaurant in your region to eat this? (optional)

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Potential Online Resource Search Terms:

• “short video Japanese street food”
• “how to describe food in English”
• “Japan regional cuisine documentary English subtitles”

Obsidian Slides Outline:

## A Taste of Japan
### Our Regional Food Fair
`A clean, minimalist photographic image for a presentation. A beautifully presented, single bowl of a traditional Japanese dish (like ramen or donburi) sits on a simple wooden table. Soft, natural light from the side highlights the textures of the food. The background is a soft, out-of-focus blur of a calm, modern kitchen. FLUX.1 style.`
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# Warm-up
## Your Comfort Food
### What is a food that makes you feel happy, safe, or nostalgic?
- Think for 1 minute alone.
- Share with a partner and explain why.
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# Today's Goal
## The "Taste of Japan" Food Fair
### You will be an expert on a food from your hometown or region.
- **Present** your dish to your classmates.
- **Learn** about their regional dishes.
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# Key Vocabulary
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# Signature Dish
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## == **Signature Dish** ==
### A specialty food that a restaurant or place is famous for.
#### Example: The signature dish of Hokkaido is soup curry.
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# Savory
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## == **Savory** ==
### Salty or spicy, not sweet.
#### Example: Miso soup has a rich, savory flavor.
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# A Subtle Flavor
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## == **A Subtle Flavor** ==
### A gentle or delicate taste, not strong or overpowering.
#### Example: The yuzu in this dish gives it a subtle flavor of citrus.
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# A Rich Taste
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## == **A Rich Taste** ==
### A deep, strong, and complex taste.
#### Example: This tonkotsu ramen broth has a very rich taste.
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# Crispy Texture
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## == **Crispy Texture** ==
### Pleasantly firm and makes a sharp sound when bitten.
#### Example: I love the crispy texture of freshly made tonkatsu.
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# Activity 1: Preparation
## (10 minutes)
### Use your handout to plan your presentation.
- Name of Dish
- Region
- Ingredients
- Taste & Texture
- Why it's special
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# Activity 2: Food Fair!
## (30 minutes)
### Stand up and mingle!
- Find a partner.
- One person is the **Presenter**.
- One person is the **Visitor**. Use the questions on your handout.
- Listen for me to say **"Switch roles!"** or **"Find a new partner!"**
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# Visitor Questions
## Use your handout to ask questions!
- What is the signature dish...?
- What are the main ingredients?
- What does it taste like?
- When do people eat it?
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# Wrap-up
## Small Group Sharing
### In groups of 3, share:
- What was the most interesting or surprising food you learned about today?
- Why did you think it was interesting?
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# Exit Ticket & Q&A
### Please fill out the exit ticket.
### Any questions?

Exit Ticket Questions (For Paper Handout):

1. What part of today’s lesson did you enjoy the most?
2. Was today’s lesson: (Circle one) Too Difficult / Just Right / Too Easy ?
3. Was the vocabulary: (Circle one) Too Difficult / Just Right / Too Easy ?
4. Any other comments or suggestions for future lessons? (Optional: Write in English or Japanese)

Optional At-Home Activities:

• Watch: Find a short YouTube video (in English) of someone making a regional Japanese food. Notice what words they use to describe it.
• Write: Write 3-4 sentences describing your favorite meal from yesterday. Try to use one of the new vocabulary words.

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Lesson Plan for Students (Blog Post Version):

• Lesson Topic: A Taste of Japan: Our Regional Food Fair
• What we will do: This week, we will host our own “Taste of Japan” food fair! You will have the chance to be an expert and teach us about a famous food from your hometown or a region you know well. We will move around the classroom to share and learn about everyone’s delicious local dishes.
• Key Phrases/Vocabulary:
  • Signature dish
  • Savory
  • A subtle flavor
  • A rich taste
  • Crispy texture
• Handouts: We will use a handout to help prepare our ideas and ask good questions.
• See you in class!

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Featured Image Prompt for Blog Post:

A bright and inviting photographic image for a blog post. A small group of smiling, middle-aged Japanese adults are gathered around a table, looking with interest at a food magazine or tablet one of them is holding. They are engaged in a lively, friendly conversation in a modern, minimalist classroom or cafe setting. Soft, natural light fills the space. The background is pleasantly blurred, focusing on the positive interaction and the theme of sharing culture through food. FLUX.1 style.

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Blog Post Excerpt:

What’s the best food from your hometown? This week, we’ll become food experts and share the delicious signature dishes of Japan. Let’s practice our B1 descriptive English and learn about each other’s local culture in a fun, interactive “food fair”