1 Using the OHP menu, start by ensuring that everyone understands the menu and encourage people to ask about any new items using . . . wa Eigo de nan desu ka.
2 Give everyone a copy of the menu and ask them to imagine they are in a restaurant. Their objective is simply to order a meal from the menu and something to drink and to answer any questions put to them.
3 EITHER everyone sits round one large table and you take the role of waiter / waitress, take orders, confirm orders and answer queries.
OR in groups of four or five, learners sit round several small tables and you take the role of waiter and take orders, etc. as above. While you interact with one group, the others discuss likes and dislikes and / or invent identities for themselves and exchange information as on a social occasion.
4 They should be encouraged to be as imaginative as possibly in their use of language. Remind them to use the social language they know such as please, thank you, itadakimasu, etc., help phrases such as Could you please say that again?, different counters and, of course, the language from Unit 10 for ordering and paying compliments.
The conversations could be recorded on cassette and produced as evidence of competence for all those participating as the situation is much more authentic that a tutor-learner one-to-one interview.
1 Ask everyone to draw a blank grid with 7 columns and 6 rows*, to write namae as the heading of column 1 and then (individually) to select any six foods or drinks mentioned in Talk Japanese and enter them as headings of columns 2 to 7 without showing them to the others.
2 Explain that they are going to conduct a survey with the aim of finding out whether others in the class like the food items they have chosen.
3 Ask them to circulate and ask five* other people whether they like or dislike the items chosen. They should enter the name of the person they are interviewing in the first column and put either a tick or a cross in the grid according to their responses (or draw the appropriate happy face as on page 92). Dai suki and dai kirai can be recorded as two ticks or crosses.
The completed questionnaires can be used as evidence of competence.
*More or fewer will extend or shorten the activity as required.
1 Divide the class into two teams and explain that they are going to take part in a vocabulary competition.
2 Each team, in a given time, chooses 15 Japanese words or short phrases from Unit 10.
3 Team A starts by asking, e.g. Sakana wa Eigo de nan desu ka and anyone from Team B can answer but without any reference to the book or a dictionary.
4 Your role is that of referee and time-keeper, imposing a strict limit on the thinking time. You also keep score.
5 If the activity is successful and everyone obviously knows their vocabulary from Japanese to English, try another round, this time with . . . wa Nihongo de nan desu ka and a different selection of words and phrases.
If, at the end, the scores are even, you could introduce a tie-break, extending the activity by asking the meaning of new words you think the class might be able to guess.