Creating a Filipino Profile

Overview

This is lesson 19 of 20 in the Filipino Language Foundations unit. Students consolidate familiar greetings, personal details, family vocabulary, interests and preferences by drafting and presenting a short personal profile in Filipino.

Learning intentions

Students will:

• create a short written profile for a familiar audience
• select appropriate Filipino greetings, vocabulary and sentence structures
• organise information logically using simple textual conventions
• present their profile clearly using supported spoken Filipino

Success criteria

• I can greet my audience and introduce myself in Filipino.
• I can include personal details, family information, interests and preferences.
• I can use familiar sentence patterns accurately enough to communicate meaning.
• I can present my profile clearly and respond to one simple question.

Curriculum links

• Western Australian Curriculum: Languages — creating and presenting spoken and written texts for familiar purposes and audiences.
• Western Australian Curriculum: Languages — selecting appropriate vocabulary, expressions, grammatical structures and textual conventions.
• Communication and intercultural understanding — using Filipino to share information about personal identity and relationships.
• Literacy — planning, sequencing, drafting, editing and presenting a short multimodal or spoken text.

Lesson structure (30 minutes)

1. 0–4 min · Recall and hook. Teacher opens with the profile challenge opening slides and displays a fictional Filipino student profile, asking, “What information helps us get to know this person?” Student identifies familiar categories such as greeting, name, family, interests and likes.

2. 4–9 min · Model the structure. Teacher uses the model profile and language-pattern slides to read a short model aloud twice, first for overall meaning and then with pauses for noticing. Student highlights or orally identifies useful structures, such as:

• Kumusta! Ako si ____.
• Ang pangalan ko ay ____.
• Ako ay taga-____.
• Mayroon akong ____.
• Mahilig ako sa ____.
• Gusto ko ang ____ ngunit hindi ko gusto ang ____.

Clarify that students may use information they are comfortable sharing or create a fictional identity.

3. 9–15 min · Guided drafting. Teacher distributes the Filipino personal profile planner and completes the first section as a shared example, checking pronunciation and meaning. Student drafts a profile of approximately 5–7 sentences, including a greeting, name, location or school, one family detail, one interest and one preference.

4. 15–20 min · Edit and rehearse. Teacher revisits the editing checklist and rehearsal instructions and prompts the student to check word order, spelling, punctuation, accents or capital letters where relevant, and whether each required idea is included. Student reads the profile aloud twice, improving pronunciation, pace and expression after teacher feedback.

5. 20–26 min · Presentation. Teacher invites the student to present the profile to the teacher, class recording device or an imagined Filipino exchange partner, using the presentation prompt slide as a visual audience cue. Student presents without reading every word where possible, then answers one supported question, such as Ilang taon ka na?, Ano ang hilig mo? or Mayroon ka bang kapatid?

6. 26–30 min · Reflection and exit check. Teacher displays the reflection and exit-ticket slide and asks the student to complete the final section of the worksheet: one sentence they can now say confidently and one sentence they want to improve before the final unit lesson. Student delivers one selected sentence orally and identifies the next improvement goal.

Resources

• the Filipino profile presentation deck
• the Filipino personal profile planner
• Whiteboard and markers
• Student writing materials
• Optional secure audio-recording device
• Teacher pronunciation model or classroom dictionary

Assessment

• Listen during drafting and rehearsal for accurate use of greeting, personal information, family, interests and preference structures; provide immediate recasts or prompts.
• Use the presentation to assess whether the student communicates the required information with understandable pronunciation, appropriate vocabulary and logical sequencing.
• Review the completed worksheet and exit reflection for inclusion of the required content, basic textual conventions and an achievable improvement goal.

Differentiation

• Provide sentence starters, a bilingual word bank and a completed model with colour-coded sections for greeting, details, family, interests and preferences.
• Allow the student to present from a cue card, rehearse in smaller sections or record the profile if speaking live creates anxiety.
• Support memory and pronunciation by reading each sentence together, marking pauses and accepting fictional personal details where privacy is a concern.
• Extend the task by adding a reason using dahil (“because”), contrasting two preferences with ngunit (“but”), or asking and answering two follow-up questions.