Describing People

Overview

In Lesson 7 of 20, students use familiar Filipino vocabulary to describe people’s appearance and personality. The lesson builds on previously learned sentence patterns and introduces the linker na/-ng so students can combine adjectives and nouns accurately in short spoken and written descriptions.

Learning intentions

Students will:

• identify and use common Filipino adjectives for appearance and personality
• use na and -ng to link adjectives with nouns
• ask and answer simple questions about a person’s characteristics
• create a short spoken and written description in Filipino

Success criteria

• I can use Filipino adjectives to describe how someone looks or behaves.
• I can choose na or -ng to connect an adjective and noun.
• I can produce at least three accurate descriptive sentences.
• I can present my description clearly and respond to a simple question.

Curriculum links

• Western Australian Curriculum: Languages — Filipino, interacting in familiar contexts and exchanging information about people and personal worlds.
• Western Australian Curriculum: Languages — creating and presenting short spoken and written texts for a familiar purpose.
• Communicating: selecting appropriate vocabulary, sentence patterns and conventions for a Filipino audience.
• Understanding: recognising how Filipino grammar, including the linker na/-ng, shapes meaning.

Lesson structure (30 minutes)

1. 0–4 min · Retrieval hook. Open with the visual hook and retrieval question showing two contrasting fictional teenagers, such as a friendly student and a serious student. Teacher asks, “How could we describe them?” and briefly elicits any known Filipino words. Student says or writes familiar words, then predicts what the lesson will focus on.

2. 4–10 min · Explicit teaching. Use the adjective and linker teaching slides to introduce and model: matangkad (tall), maliit (small), maganda (beautiful), gwapo (handsome), mahaba (long), maikli (short), mabait (kind), masayahin (cheerful), mahiyain (shy) and masipag (hard-working). Explain that na follows an adjective ending in a consonant, while -ng joins an adjective ending in a vowel: mabait na tao, mahaba-ng buhok → mahabang buhok, maganda-ng ngiti → magandang ngiti. Teacher models each example slowly, and student repeats or signs meaning through gesture if helpful.

3. 10–15 min · Guided accuracy practice. Display the linker choice and sentence-building prompts and distribute the describing people practice sheet. Teacher presents one adjective and noun at a time and asks the student to select na or -ng, then read the completed phrase aloud. Student completes phrases such as mabait na kaibigan, mahabang buhok, masipag na estudyante and writes three simple sentences using the frame: Si ___ ay ___ na/___ng ___.

4. 15–22 min · Supported description task. Return to the model description and speaking prompts. Teacher models a short description of a fictional person: Si Mika ay masayahin na estudyante. Siya ay may mahabang buhok at magandang ngiti. Siya ay mabait. Student chooses a fictional or public figure and writes three to four sentences on the worksheet, using at least two appearance adjectives, one personality adjective and two correct linkers. Teacher prompts with questions such as Ano ang hitsura niya? and Ano ang ugali niya?

5. 22–27 min · One-to-one interaction. Use the interview question slides to conduct a short teacher–student exchange. Teacher asks Ano ang hitsura niya? or Ano ang ugali niya? Student answers in Filipino using the prepared description. Student then asks the teacher one question, using a sentence starter if needed. Teacher gives immediate feedback on adjective choice, linker use and pronunciation, recasting rather than interrupting fluency.

6. 27–30 min · Plenary and exit check. Show the final challenge and reflection slide. Student completes the final two items on the worksheet: joins maganda + ngiti and mabait + tao, then writes one original sentence about a fictional person. Student reads the sentence aloud and explains why na or -ng was used.

Resources

• the complete 8-slide teaching deck covering the visual hook, vocabulary, linker rule, worked examples, guided practice, model description, interview prompts and plenary
• the describing people practice sheet
• Whiteboard and markers
• Student exercise book and pen
• Optional image of a fictional character or public figure suitable for school use

Assessment

• During guided practice, check whether the student selects na after consonant-ending adjectives and -ng after vowel-ending adjectives.
• Listen for accurate adjective–noun phrases and appropriate responses during the teacher–student interview.
• Use the final written sentence to assess vocabulary, linker accuracy, word order and comprehensibility.

Differentiation

• Provide a word bank, colour-code the adjective and noun, and offer sentence frames: Si ___ ay ___ na/___ng ___. and Siya ay may ___.
• Model pronunciation slowly and allow the student to rehearse, point to vocabulary or write before speaking.
• For extension, require four linked descriptions and a contrast using pero, such as Mabait siya pero mahiyain.
• Use fictional people rather than personal descriptions if the student is uncomfortable discussing appearance; accept approximate pronunciation while giving one focused correction at a time.