Directions and Transport

Overview

In Lesson 14 of 20, students use familiar Filipino vocabulary to ask for and give simple directions in a town setting. The lesson builds on previously learned greetings, question forms and everyday places, moving towards a short, supported spoken and multimodal exchange with the teacher.

Learning intentions

Students will:

• use simple Filipino direction words and transport vocabulary.
• ask where a place is and identify a suitable way to travel.
• give a short, sequenced direction using a familiar town map.
• adapt language, gesture and visual support to make meaning clear.

Success criteria

• I can ask where a place is using a modelled question.
• I can use at least four direction or transport words accurately.
• I can give two or three clear steps to reach a destination.
• I can respond appropriately when the listener asks for clarification.

Curriculum links

• Filipino Language Foundations: exchanging information about familiar daily-life and school environments.
• Collaborating through language to transact, negotiate and organise an activity.
• Creating and presenting a short multimodal text for a specific purpose and audience.
• Western Australian Languages expectations for using rehearsed vocabulary, language structures, interaction strategies and cultural conventions in familiar contexts.

Lesson structure (30 minutes)

1. 0–4 min · Visual hook and retrieval. Open with the town-map hook and retrieval slides showing a colourful fictional town map with a person at a bus stop and ask, “How can we help this person get to the library?” Briefly review greetings and familiar place words from earlier lessons. The student identifies any known places, transport and direction words, using English where needed before hearing the Filipino equivalents.

2. 4–10 min · Explicit teaching. Use the vocabulary and model dialogue slides to teach or revise: kaliwa (left), kanan (right), diretso (straight), malapit (near), malayo (far), bus, tren (train), bisikleta (bicycle), paaralan (school), palengke (market), parke (park) and aklatan (library). Model the questions Nasaan ang ___? (Where is ___?) and Paano pumunta sa ___? (How do I get to ___?), followed by a simple answer such as Dumiretso ka. Kumanan ka sa ___. Students watch, repeat, sign/gesture direction where helpful, and match words to locations on the projected map.

3. 10–15 min · Guided language rehearsal. Display the sentence frames on the guided-practice slides and provide the directions and transport practice sheet. The student completes a short matching task, then rehearses two exchanges with the teacher: asking for a destination and choosing transport. Prompt the student to use salamat (thank you) and walang anuman (you’re welcome), correcting pronunciation sensitively through recasting rather than interrupting fluency.

4. 15–23 min · Map role-play. Use the role-play instruction slides and the map on the directions and transport practice sheet. The teacher secretly selects a starting point and destination, then models the first exchange. The student asks for directions, listens, and traces the route with a finger or pencil. Repeat with roles reversed: the student gives directions while the teacher deliberately asks one clarification question, such as Kaliwa o kanan? (Left or right?) or Malapit? (Near?). The student clarifies using a gesture, repeated direction or an alternative transport suggestion.

5. 23–27 min · Independent mini-text. Show the short presentation prompt. The student prepares and presents a 20–30-second spoken and visual route from one town location to another, including a greeting, destination question or statement, two sequenced directions and one transport word. The teacher records the response or takes brief notes, allowing the student to refer to the worksheet.

6. 27–30 min · Plenary and exit check. Return to the plenary and reflection slide. The student answers three quick prompts: “Say left and straight”, “Ask where the park is”, and “Give one direction to the school.” The student then identifies one word they can use confidently and one word needing further practice. Finish by revisiting how clear eye contact, gesture, pointing and pacing support communication.

Resources

• the Directions and Transport teaching deck
• the directions and transport practice sheet
• Projector or interactive display
• Pencil and coloured pencil
• Optional audio or teacher model for pronunciation
• Town-map image or enlarged worksheet map
• Recording device for formative evidence

Assessment

• During rehearsal, check whether the student selects appropriate direction and transport vocabulary and follows the modelled sentence frames.
• During the role-play, record evidence of asking for information, giving two or more sequenced directions, responding to clarification and using interaction conventions.
• Use the final three-prompt exit check to identify vocabulary or sentence structures to revisit in Lesson 15.

Differentiation

• Support with a reduced word bank, colour-coded arrows, labelled map locations, gesture and sentence frames: Nasaan ang ___?, Dumiretso ka, Kumanan/Kumaliwa ka.
• Allow planning time, pointing, drawing and a written prompt; accept a combination of Filipino, gesture and English during first attempts, then recast key phrases in Filipino.
• For extension, ask the student to give an alternative route or compare transport using mas malapit (closer) and mas malayo (farther).
• Keep the map uncluttered, face the student when speaking, pause between steps and provide written vocabulary for learners who benefit from visual or processing support.