Family Words

Overview

This is lesson 6 of 20 in Filipino Language Foundations. Students learn and use Filipino vocabulary for immediate and extended family members, then create and describe a simple family tree using modelled phrases. The one-to-one format allows the teacher to model, prompt and recast language immediately while respecting that family structures may be diverse.

Learning intentions

Students will:

• learn and recognise Filipino words for immediate and extended family members
• ask and answer simple questions about family relationships
• create a labelled family tree using Filipino
• present a short, modelled description of their family or an invented family

Success criteria

• I can recognise and signpost or say key Filipino family words clearly.
• I can use Ito ang… (“This is…”) and Siya ang… (“He/She is…”) to describe people.
• I can ask and answer Sino ito? (“Who is this?”) and Ilang kapatid? (“How many siblings?”).
• I can create and present a simple family tree, using appropriate Filipino vocabulary.

Curriculum links

• Languages: interacting with others using modelled language to exchange information about self and personal worlds.
• Languages: asking and responding to questions about familiar topics, including family and peers.
• Languages: creating and presenting informative multimodal texts for a specific audience and purpose.
• Western Australian Curriculum capabilities: communication, personal and social capability, and intercultural understanding through respectful discussion of family diversity.

Lesson structure (30 minutes)

1. 0–3 min · Welcome and retrieval. Teacher greets the student in Filipino and revisits familiar language from previous lessons, such as Kumusta?, Ako si… and Salamat. Student responds using known phrases, then identifies whether the teacher is referring to self or another person.

2. 3–10 min · Explicit vocabulary teaching. Open with the family photograph hook and vocabulary slides. Teacher displays a culturally neutral, fictional family image and introduces: pamilya (family), nanay (mother), tatay (father), magulang (parent), kapatid (sibling), kuya (older brother), ate (older sister), bunso (youngest sibling), lola (grandmother), lolo (grandfather), tita (aunt), tito (uncle), pinsan (cousin), and anak (child). Model pronunciation, explain that terms may vary across Filipino families and communities, and check meaning with gesture, image and repetition. Student watches, repeats, and matches each word to the correct person in the image.

3. 10–15 min · Meaning and sentence patterns. Teacher models the exchange Sino ito? — Ito ang nanay ko (“Who is this?” — “This is my mother”) and Ilang kapatid mayroon ka? — Mayroon akong isang kapatid (“How many siblings do you have?” — “I have one sibling”). Teacher highlights ko (my) and mo (your), and models the alternative Wala akong kapatid (“I do not have siblings”) if appropriate. Student practises each question and answer with picture prompts, receiving immediate correction through modelling rather than interruption.

4. 15–23 min · Build a family tree. Distribute the Filipino family-tree worksheet. Teacher asks the student to choose either their own family, a fictional family or a well-known character’s family, avoiding any pressure to disclose personal information. Student places or draws people in the tree, labels at least eight relationships in Filipino, and adds names or initials where suitable. Teacher circulates through the one-to-one task by prompting: Sino ito?, Nanay o tita? and Ilang kapatid? Student uses the word bank and sentence frames on the worksheet to construct accurate labels and two written model sentences.

5. 23–28 min · Oral presentation and interaction. Teacher invites the student to present the tree, using the slides’ presentation model: Ito ang pamilya ni… (“This is …’s family”), Ito ang lola niya (“This is his/her grandmother”), and Mayroon siyang dalawang pinsan (“He/She has two cousins”). Student presents for approximately one minute, then answers two teacher questions. Teacher checks eye contact, turn-taking, clear pronunciation, and respectful language when discussing different family structures.

6. 28–30 min · Review and exit check. Return to the review and exit-check slide. Teacher shows three family relationships and asks the student to say or write the Filipino word for each, then asks Sino ito? Student gives one complete answer using Ito ang… and identifies one word they can now remember confidently.

Resources

• the family photograph hook and vocabulary slides
• the Filipino family-tree worksheet
• Whiteboard and markers
• Pencils, coloured pencils and eraser
• Fictional family image or teacher-created family diagram
• Optional bilingual dictionary approved for classroom use

Assessment

• During vocabulary teaching, teacher checks recognition, pronunciation and accurate matching of family terms.
• During the family-tree task, teacher notes whether the student selects appropriate vocabulary, uses ko/mo accurately and constructs the model sentences.
• The oral presentation and exit check provide evidence of interaction, question-and-answer skills, pronunciation and ability to create and present a simple informative multimodal text.

Differentiation

• Support with picture cues, a reduced vocabulary set of six words, colour-coded relationship labels and sentence frames: Ito ang ___ ko and Siya ang ___ niya.
• Allow the student to point, draw, write or use a combination of modes before speaking; provide additional processing time and repeat questions slowly.
• For a student who prefers not to discuss personal family circumstances, use a fictional family, a sport team or a film character while retaining the same language structures.
• Extend within the lesson by adding stepfamily, half-sibling or family friends where culturally and linguistically appropriate, and by asking the student to compare two family trees using mayroon and wala.