Food Preferences

Overview

In Lesson 11 of the Filipino Language Foundations unit, students build practical vocabulary for common food and drinks and use simple Filipino sentence frames to express likes, dislikes and preferences. The lesson develops accuracy and confidence through visual prompts, guided speaking and a short written response.

Learning intentions

Students will:

• learn and recognise common Filipino words for food and drinks
• use Gusto ko… to say what they like
• use Hindi ko gusto… to say what they dislike
• use Mas gusto ko… kaysa… to compare preferences
• present short spoken and written sentences for a familiar purpose

Success criteria

• I can identify and say at least eight food or drink words in Filipino.
• I can form a sentence using Gusto ko… and Hindi ko gusto….
• I can compare two choices using Mas gusto ko… kaysa….
• I can present my preferences clearly using appropriate pronunciation and word order.

Curriculum links

• Filipino Language Foundations: creating and presenting spoken and written texts for a specific purpose and audience.
• Selecting familiar vocabulary, expressions and grammatical structures appropriate to a simple personal text.
• Western Australian Languages curriculum: interacting in the target language, exchanging information and expressing opinions about familiar topics.
• Developing intercultural understanding through food, family and everyday language use.

Lesson structure (30 minutes)

1. 0–4 min · Hook and recall. Open with the food preference picture hook and show two contrasting food images, asking, “Which would you choose?” Model the question and briefly revisit familiar greetings or classroom phrases. Students point to a choice, then listen for the Filipino words they will use today.

2. 4–10 min · Vocabulary input. Use the vocabulary slides to introduce and pronounce: kanin (rice), tinapay (bread), manok (chicken), isda (fish), itlog (egg), mangga (mango), saging (banana), tubig (water), gatas (milk), katas (juice) and tsaa (tea). Say each word naturally, then have the student repeat, clap the syllables and match each spoken word to its image on the slide. Check pronunciation by asking the student to recall three words without visual support.

3. 10–16 min · Sentence frames. Display the sentence-frame slides and explicitly model the word order:

• Gusto ko ang mangga. — I like mango.
• Hindi ko gusto ang gatas. — I do not like milk.
• Mas gusto ko ang tubig kaysa sa katas. — I prefer water to juice.

Explain that ang introduces the food or drink being discussed and that ko means “my/I” in these frames. Students substitute different vocabulary items into each frame, first reading with the teacher and then producing one sentence independently. Avoid requiring students to share genuine dislikes if they prefer to use an imagined preference.

4. 16–23 min · Guided preference interview. Distribute the food and drinks preference worksheet. Use the worksheet pictures or word bank to ask: Ano ang gusto mo? (What do you like?) and Ano ang hindi mo gusto? (What do you dislike?). Students answer in full sentences, such as Gusto ko ang manok or Hindi ko gusto ang isda. The teacher records two choices and models a comparison; the student then creates one sentence using Mas gusto ko… kaysa…. Provide immediate feedback on pronunciation, ang, ko and sentence order.

5. 23–27 min · Mini presentation. Refer to the presentation prompt slide. Students prepare and present three connected sentences: one food they like, one food or drink they do not like, and one preference comparison. For example: Gusto ko ang saging. Hindi ko gusto ang tsaa. Mas gusto ko ang tubig kaysa sa gatas. The teacher listens without interrupting, then gives one specific praise point and one improvement target.

6. 27–30 min · Plenary and exit check. Return to the plenary choice slide and display two new food or drink combinations. Students select one and say a complete preference sentence. Finish with a short written exit response on the worksheet: Gusto ko ang… and Mas gusto ko ang… kaysa…. Collect the worksheet to inform the next lesson.

Resources

• the food preference slide deck
• the food and drinks preference worksheet
• Board or interactive display
• Pens or pencils
• Optional pronunciation recording device
• Teacher vocabulary and sentence-frame notes

Assessment

• During vocabulary practice, check whether the student can recognise and pronounce at least eight target words.
• During guided questioning, assess accurate use of Gusto ko, Hindi ko gusto and Mas gusto ko… kaysa…, including word order and ang.
• Use the final spoken response and worksheet exit sentences to identify whether the student can independently express two preferences.

Differentiation

• Provide a reduced word bank of six high-frequency items, picture support and colour-coded sentence frames. Allow the student to point, read and rehearse before speaking independently.
• Model slowly, segment unfamiliar words and accept a brief pause or second attempt. Do not assess accent; focus on intelligibility and accurate sentence structure.
• For extension, ask the student to add a reason using dahil… (because), for example, Gusto ko ang mangga dahil masarap.
• As the class has one student, use the teacher as the conversation partner and vary roles: interviewer, café customer and presenter. Offer an imagined preference option to protect privacy and student comfort.