Hobbies and Interests

Overview

In this 16th lesson of Filipino Language Foundations, the student uses familiar Filipino vocabulary to discuss hobbies, sports and free-time activities. The lesson builds from previously learned greetings, question forms and personal information towards a short, interactive conversation.

Learning intentions

Students will:

• ask and answer questions about hobbies and interests in Filipino
• use vocabulary for common hobbies, sports and free-time activities
• apply the sentence patterns Mahilig ako sa… and Mahilig ka ba sa…?
• respond appropriately using agreement, disagreement and follow-up questions
• present a short spoken conversation for a clear purpose and audience

Success criteria

• I can ask someone what they like doing in their free time.
• I can say what hobbies and sports I enjoy or do not enjoy.
• I can use Mahilig ako sa…, Hindi ako mahilig sa… and Mahilig ka ba sa…?
• I can maintain a short conversation by asking and answering at least three questions.

Curriculum links

• Creating and presenting spoken, written and multimodal informative and imaginative texts for specific purposes, selecting appropriate vocabulary, expressions, grammatical structures and conventions.
• Collaborating in language activities that involve transacting, negotiating and justifying ideas.
• Western Australian Languages curriculum focus: communicating personal information, participating in interactions, and adapting language for familiar contexts and audiences.
• General capabilities: communication, personal and social capability, and intercultural understanding.

Lesson structure (30 minutes)

1. 0–4 min · Reconnect and hook. Teacher opens the visual hook and lesson prompt showing several age-appropriate leisure activities and asks, “What do you enjoy doing after school?” Students identify activities in English or Filipino and briefly connect them to their own interests.

2. 4–10 min · Teach the language. Teacher uses the vocabulary and sentence-pattern slides to introduce or revise: hilig (interest), laro (play), sports, musika (music), sayaw (dance), pagbabasa (reading), pagluluto (cooking), panonood ng pelikula (watching films), paglalaro ng video game (playing video games), pagbibisikleta (cycling) and pagkuha ng litrato (taking photographs). Students repeat, match meaning to images and practise the patterns: Mahilig ako sa… (I like…), Hindi ako mahilig sa… (I do not like…), Mahilig ka ba sa…? (Do you like…?) and Oo, mahilig ako. / Hindi, hindi ako mahilig.

3. 10–15 min · Guided questioning. Teacher models a conversation with the student, using clear facial expression, gesture and repetition: Mahilig ka ba sa musika? Oo, mahilig ako sa musika. Ikaw? Students answer questions about four activities, then ask the teacher the same questions. Teacher prompts accurate use of sa, oo, hindi and ikaw?, recasting errors without interrupting fluency.

4. 15–22 min · Conversation challenge. Teacher distributes the hobbies and interests conversation worksheet. The student selects three activities they enjoy and one they do not enjoy, then prepares questions and answers using the sentence frames. Teacher and student alternate roles in two rounds, with the teacher changing the order of activities in the second round. Students add one follow-up question, such as Bakit? (Why?) or Kailan? (When?), and give a simple response in Filipino or with an agreed scaffold.

5. 22–27 min · Personalised mini-dialogue. Teacher uses the dialogue challenge and speaking checklist to set the task. Students perform a 30–45 second conversation including a greeting, at least three hobby questions, three answers, one follow-up question and a closing. The teacher records or notes evidence only with the student’s permission; otherwise, the student presents directly.

6. 27–30 min · Feedback and exit check. Teacher revisits the reflection and exit prompt and asks the student to say one sentence about a preferred hobby and one question for a future conversation. Students complete the final section of the self-check and exit response by writing or saying: Mahilig ako sa… and Mahilig ka ba sa…?

Resources

• the complete hobbies and interests slide deck
• the hobbies and interests conversation worksheet
• Whiteboard and markers
• Teacher pronunciation model or audio recording
• Optional device for recording the mini-dialogue, with student permission
• Notebook or language-learning folder

Assessment

• During modelling and guided questioning, check whether the student selects suitable hobby vocabulary, uses sa accurately and distinguishes statements from questions.
• Use the speaking checklist during the mini-dialogue: appropriate greeting and closing, at least three understandable questions and answers, accurate use of mahilig and hindi, and an appropriate follow-up.
• Use the exit response to identify one strength and one language feature to revisit in Lesson 17, such as pronunciation, word order or extending answers with a reason.

Differentiation

• Support with a visible word bank, images, colour-coded sentence frames and a choice of four activities; allow the student to read the first dialogue before speaking independently.
• Model each question at natural but moderate speed, accept brief answers initially, and provide rehearsal time before each performance.
• For extension, require the student to add Bakit? and respond with Dahil… (Because…), or compare two activities using Mas gusto ko ang… (I prefer…).
• For EAL/D, explicitly connect Filipino expressions to familiar English meanings without requiring word-for-word translation. For students requiring additional support, use large print, reduced visual clutter and one question at a time.