Introducing Yourself

Overview

This is lesson 3 of 20 in Filipino Language Foundations. Students build on prior work with Filipino greetings and classroom interaction by learning to introduce themselves, ask someone’s name and respond politely in a short exchange.

Learning intentions

Students will:

• use simple Filipino phrases to state their name
• ask and answer “What is your name?”
• use polite greetings and thanks in a brief introduction
• maintain eye gaze, take turns and respond appropriately during an interaction

Success criteria

• I can say Kumusta? and Magandang araw.
• I can say Ang pangalan ko ay … to introduce myself.
• I can ask Ano ang pangalan mo? and understand the response.
• I can complete a short, polite introduction with appropriate turn-taking.

Curriculum links

• Interacting with others in familiar contexts to exchange information about self and personal worlds.
• Using modelled language for greetings, introductions, questions and polite responses.
• Participating in classroom interactions by taking turns, maintaining eye gaze and responding appropriately.
• Creating and presenting a short spoken or multimodal text for a familiar communicative purpose.

Lesson structure (30 minutes)

1. 0–4 min · Reconnect and hook. Teacher opens with the greeting and mystery-person hook slides, silently models a friendly introduction and asks, “What information do you think I am sharing?” Students observe, identify familiar greeting language and predict the purpose of the exchange.

2. 4–10 min · Explicit teaching. Teacher uses the model dialogue slides to introduce and signpost the phrases:

• Kumusta? — Hello/How are you?
• Magandang araw. — Good day.
• Ano ang pangalan mo? — What is your name?
• Ang pangalan ko ay … — My name is …
• Salamat. — Thank you.

Teacher models pronunciation and natural facial expression, then presents the complete exchange: A: Kumusta? Ano ang pangalan mo? B: Kumusta! Ang pangalan ko ay ____. A: Salamat. Students echo each phrase, first together and then individually, with the teacher checking pronunciation and confidence.

3. 10–16 min · Guided practice. Teacher distributes the personal introduction practice worksheet and completes the first example with the student. The worksheet includes phrase matching, a name gap-fill and a dialogue scaffold. Students trace or write their name in the model sentence, match Filipino phrases to meanings and rehearse the dialogue with visual prompts.

4. 16–22 min · Question-and-answer rehearsal. Teacher returns to the speaking rehearsal slides, displaying one phrase at a time and prompting the student to respond without reading the full dialogue. The teacher varies the greeting and pauses after Ano ang pangalan mo? Students answer, ask the teacher’s name and use Salamat or Mabuti, salamat when appropriate. Teacher gives brief feedback on word order, clarity and polite interaction.

5. 22–27 min · Independent performance. Teacher displays the challenge and role-play prompt slide and invites the student to perform a complete introduction as if meeting a new classmate. The teacher plays the conversational partner, then swaps roles. Students aim to include a greeting, the name question, a personal response and a polite closing. If ready, the student repeats the exchange with a different greeting or imagined name.

6. 27–30 min · Plenary and exit check. Teacher uses the final reflection slide to ask the student to identify one phrase they can use confidently and one phrase needing more practice. Students complete a spoken exit response by introducing themselves and asking the teacher’s name, then briefly self-assess the worksheet using “confident”, “nearly there” or “need help”.

Resources

• the Filipino introduction slide deck
• the personal introduction practice worksheet
• Whiteboard and markers
• Name card or blank paper
• Timer
• Device and display for the slide deck

Assessment

• During modelling and rehearsal, listen for accurate use of Ano ang pangalan mo? and Ang pangalan ko ay …, noting pronunciation, word order and willingness to respond.
• Use the worksheet to check that the student can match meaning, complete the model sentence and sequence the introduction appropriately.
• Use the final spoken exchange as an exit assessment: the student greets, asks and answers the name question, and uses a polite response with suitable turn-taking.

Differentiation

• Support with the worksheet’s sentence frames, phrase-by-phrase modelling, repetition, gesture and a visible word bank. Accept pointing to a phrase before producing it orally.
• For pronunciation support, model slowly, separate the phrase into manageable chunks and allow the student to record and replay their own introduction.
• Extend the student by adding Saan ka galing? (“Where are you from?”) only if the core exchange is secure, or by performing the introduction without the written scaffold.
• For a single-student lesson, use the teacher as the conversation partner and vary role, name and greeting so the student experiences both asking and answering. Maintain a clear line of sight and allow processing time before expecting a response.