Places Around Town

Overview

In this 13th lesson of Filipino Language Foundations, the student builds on familiar vocabulary and sentence patterns to identify places around town and state where a person or object is located. The lesson uses visual prompts, modelling and short spoken and written exchanges appropriate for a single Year 8 learner.

Learning intentions

Students will:

• learn and pronounce vocabulary for familiar places in a town
• use Nasa … to say where someone or something is located
• ask and answer Nasaan si…? and Nasaan ang…?
• create and present a short informative description of locations around town

Success criteria

• I can recognise and say at least eight Filipino place words.
• I can ask where a person or thing is.
• I can answer using Nasa + place.
• I can give a short spoken or written description using accurate vocabulary.

Curriculum links

• Western Australian Curriculum: Languages — Filipino, Years 7–10: interacting in Filipino and exchanging information about familiar places and daily life.
• Creating and presenting spoken, written and multimodal informative texts for a specific purpose, selecting appropriate vocabulary, expressions, grammar and conventions.
• Engaging in modelled exchanges with peers to organise and discuss familiar activities and environments.
• General capabilities: literacy, personal and social capability, and intercultural understanding.

Lesson structure (30 minutes)

1. 0–4 min · Hook and recall. Teacher opens with the hook and lesson goals and displays a simple town map, asking, “Where might you go to buy food, borrow a book or see a doctor?” Students name places they know in English and recall any Filipino words from previous lessons.

2. 4–10 min · Vocabulary input. Teacher uses the town vocabulary slides to introduce and model: paaralan (school), palengke (market), tindahan (shop), ospital (hospital), parke (park), aklatan (library), restawran (restaurant), bangko (bank), istasyon (station) and bahay (house). Students listen, repeat, identify the matching image and record the words on the places vocabulary and location worksheet.

3. 10–15 min · Sentence modelling. Teacher models the question and answer patterns, using the map: Nasaan si Ana? — Nasa parke si Ana. and Nasaan ang aklat? — Nasa aklatan ang aklat. Briefly highlight si for a person and ang for a thing. Students substitute different names, objects and places orally, then complete three guided examples on the worksheet.

4. 15–22 min · Map information gap. Teacher displays the labelled town map and speaking prompts and covers or points to one location at a time. Students answer location questions, then ask the teacher two questions using Nasaan si…? or Nasaan ang…? The teacher deliberately gives one incorrect answer for the student to correct politely, such as Hindi, nasa bangko siya.

5. 22–27 min · Create and present. Teacher asks the student to choose four places from the worksheet and create a mini town description using the model: May paaralan. Nasa paaralan si Marco. Nasa parke ang bola. Students write four sentences and present them aloud, referring to the model presentation and checklist.

6. 27–30 min · Review and exit check. Teacher returns to the recap and exit question and asks three quick questions: “What does Nasaan mean?”, “Which marker is used with a person?” and “How do you say ‘The book is at the library’?” Students answer orally and complete the final self-check on the worksheet.

Resources

• the Places Around Town teaching deck
• the places vocabulary and location worksheet
• Whiteboard and markers
• Projector or interactive display
• Simple town map displayed in the slide deck
• Pencil or digital writing tool
• Optional audio recording of Filipino pronunciation

Assessment

• Listen for accurate pronunciation and recognition of at least eight place words during repetition and questioning.
• Check the worksheet for correct use of si, ang, Nasaan and Nasa.
• Use the final four-sentence presentation as the main assessment: the student should communicate location clearly with understandable pronunciation and mostly accurate structure.

Differentiation

• Provide picture-to-word matching, a pronunciation model and the sentence frames Nasaan si ___? and Nasa ___ si ___.
• Reduce the initial vocabulary load to six places, then add further words if the student is confident.
• For extension within the available time, require the student to include May… (“There is/are…”) and one negative correction using Hindi.
• Allow the student to rehearse privately, point to images while speaking and submit an audio recording if speaking live causes anxiety. Use enlarged text and high-contrast visuals where required.