CELJEN B.
BUEN
BEED-2
SPEC 101 Content and Pedagogy for Mother Tongue
LEARNING ACTIVITIES
Directions: Read the instructions properly and do what is/are required.
I. Word – Phonemes. Basically, the alphabet of a language has corresponding
sounds. Let’s take a closer look of the alphabet in your mother tongue. Write five
(5) letters from the alphabet in your mother tongue and provide an example by
writing the word in the column corresponding to each alphabet. Transcribe the
word using the IPA transcription codes the write the English equivalent.
Alphabet Example of a word that IPA English
begins transcription Translation
with the letter of the
alphabet
e.g. a ako /a/, /k/, /Ə/ I, me
L Lamisa /l/, /a/, /m/, /ɪ/ /s/, /a/ Table
B Bangko /b/, /a/, /ŋ/, /k/, /o/ Chair
A Abug /a/, /b/, /u/, /g/ Dust
K Kusina /k/, /ju/, /s/, /i/, /n/, /a/ Kitchen
S Sala /s/, /a/, /l/, /a/ Living room
After doing the task, what have you realized regarding the alphabet in your mother
tongue? What do you consider as the unique phonological features of your
alphabet that set it apart from the commonly known English phonemes?
Upon finishing this task I have realized that the alphabet in my mother tongue are phonetically
consistent, as the alphabet does not reflect exactly to the correct sound in written form. These are
present in the Cebuano language that are spelled the same but are pronounced with slight differences,
that produce different meaning which is considered as the unique phonological features of my alphabet
which sets it apart from the commonly known English Phonemes.
II. Categorize and generalize. Write five simple sentences to introduce yourself
using your mother tongue. Then, identify the grammatical categories of each word
used.
e.g. Ako si Michelle Baguinat. Nagpuyo ko sa Dapitan City.
pronoun particle Noun Verb pronoun preposition Noun
Ako si Celjen Buen.
Pronoun Particle Noun
Gipanganak kaniadtung ika nuwebe sa Enero tuig 2002.
Verb preposition noun
Disi-nuwebe ang akong edad.
Noun article possessive adjective noun
Gipanganak ug nagpuyo sa Titay, Zamboanga Sibugay.
Verb preposition noun
Naga-skwela sa Jose Rizal Memorial State University (Main Campus).
Verb preposition noun
Next, make some generalizations about how the parts of speech are used
in your mother tongue compared to the English language. Analyze the structure of
your sentences. Look for similarities and differences. If the rules also apply to your
mother tongue, point them out.
e.g. In my mother tongue, the verb phrase comes before the Noun phrase like
“Nagpuyo ko sa Dapitan City. In the English language, sentences are generated
with the following structure: Noun phrase then followed by the verb phrase like
“Michelle Baguinat lives in Dapitan City.
In my statements for introducing myself using my mother tongue specially in the part where I stated my
age, the noun phrase comes first followed by an article, possessive adjective and noun again
“disi-nuwebe ang akong edad” clearly understood as “I am nineteen years old”. in English language, this
statement is generated with the following structure: pronoun phrase followed by a noun “I am Nineteen
years old”
III. Activate. Listen to Julian Treasure’s “ 5 ways to listen better” by following this
link: https://youtu.be/cSohjlYQI2A. Name his five practical steps to improve our
listening skills.
1. Silence- Reset and recalibrate the ear to hear quiet again
2. The mixer- Listen to individual channels in the mix
3. Savoring- enjoy mundane sounds
4. Listening positions- move listening position to what’s appropriate
5. (RASA)- Receive, Appreciate, Summarize, Ask
How would you apply these steps to young learners in teaching listening in the
Mother Tongue?
By practicing and exercising active listening in the classroom or even in the workplace I can apply all
these steps to my young learners in teaching through paying attention, withholding judgement by
keeping an open mind specially in teaching mother tongue as students may have different mother
tongues and is of different cultures and group, reflecting on what I hear by staying engaged on the
conversation or during class discussion, clarify things that needs attention or needs to be addressed,
summarizing and restating main points and ideas, share and accept new ideas and suggestions from the
learners. By these I can promote consciousness, connection, and understanding.
IV. Scrutinize and articulate. Analyze the different instructional activities or
learning experiences aimed at developing learner’s reading skills. Imagine that
you will be doing these activities to your class. For each activity, identify the
language domain and the competency/ies that is/are being targeted by the activity.
Kindly identify as well the most appropriate grade level for the described activity.
(Refer to the K to 12 Mother Tongue Curriculum Guide).
Instructional activities Language Competency/ Suggested
Domain ies Grade Level
e.g. Play the game Phonological Identify rhyming Grade 1
Stand Up/Sit Down. Skills words in nursery
This game is like Simon rhymes, songs,
Says. Say pairs jingles, poems,
that rhyme and pairs and chants
that do not rhyme. ( MT1PA-Ibi-1.1)
Students go from one
position to the next
only if the words
rhyme. The student’s
response will tell you if
they are getting the
concept.
The students match the Phonics and Word Match words with Grade 1
letter or Recognition pictures and objects.
word cards with the (MT1PWRIb-i-4-.1)
pictures
displayed. Write the
letters for a
picture on the outside
of a small
paper bag. Students
find the
picture that matches
the letters
and put the picture in
the bag.
The students will read Phonological Skills Say the new spoken Grade 2
words by word when two or
syllables. Write a more syllables are put
syllable on the together
board and have (MT1PA-Idi-4.2)
students read it.
Then write another
syllable on the
board and have
students read it.
Then have them read
the word
formed by putting the
two syllables
together. For example,
students
read “ba” and then “ta”
and then
“bata”.
You show them the Big Book and Print Use the terms referring Grade 3
Book and knowledge to conventions of print:
then you discuss the - front and back cover
book cover, - beginning, ending, title
read the title, author, page
illustrator, - author and illustrator
and other book (MT1BPKIa-c-1.1)
features.
Encourage the students
to discuss
the cover and some of
the pages
of the book. Just make
sure that
you do not give away
the entire
story. Ask them to
predict and
share what they think
will happen
in the book.
Next, create two (2) instructional strategies that you can use in teaching writing
in the Mother Tongue for young learners. For each strategy, identify the
competency/ies from the Mother Tongue Curriculum Guide that is being
addressed. The first example has been done for you.
Instructional strategy Competency/ies being addressed
e.g Students will be asked to create Writes correctly different types of sentences
cards with touching messages to (simple, compound, complex).
their parents using simple, (MT3G-Ih-i6.1)
compound, complex sentences.
Provide students with a short story to read and Note important details in grade level narrative
instruct them to make a summary of what they texts:
understand on the story considering the 5 a. character
important elements of a story b. setting
c. plot
(problem and resolution)
(MT2RC-Ia-b1.1.1)
After giving an example of a poem, students will Writes poems, riddles, chants, and raps.
be asked to compose their own poem that (MT3C-Ia-e2.5)
describes themselves.
V. Examine! Below is an example of instructional material that maybe used in
teaching Mother Tongue. Discuss the material using the questions that follow.
Instructional Material 1
Listen to a popular song in your Mother Tongue.
1. What do you think is the learning goal of the instructional material?
Since songs are commonly used as ice breakers, it’s learning goal as an instructional material is not only
to strengthen emotional and cognitive development but it also open doors for expression and new ways
of learning through listening and making sound by which teaching and learning process is done in an
interesting and enjoying way. Singing popular songs in mother tongue also provides students with the
information that targets culture.
2. Characterize the material. What is its purpose? What are the distinctive
features? What format was used? What is it about?
The purpose of this learning material is to reduce feelings of anxiety and stress by helping children
regulate their emotions which then improves concentration and on-task behavior and teaching content
material at the same time. Music is characterized by sound, melody, harmony, rhythm, texture, structure
and expression that builds energy and harmonic rhythm. Most of the popular songs in my mother tongue
follows structure that includes verse, chorus, and bridge. Typical songs in my mother tongue were
usually about animals, parts of the body, environment and everything in the surrounding.
3. What grade level do you think this material can be used?
This learning material is applicable and can be used in k1-grade 3 on the learners that ages around 5-9
years old.
VI. Decode. Translate an English story in your mother tongue. Write your
handwritten translation inside the box.
The Ant and the Grasshoper
Title of the Story
Ang Lamigas ug ang Tipaklong
Isa ka adlaw sa panahon sa tag-init nay us aka malipayun nga tipaklong sa bukid, hilig
kaayu sya magsayaw ug magkanta tibuuk adlaw. Samtang gakanta kanta si tipaklong, niagi ang
usa ka lamigas, ug ang lamigas miingun “uy tipaklong! wala baka gikapuy sa imong ginabuhat?”
u gang tipaklong mitubag “ako? Syempre wala” ug nangutana si lamigas nganung wala siya
nagatrabaho ug mitubag si tipaklong nga gusto lang daw sya mag lingaw lingaw ug giagda pa si
lamigas nga mukuyug sa iyaha ug si lamigas mitubag “dili lang tipaklong, knahanglan pa nako
dal-un sa balay ni akuang dala nga mais, gaandam man gud ko ug mga pagkaon para sa
muabutay nga tag ulan” ug si tipaklong mitubag “nganung mabalaka man ka sa tag ulan nga
nindut man kaayu ang panahon karun?” ug mitubag balik si lamigas ug “kay hapit na muabot
ang tag ulan maong gaandam ko ug mga pagkaon kay pag abot sa tag ulan lisod na mangita ug
pagkaon” gikumbinsi ni lamigas nga mag imbak pud ug pagkaon si tipaklong pero wala
paminawa ni tipaklong ang iyang tambag maong siya nihawa pagkahisgut atu ug nagpadayun sa
iyang trabaho sa pag imbak ug pagkaon samtang nagpadayun sa pagdula, pagsayaw ug
pagkanta si tipaklong. Nagpadayun si langgam sa iyang mga buhatunon sa paghakot ug mga
pagkaon samtang si tipaklong galipay lipay. Ilang adlaw pa ang nilabay ug niabot na ang tag
ulan ug ang palibot kay nangabasa na ug tubig. Sa sulod sa iyang balay, gigutom ug nagmahay si
tipaklong nganung wala siya naminaw sa giingun ni lamigas. Tungud sa kagutum napugos si
tipaklong nga mugawas ug mangita ug pagkaon. Sa kakusug sa ulan wala niya naagwanta ug
naanod sya sa tubig padulong sa balay ni langgam. Pagkakita ni langgam sa sitwasyon ni
tipaklong ay iyaha ning gitabangan ug gipasulod sa iyang balay. Paghuman ug pagpahuway ug
pagtambal kay tipaklong kay iyaha kining gipakaon gikan sa iyang naimbak nga mga pagkaon.
Nagmahay si tipaklong sa wala niya pagpaminaw sa tambag ni lamigas ug nisaad siya kay
langgam nga sugud karun mag trabaho na sya ug mangandam para sa tig-tugnaw ug ting-ulan.
Natun an ni tipaklong ang importansya sa pagtrabaho ug pag paningkamot ug sugud atu
gakuyug na sila ni langgam sa pag imbak ug mga pagkaon.
