2 MTB - TG SB Q1 W4

Mother Tongue-Based

Multilingual Education
(MTB-MLE)
Teachers Guide

Sinugbuanong Binisaya

2
Mother Tongue-Based
Multilingual Education
(MTB-MLE)
Teachers Guide
(Unit 1- Week 4)
Sinugbuanong Binisaya
Department of Education
Republic of the Philippines
Mother Tongue Based Multilingual Education Grade 2

Teachers Guide: Sinugbuanong Binisaya
First Edition, 2013
ISBN: ___________
Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright
holders. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Yolanda S. Quijano, Ph.D.
Development Team of the Teachers Guide
Consultant and Coordinators: Gurmensinda Sasam, Carmencita
C. Denampo
Authors: Caren S. Selgas, Gea C. Alonso, Irene T. Pilapil, Ma. Mariza
A. Manlangit, Lucia L. Zapanta, Rochelle L. Binoya, Jovelyn C.
Quindao, Lorna C. Mahilum.
Reviewers: Nena V. Mioza, Ma. Jesusa C. Despojo, Marcelita S.
Dignos
Illustrators: Rosanna S. Andales
Layout Artist: Jocelyn M. Conta, Tomas T. Pastor, Sheila Marie
Laurel, Alberto M. Adlawan
Printed in the Philippines by ____________

Department of Education-Instructional Materials Council Secretariat (DepEdIMCS)
Office Address:
2nd Floor Dorm G, Philsports Complex
Meralco Avenue, Pasig City
Philippines 1600
Telefax:
(02) 634-1054, 634-1072
E-mail Address:
[email protected]
Week 4
Objectives
1. Oral Language
a. Talk about ones basic needs in culturally appropriate manner.
2. Word Recognition
a. Read phrases, sentences consisting of words being studied and answer
higher order questions about them.
b. Give meaning of words being read through context clue.
3. Fluency
a. Read short stories with ease and fluency.
4. Handwriting
a. Write simple sentences about an experience generated from a group
story.
5. Composing
a. Compose a story using appropriate words and coherent text.
6. Grammar Awareness
a. Use plural form of demonstrative pronouns in sentences.
7. Vocabulary
a. Identify and sorting common words and basic categories.
8. Reading Comprehension
a. Infer the characters feelings based on their actions or on what they say
b. Listen to a story and responding orally in one or two words to factual
comprehension questions.
Subject Matter
A.
Our Body Needs (e.g. food, clothing, shelter)
B.
Demonstrative Pronouns (These are /Those are with plural nouns (Ito,
Iyan, Iyon)
Materials
1. story My Body Needs
2. pictures of different clothes (home, school, party)
3. big box containing pictures of clothes.
Theme
Our Body Needs (e.g. food, clothing, shelter)
Value Focus
Taking Care of Oneself
Procedure:
Day 1
Objectives
a. Communicate orally on ones basic needs.
b. Use expression appropriate to the grade level in classifying things, animals,
objects, people, places etc.
c. Produce simple vocabulary to communicate basic needs in social and
academic setting.
Preliminary Activity
a. Motivation/Activating Prior Knowledge
The teacher shows pictures of clothes and asks the pupils to tell something
about the pictures to develop oral fluency using the following questions:
a. What do you see in the pictures?
(Unsa man imong nakita sa hulagway?)
b. When and where do you use them?
(Kanus-a ug asa nimo kini gamiton?)
b. Guessing and Sorting Game (Experience Story)
a. Have the pupils close their eyes for 2 minutes. To arouse curiosity,
show them the box and let them guess what is inside.
Ask: What do you think is inside the box? (Para kanimo unsa kaha
ang anaa sa sulod sa karton?)
b. Let the pupils pick from the box and describe what they picked/saw.
Ask: What have you picked? What can you say about ____? (Unsay imong nakuha?
Unsay imong ikasulti mahitungod sa ______?
c. Ask the pupils to sort the clothes into 3 sets and share orally what had
happened in the activity. Deepen pupils understanding of the concept
through the following questions:
1) What did you do with the clothes?
(Unsay imong gibuhat sa mga sinina?)
2) What did you do to be able to form them?
(Unsay imong gibuhat para imong maporma kini?)
3) How many groups did you make?
(Pila man ka grupo ang inyong nahimo?)
4) What is your basis in grouping the clothes into three?
(Unsay imong gibasihan sa pagpundok sa tulo ka grupo?)
5) What can you say about the activity?
(Unsay imong ikasulti sa inyong gihimo?)
Day 2
Objectives
a.
Write sentences and paragraphs about an experience generated from
group story.
b.
Read short stories with ease and fluency.
c.
Correctly spell words in the list of content words in the vocabulary.
2
d.
e.
f.
g.
Recognize correct spelling of words.

Produce simple vocabulary to communicate basic needs in social and
academic setting.
Listen to story and respond orally in one or two words to factual
Infer a characters feelings based on their actions or on what they say.
During Reading (Experience Story)

1. Review of yesterdays Activity
Ask: How did you sort the clothes? Did you help one another? Where did
you enjoy better doing the activity, by yourself or with your classmates?
What do you feel while doing the activities you like? Why?(Giunsa man ninyo
pagpundok ang mga sinina?Nagtinabangay ba kamo?Asa ka man nalingaw
nagtrabaho, nga nag-inusara o kauban ang inyong mga classmates?Unsa
man ang inyong bation kon inyong buhaton ang mga buluhaton nga inyong
ganahan?Ngano man?)
2. Guide pupils in making a story about their experience. Allow them to talk
about what they did in the previous day.
Say: Now, lets write our own story about what we did yesterday. (Karon,
atong isulat ang atong kaugalingong istorya mahitungod sa atong gibuhat
kagahapon.)
3. Start writing the story as the pupils start to talk.
4. Ask one of the pupils to say a sentence and repeat the sentence.
Is this what you want to say? If they agree say: Okay let us write it.
(Mao ba kini ang inyong gusto isulti? Kon mouyon sila: Okay, atong isulat.)
5. Write the sentence just as they said it and read it to the pupils.
Ask: Is this what you want to say?(Mao ba kini ang imong gusto isulti?)If
pupils want to change the sentence, let them do it until they are satisfied.
Ask the pupils again.
What would you like to say next?(Unsa man ang imong gusto isulti sunod?)
6. Write again just what the pupils tell.Encourage the pupils to keep their story
short, at least 6-7 sentences.
7. Read the story to the pupils and allow them to make changes if they want to.
Then,read the story again).
8. Pupils give their story a title and write it above the story.
Ask: What title do you want to give your story? (Unsa man ang ulohan nga
imong gustong ihatag sa istorya?)
9. Allow the pupils to discuss this and write the title just as the pupils say it.
10. Read the story again, using the Reading Plan.
(Note: Teacher will ask questions about inferring a charaters feelings based
on the story created by the pupils.)
Day 3
Objectives
a. Use pronouns in culturally manner in sentences and paragraph:
a.) These are /Those are with plural nouns (Ito, Iyan, Iyon).
b. Read aloud words (pronoun).
3
c. Communicate orally on ones basic needs.

Grammar Lesson
Preliminary Activity
1. Show and Tell
a. Say: I want you to come in front and select the clothes you like.(Gusto ko
manganhi mo sa atubangan ug pilia ang ganahan ninyo nga sinina.)
b. Show to the class and tell something about it.After each pupil has shown
and talked about the clothes she/he liked.
Ask: What did you do to present your favorite clothes?
(Unsay imong gihimo sa pagpakita sa imong paboritong sinina?
Presentation
1. Write sentences on the chalkboard based on their responses using
demonstrative pronoun in plural form.
Say Lets read the sentences (Atong basahon ang mga pahayag
sentences)
a) These are my favorite dresses.
(Kini ang mga paborito nakong sinina.) .
b) These are blouses.
(Kini ang mga blusa.)
c) Those are shorts.
(Kato ang mga purol.)
d) Those are t-shirts.
(Kato ang mga t-shirts)
e) Those are skirts.
(Kato ang mga sayal.)
2. Present demonstrative pronouns and describe how these areused in
sentences.
Generalization
Ask: When do we use these are? When do we use those are? (Kanus-a man
nato gamiton ang Kini ang mga? Kanus-a man nato gamiton ang Kato ang
mga?
Situation
Singular
Plural
Person holding the object Kini ang (This is)
Kini ang mga (These are)
Person pointing the object Kato ang (That is)
Kato ang mga (Those are)
Day 4
Objectives
a.) These are /Those are with plural nouns (Ito, Iyan, Iyon).
b. Listen to story and respond orally in one or two words to factual
c. Write sentences and paragraphs about an experience generated from a
group story.
d. Correctly spell words in the list of content words in the vocabulary.
4
e. Recognize correct spelling of words.

f. Read short stories with ease and fluency.
Guided Practice
a. Partner/Dialogue: Teacher reads a dialogue using the demonstrative
pronouns learned.
Example:
Partner 1: These are my toys. My mother bought these for me.
Partner 1:Kini ang akong mga dulaan.Gipalit kini sa akong mama para
nako.
And you, what did your mother gave you?
(Ikaw, unsa may gihatag sa imong mama nimo?)
Partner 2: Oh! my mother bought those balloons for me.
Partner 2: O! Gipalit ni mama katong mga balon para nako.
Partner 1: My mother loves me so much. These are the toys that she
gave me.
Partner 1: Gihigugma ko sa akong mama. Kining mga dulaan ang iyang
gihatag nako.
Partner 2: Me too. I like all those she gave me.
Partner 2: Ako usab. Ganahan ko sa tanan nga iyang gihatag nako.
b. Role Play
Tiangge Fair
Divide the pupils into 4 groups and ask them to role play a market
scene where there is selling and buying of different foods. Encourage the
pupils to use demonstrative pronoun in plural form in the play.
Independent Practice
Group Activity
1. Ask each group to tell something about the picture using appropriate
demonstrative pronoun in plural form. Partners write a simple dialogue
out of the picture.
2.
Group 1: Picture of a Canteen setting
Group 2: Picture of a Classroom setting
Group 3: Picture of a Playground setting
Application
Lets Create:
Let the pupils create a short story about their experiences and instruct them to
write it on a clean sheet of paper. Let them underline all the demonstrative pronouns
in plural form which are found in the story. (Teacher asks a volunteer to read his/her
work to the whole class, checks the work of the pupils and gives appropriate praises
or comments. All pupils outputs should be published)
Day 5
Objectives
a.) These are /Those are with plural nouns (Ito, Iyan, Iyon)
b. Recognize correct spelling of words.
c. Correctly spell words in the list of content words in the vocabulary.
Evaluation (Assessment Day)
A. Let the pupils answer their Learners Material, Unit 1, Week 4, Unang
Buluhaton.
B. Let the pupils answer their Learners Material Unit 1, Week 4, Ikaduhang
Buluhaton.
C. Let the pupils answer their Learners Material, Unit 1, Week 4, Ikatulong
Buluhaton.
For inquiries or feedback, please write or call:
Instructional Materials Council Secretariat (IMCS)

Department of Education (DepEd)
2nd Floor, Dorm G, Philsports Complex, Meralco Avenue
Pasig City, Philippines 1600
Telefax: (632) 634-0901 or (632) 634-1072
e-mail: [email protected] or [email protected]
DeTxt: Globe and Smart: 2622
ISBN No. _________________________

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Mother Tongue-Based

Mother Tongue Based Multilingual Education Grade 2

Printed in the Philippines by ____________

Recognize correct spelling of words.

During Reading (Experience Story)

c. Communicate orally on ones basic needs.

e. Recognize correct spelling of words.

For inquiries or feedback, please write or call:

Instructional Materials Council Secretariat (IMCS)

ISBN No. _________________________

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