Mother Tongue-Based

Multilingual Education (MTB-MLE)

Teacher’s Guide
Hiligaynon

i
 1
Mother Tongue-Based
Multilingual Education
(MTB-MLE)
Teacher’s Guide
(Unit 1- Week 1)

Hiligaynon

This instructional material was collaboratively developed and

reviewed by educators from public and private schools,
colleges, and/or universities. We encourage teachers and
other education stakeholders to email their feedback,
comments, and recommendations to the Department of
Education at [email protected].

We value your feedback and recommendations.

Department of Education
Republic of the Philippines
Mother Tongue Based Multilingual Education – Grade 1
Teacher’s Guide: Hiligaynon
First Edition, 2013
ISBN: 978-971-9981-75-6

Republic Act 8293, section 176 indicates that: No copyright shall subsist in
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exploitation of such work for profit. Such agency or office may among other things,
impose as a condition the payment of royalties.
The borrowed materials (i.e., songs, stories, poems, pictures, photos, brand
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copyright holders. 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: Dr. Yolanda S. Quijano
Assistant Secretary: Dr. Elena R. Ruiz

Development Team of the Teacher’s Guide

Authors: Dymphna Leizel G. Jocson and Juvy D. Baranda

Coordinator: Rosalina J. Villaneza

Editors: Dr. Daisy A. Rosano and Prof. Ruth A. Lebes-Gelvezon

Graphic Artists: James M. Gaje, Jayson R.Gaduena and Jason O.

Villena

Layout Artist: Aileen Nacario Ilagan

Printed in the Philippines ____________

Department of Education-Instructional Materials Council Secretariat (DepEd-

IMCS)
Office Address: 2nd Floor Dorm G, PSC Complex, Meralco Avenue.
Pasig City, Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: [email protected]
 Week11
Week

I. Objectives:
At the end of the week, the pupils are expected to:
1. Talk about pictures presented using appropriate local terminologies with
ease and confidence: Animals, Mechanical Devices, Objects, Musical
Instruments, Environment
2. Perceive/comprehend sounds heard locally from Animals, Mechanical
Devices, Objects, Musical Instruments, Environment
3. Write using a comfortable and efficient pencil grip ( Trace/Connect dots
to form lines/figures)
4. Introduce oneself, family, friends and others using naming words in
culturally appropriate manner
5. Develop and use vocabulary by listening to: sounds produced and heard
locally from Animals, Mechanical Devices, Objects, Musical Instruments,
Environment
6. Predict what the story is about based on personal experiences
7. Recall important details in the story listened to
8. Manifest enjoyment in producing the sounds of local Animals,
Mechanical Devices, Objects, Musical Instruments, Environment

II. Subject Matter

A. Topics:
1. Oral Language
Talking about pictures presented using appropriate local terminologies
with ease and confidence: Animals, Mechanical Devices, Objects,
Musical Instruments, Environment.

2. Phonological Awareness
Perceiving/comprehending sounds heard locally from Animals,
Mechanical Devices, Objects, Musical Instruments, and Environment

3. Handwriting
Writing using a comfortable and efficient pencil grip
(Trace/Connect dots to form lines/figures)

4. Vocabulary
Developing and use vocabulary by listening to: sounds produced and
heard locally from Animals, Mechanical Devices, Objects, Musical
Instruments, Environment

5. Grammar Awareness
Introducing oneself, family, friends and others using naming words in
culturally appropriate manner

6. Reading Comprehension
a. -Predicting what the story is all about based on personal
experiences
b. -Recalling important details in the story listened to.
c. -Showing enjoyment in producing the sounds of local Animals,
Mechanical Devices, Objects, Musical Instruments, Environment
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 B. References
 -K to 12Curriculum
 Two-Track Approach to Teaching Children to Read and Write Their
First Language (L1): A Guidebook for Trainers (Susan and Dennis
Malone, 2010)
 Activities for Early Grades of MTBMLE Program (Susan Malone,
2010)
 Language Curriculum Guide by SIL International and SIL Philippines
MTBMLE Consultants

C. Materials:
Realia, guitar, ukulele, cymbals, trumpet, whistle, spoon, wooden
sticks, indigenousmusical instruments, etc.; pictures of transportation,
animals, objects, etc. that make sounds. Activity sheets for connecting
dots; Manila paper with figures of objects, animals to be connected by the
dots; Film strips, videos, films ,Big Picture or Diorama featuring musical
instruments or sounds in the environment, L1 Alphabet Song.
Listening Story: “Mga Huni nga Akon Mabatian Padulong sa Eskwelan”

D. Theme: My Family and I (likes and dislikes; daily tasks/activities)

III. Learning Activities

DAY 1

A. Preliminary Activities
1. Introducing Oneself
Teacher asks pupils to sit in a circle. She introduces herself to the
class then asks at least 5 volunteers to introduce themselves.
Teacher gives a name tag as a prize.

2. Listening Activity:
Let the pupils listen to the recorded sounds of animals, mechanical
objects, objects, musical instruments, sound of the environment,
or using realia (e.g. guitar, maracas, traditional musical instruments,
etc.)Teacher asks the children to identify the sounds they heard.
B. Pre-Listening
1. Unlocking of Difficult Words
Katalagman
(picture/demonstration)

2. Motivation/Activating Prior Knowledge

Teacher shows picture of children going to school (rural or urban
setting) looking at different things, animals, transportation or things
that produce sound. Teacher asks pupils to view and study the
picture. After viewing, pupils will be encouraged to talk about the
meaning and ideas that they can get from the pictures and illustrations
viewed.

Ask:
 Why do you think children are enjoying their walk/travel to
school?
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  Do you have the same experience with the children in the
picture? What have you seen on your way to school? Do
these things produce sounds?
 What are the sounds you heard on your way to school?

Say:
 Today, I want you to listen to a story about a child who walks
going school. What do you think are the things he would see
and hear on his way to school?

3. Motive Questions:
What question/s would you like to ask about the story?

C. Listening Story
Teacher reads a story to the whole class.
First Reading: Teacher tells the story in a lively and interesting
manner, then, she stops once in a while to ask pupils comprehension
questions.

Second Reading: Teacher asks pupils to produce the sounds of

animals, objects or kinds of transportation as she mentioned these while
telling the story.

Examples: dog- “aw-aw-aw; clock-tick-tack; motorcycle-broom,

broom

Mga Huni nga Akon Mabatian Padulong sa Eskwelahan

(Written by: Dymphna Leizel G. Jocson)

Alas singko sang aga naghuni ang relo “kring….kring…..kring!”

Madasig nga nagbugtaw kag nagbangon si Dino. Naghimos sia
gilayon.
Madasig nga ginbitbit ni Dino ang iya nga bag.
“Nay, Tay, malakat na ako,” lisensya ni Dino.
“O sige, halong ka sa imo paglakat,” dungan nga hambal sang
iya amay kag iloy.
Naglakat gilayon si Dino. Naanad sia nga wala ginadul-ong
sang iya ginikanan sa eskwelahan.
“Wow! Madamo naman ako sini sang makit-an sa dalan,” hambal niya
sa iya kaugalingon
Masinadyahon sia nga nagalakat…..
“Mee-mee-mee!Mee-mee-mee!”Nakita niya ang tatlo ka
kanding.“Dali diri mga kanding, kanami sa inyo.” Ugaling, nagdalagan
ang mga kanding palayo kay Dino.
Padayon sa paglakat si Dino. Lakat Dino, lakat para imo
eskwelahan madangat.
“Kwak-kwak-kwak!Kwak-kwak-kwak!” Nakit-an niya ang mga
pato.
“Langoy pato, langoy sa sapa nga nagadaloy,” hambal ni Dino
samtang nagatulok sa mga pato.
Padayon sa gihapon si Dino sa paglakat. Lakat Dino, lakat
para imo eskwelahan madangat.
“Unga-unga-unga!” Sa talamnan iya nakit-an, maitum nga
karabaw, iya gid gintamdan. “Unga-unga-unga!” ang huni sang
karabaw nga iya nabatian.
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 Padayon sa paglakat si Dino. Lakat Dino, lakat para imo
eskwelahan madangat.
“Twit-twit-twit!” Mga pispis nga nagalupadlupad, sa sanga sang
kahoy nagahimo sang ila pugad.
Nasadyahan gid si Dino sa iya mga nakit-an kag nabatian.
Sa padayon niya nga paglakat, malapit na sia sa ila
eskwelahan sang hinali lang may nagadalagan pakadto sa iya. “Aw-
aw-aw!Aw-aw-aw!”
“Ay ido, ido,ido!”singgit ni Dino.
Madasig nga nagdalagan si Dino palayo sa ido. “Hah-hah-
hah!” ginahapo na sia pero sige pa sia gihapon sang dalagan, ”hah-
hah-hah!”
“Dalagan Dino, dalagan, dasiga nga dalagan!” hambal niya sa
iya kaugalingon.
Madalagan na tani si Dino sang todo, ugaling nag-abot ang
tag-iya sang ido nga si Manong Poldo.
“Indi ka magdalagan Dino kay kadton ka gid sang ido. Lakat
lang sang mahinay.”
“Huo, Manong Poldo ,” sabat ni Dino nga may kakulba kag
kahadlok.
“Sa sunod maupod na ako sa akon mga abyan sa pagkadto sa
eskwelahan adlaw-adlaw,” promisa niya sa kaugalingon.
Kinulbaan man sa ido si Dino pero nakaabot sia sa
eskwelahannga hilway sa katalagman.

D. Post Listening
1. Guessing Game
Divide children into two groups. Group 1 will produce the
sound of animals mentioned in the story, and Group 2 will name it.
Children will do the reverse with each group in the next round. Repeat
the process as many times as possible.

1. Introducing Oneself
Teacher starts the class by asking volunteers to introduce themselves.
(Teacher may utilize game to encourage pupils in talking about
themselves.)

2. Review the sounds heard yesterday

a. Listening Moment: Teacher again exposes them to the sounds
they heard the previous day and new sounds will be introduced:
Sounds we hear are produced by animals, objects, transportation,
environment, etc. Teacher presents objects, pictures of animals,
etc. and demonstrates how each object/animal produced the
sounds. Teacher demonstrates how each sound is produced for
several times and asks the pupils to produce the sounds with her.

Discuss the meaning of sounds such as roosters crowing, pigs

grunting, horns honking, vendors calling, vehicle sounds, music, things,
children giggling/laughing, etc.

b. Listening to alphabet song (in L1)based on the letters included in

their orthography) as exposure since pupils will learn the sound of
each letter of their orthography in primer lessons starting Week 3
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 c. Pupils sing Alphabet Song in L1 accompanied by the tape
recorder.

d. Partner Talk:
Have students close their eyes and listen to what they hear and
then talk in pairs about what they heard, identifying the different
sounds.All As will tell about the sounds they heard while Bs listen
only. The process will be reversed after two minutes. Teacher will
process the sharing by asking some focused questions.

DAY 3

1. Introducing Oneself
Teacher starts the class by asking volunteers to introduce themselves.
(Teacher may utilize game to encourage pupils to talk about themselves.)

2. Spot That Scene:

Teacher presents a big picture featuring the different activities done by
children in the community. Teacher asks the pupils to view and study the
picture first, then teacher asks: Who could point to the part in the picture
that shows a boy feeding the chickens or a girl washing dishes or
children playing hide and seek and others.

3. Dyad:
Teacher has students talk in pairs about themselves, their family,
likes, dislikes in relation to the picture they have viewed.

Example: They will talk about their preferences of the sound they
heard in their environment: “Which one they like and which one they
don’t like? Why?”

4. Try It Out Activity

Teacher demonstrates first how to write a straight line emphasizing
top to bottom, left to right directions for several times. Teacher asks
pupils to try writing straight line on air, on their palms, or back of their
classmates for several times. Now, ask pupils to trace straight line in the
chalkboard or in the prepared practice sheets (Recycled old calendars
maybe used). Then the teacher continues to demonstrate/show the
following lines: slanting, horizontal, curve, circular lines one at a time.
The pace will depend on the response of the pupils.

5. Tracing/Connecting Dots
Group work: Teacher presents a figure of an animal or object on the
blackboard or on a Manila paper with the dots. Each pupil will
trace/connect two dots in the figure until it is completed. Pupil identifies
what figure has been formed.

1. Introducing Oneself
Teacher starts the class by asking those who have not introduced
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 themselves yet. (Teacher may utilize game to encourage pupils to talk
about themselves.)

2. Noisy Neighbor Game

Teacher assigns one student to hide behind a screen and make specific
sounds when signaled during the storytelling. Teacher begins with: “Early
one morning, the children were all fast asleep – (ask children to close
their eyes and pretend to sleep) – when all of a sudden they heard a
sound from the house next door.” At. We this point the hidden child makes
an animal noise from behind the screen. Teacher says: “Wake up
children, what’s that noise?” Children take turns identifying the sound.
Then everyone says “Noisy neighbor, please be quietaretrying to sleep.”
Repeat with other students taking turns behind the screen.

3. Show & Tell:

a. Students draw a picture of animals or things they like/dislike that
produce sound, describing the picture and why they like/dislike it.
b. Each pupil is given a chance to show to the class what he/she has
drawn and tell something about it. Pupils may also show or
demonstrate how these objects/instruments/animals produce sounds.
4. Connecting Dots
a. Group work: Teacher presents a figure of an animal or object
on the blackboard or on a Manila paper with the dots. Each pupil will
connect two dots in the figure until it is completed. Pupil identifies
what figure has been formed.

b. Individual work: Teacher asks each pupil to connect dots in the

worksheet to form a complete figure of object or animal that produces
the sound.
DAY 5

A. Assessment:
Using Rubric
a. Game: Teacher put on the floor the pictures of animals that
produce sound. As the pupil hears the sound he steps on the picture
that represents the sound produced or played by the teacher. A point
is given to the first pupil who steps on the correct picture.
b. Relay: Divide the pupils in 4 groups. Teacher prepares set of 5
pictures (animals, objects, transportation, etc.) arranged in 4 rows.
Player of each group steps on the picture and produce the sound
until he reaches the fifth picture. This goes on until all members of
the group produce the sound of the given picture following the
same process.
c. Individual work: Teacher asks each pupil to connect dots (slanting,
horizontal, curve, circular lines) in the worksheet to form acomplete
figure of object or animal that produces the sound.
B. Agreement/Enrichment Activity
Film Viewing or Use of pictures.
The topic is something about animals in the farm; sounds they hear in
the environment or something related to sounds previously learned.

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 For inquiries or feedback, please write or call:

DepEd-Bureau of Elementary Education,

Curriculum Development Division

2nd Floor, Bonifacio Bldg., DepEd Complex (ULTRA)

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 638-4799 or 637-4347

E-mail Address: [email protected],

[email protected]

ISBN: 978-971-9981-75-6