Chapter 7:

STRATEGIES IN
TEACHING THE MOTHER
TONGUE
PREPARED BY:
BEED 2A GROUP 4
Introduction

The two end goals of Mother Tongue-

Based Multilingual Education are lifelong
learning and communicative competence.
With the utilization of this native language
which language is familiar to the learners,
these goal appear to be achievable.
However, some teachers who have been
assigned to teach the mother tongue are
hesitant to handle the subject because
they lack the confidence due to their
incompetence in the language as well as
the dearth of trainings in the use of the
language.
In teaching the mother tongue, the initial
focus from Grade 1 to 3, is the
development of literacy and numeracy
skills and the learning concepts about the
language, skills and competence which
will later be transferred in the learning of
the second language (Filipino and English).
As learning progresses, these macro
skills- listening, speaking, reading, writing,
and reviewing spiral across grade levels
and across languages. The ultimate goal is
both oral and written discourse in the
three languages. ( Enclosure No. 1 to
DepEd Order No. 31, s. 2012 )
Strategies in Teaching Different
Learning Areas with the
Integration of the Macro Skills.

1. Listening and Speaking Strategies

2. Reading Strategies
3. Writing Activities
1. Listening and Speaking
Strategies

 These activities develop the listening

and speaking abilities of the learners as
these strengthen phonological and
phonemic awareness.
Phonological Awareness
- Is the ability of the learner to manipulate
sounds and words, or “play” with sounds
and words.
- This skill includes recognizing rhyming
words, blending of sounds, and
syllabication.
Phonemic Awareness
- Is focused on the ability to hear and
identify sounds in particular words.
 To focus attention and further sustain the
interest of learners, integration of listening
and speaking can be applied in activities
that draw out kinaesthetic responses.
 These require physical and mental
alertness from the learners to perform
the necessary movements assigned by the
teacher as she tells the story.
 These responses can be nodding of the
head, clapping, stomping, or saying
aloud a particular word or phrase.
 Poetry and rhyme exercises can make
learners easily memorize the poem.
They can also associate words when they
hear with their own vocabulary which will
activate prior knowledge and therefore
develop their ability to discriminate letter
sounds. One activity for this strategy is
“Planted Words.”
 The Total Physical Response strategy
can also be employed where the teacher
gives directions which the learners act
out. This activity develops the listening
and acting skills of the learners.
 2. Reading Strategies
 “Color-coded reading” can be
employed to assess reading readiness.
-The teacher prepares a paragraph with
sentences that are written or highlighted
in different colors. Then that teacher
groups the class and assigns a particular
color similar to the colors in the
paragraph to identify each group.
Each group is made to read the lines
whose color is similar to the color
assigned to them. In this way, learners are
focused on their lines and as they read, the
teacher can gauge their difficulty in
pronunciation, syllabication, and phrasing.
This activity also enhances participation of
the learners.
 Interpretative/ Dramatic Reading
- Hones learners’ skill to express themselves
orally. With this, learners are given the
chance to speak with proper phrasing,
correct pronunciation, correct stress and
intonation.
- It is also effective to non-speakers of the
language because as they listen to their
classmates deliver their lines, these non-
speakers would be swayed and moved by the
performance of their classmates. This can
eventually persuade them to learn to speak
and enjoy language.
Routine Activities
 -indirectly perform a big role in teaching
and learning the language. Prayers and
greetings, similar to the reminders and
sayings posted on the walls form a part of
the routine of learners. These are
regularly read during or before the class
ends. These also reserve as visual aids and
reading corner materials for other
learning areas.
 3. Writing Activities
 Writing activities are also facilitated with
the use of instructional materials. One of
these is the interactive board.
 Activities in a writing class can provide
effective interaction among learners.
Activities like writing the alphabet on air,
on the back of the seatmates, or
illustrating answers or spelling of the
words with body movements.
 For viewing, the teacher develops materials
for viewing activities like hand and/or stick
puppets and pictures for storytelling.

 In science, there are other strategies and

materials that can be utilized to develop
the learners’ understanding of concept.
Two of these are the “Fishing” and
“Farming”.
Chapter 8

PLANNING AND
EXECUTING A
LESSON IN THE
MOTHER TONGUE.
The Lesson Plan

The plan for a lesson in the mother tongue

has the following parts:
A. Objectives
B. Content/subject matter
C. Materials
D. The procedure/process
E. Assessment
It has the following steps as
suggested by Corpuz (2013):
1. Preliminary Activities
The lesson starts with a prayer said in
the MT followed by the greetings in the
same language. Afterwards, initiatory
activities are done to set mode for
learning. Some of these are:
a. Poetry Reading
b. Action Song
 c. Short Story Reading
d.Vocabulary Building
2. Lesson Presentation
a. Unlocking of Difficult Words
This part of the lesson prepares pupils for
comprehension. The teacher provides
examples in sentences, as well as synonyms
and antonyms. This is also done throgh the
aid of puzzles, jumbled letters, word hunt
and pictures.
b. Reading of the Story
Initial reading is done by the teacher
for modelling. This is followed by group
reading, then individual reading.
c. Comprehension Questions
These are the questions that focus on
the learners’ ability to answer the WH
questions. It is also a way of checking what
the pupils did not understand which can
be a basis for the teacher to further
expound and reiterate what was
discussed.
1) Cabbage Peel
2) The Interactive Board
3) Worksheets
d. Own Examples
Examples are elicited from where the
pupils are. These may come from their
home environment, school, and other
personal experiences and observations.
e. Boardwork / Drills
The integration of oral and written
activities will strengthen the learners’
communication skills.
f. Integration of Values
One way to integrate valuing in the lesson
is with the use of metacards. This illustrates
that values are not only taught, they are
also caught. These cards maybe in the form
of smileys, thumbs up/down, or small red or
blue square cards.
3. Summary
This part of the lesson captures the
understanding of the lesson by the
learners.
4. Assessment
Some suggested activities for this part
of the lesson is the story map and
sequencing.
a. Story Map
In a diagram, the story is retold by the
learners. The diagram is drawn on the
board, and beside it is a pool of pictures.
The teacher then asks questions and the
learners choose a picture from the pool
of pictures to answer.
b. Sequencing
The teacher prepares in simple sentences
the sequence of the events in the story.
These are written on strips of Manila Paper
and are distributed to several learners. The
learners will determine the correct order
of the sentences based on the story.
5. Assignment
The assignments serves as a challenge to
the learner to do independent learning.
Specifically, the assignment is given for
three reasons:
a. To enrich the lesson
b. To achieve mastery
c. To prepare for the next lesson
This can be done by asking the learners to
share their own experiences related to
the lesson, or to bring to class a drawing
which represents their own
interpretation of the story, a picture, or
anything that symbolizes the part of the
story they can relate to.