Name: James S.

Sangaban

Course and Year: BEED 3rd Year

Date: September 28, 2021

PART II: Comprehensively discuss the following. Supply necessary references and citations.

1. Differentiate First Language Acquisition and Second Language Acquisition. What are its effects in
the implementation of MTB-MLE?

Answer: First Language Acquisition is when a child learns his native language or the primary
language use at home while the Second Language Acquisition will introduce when the primary
language is established, it is the learning language besides native language that was gain in
the surroundings especially at school. It is very useful in teaching MTB-MLE because children
would easily understand the topic when the primary language was use in teaching but
somehow it also gives disadvantage to the learners because MTB-MLE is focusing to the idea
of generalization but if other learners are not part of that majority they will adjust to that
situation and could be hassle to them.

2. What are the potential issues and concerns that a pre-service teacher likes you most likely to
encounter? What are the coping mechanisms or solutions will you give to address it?

Answer: I think of the problem that I will encounter is the balancing diverse learning needs
because as we observed every school has different diverse learning needs. We cannot assure
that all of them will be satisfy on our way of teaching and how we approach to them. So
teachers are need to improve the different teaching strategies were all of them are
guaranteed and satisfy on the strategies.

3. As being classified to generation Z, you have the power to govern the ICT and make
contributions, changes and innovations in the field of teaching. As a future Gen Z teacher, how
will you teach MTB-MLE?

Answer: There’s a lot of ways in teaching MTB-MLE like be relevant as they are more
advanced in the technology, teacher should be more flexible in motivating and approaching
them. In giving some activity, teacher should think digital in all assignments, assessments and
activities. As they are more aware in the surroundings it will easily for them to adopt some
words in different language like me I can speak Hiligaynon, Ilocano, Bisaya, Tagalog, English
and a little bit of Maguindanaoan.
4. If you were to choose one learning theory as your guiding principle in teaching, what will you
choose and why? Cite concrete examples to solidify your answer.

Answer: If I were choose one learning theory that would probably Behaviorism learning
theory because it is the idea that how learners behaves is based on their interaction with their
environment, behavior will influenced and learned the external forces rather than internal
forces. Teachers in a classroom can utilize positive reinforcement to help students better learn
a concept. Students who receive positive reinforcement are more likely to retain information
moving forward, a direct result of the behaviorism theory.

5. Using the MTB-MLE Curriculum Guide , create one example for each of the following:
a. ADDIE Instructional Design for Mother Tongue Grade 1.

- Analysis GRADE 1: The learner demonstrates basic

communication skills in talking about
familiar topics using simple words and
both verbal and non-verbal cues to
understand spoken language, shows
understanding of basic vocabulary and
language structures, reading process,
writing system and appreciates aspects of
one’s culture.
- Design The learner demonstrates knowledge and
skills in learning and communicating
about familiar topics uses basic
vocabulary, reads and writes
independently in meaningful contexts,
appreciates his/her culture.
It will use a variety of teaching tools like
audio, video and graphics. It will follow
behaviorism learning theory to identify
the interest and wants of every learners
based on their behavior.
- Development The learners are maintaining good
performances not just in the classroom
but also outside the school. Students are
creating a safe and collaborative
classroom. The entire task is performed,
assisted by their teacher.
- Implementation In the middle of the discussion, the
students are more curious to a certain
sounds and vocabulary especially in
syllabication of the words in English but
at the certain point, the teacher will
introduce new way of teaching like
providing them some presentation that
 can allow them to understand well the
topic.
- Evaluation The students are trying to cope up in the
first discussion and activity but somehow
in the middle of the discussion they are
able to manifest and provide any answers
in any activities. The teacher performed
an example to a certain discussion to
understand the topic. In that way, they
are now able to start building their
knowledge in sounds, vocabulary and
writing. Throughout the topic, they can
now familiarize in words especially in
writing and sound.
-
b. Unpacking of standards. Mother Tongue Grade 2.

Content standard Oral language: the learner possesses

developing language skills and cultural
awareness necessary to participate
successfully in oral communication in
different contexts.
Performance standard Oral language: the learner uses developing
oral language to name and describe people,
places, and concrete objects and
communicate personal experiences, ideas,
thoughts, actions, and feelings in different
contexts.

Learning Area standard Use Mother Tongue appropriately and

effectively in oral, visual and written
communication in a variety of situations and
for a variety of audiences, contexts and
purposes including learning of other content
subjects and languages, demonstrate
appreciation of various forms of literacy
genres and take
pride in one’s cultural heritage
Key stage standard By the end of grade III, students will enjoy
communicating in their first language on
familiar topics for a variety of purposes and
audiences using basic vocabulary, and
phrases; read L1 texts with understanding,
and create their own stories and texts in
their l1.
Grade level standard The learner demonstrates communication
skills in talking about variety of topics using
 developing vocabulary and simple phrases
and sentences, simple to complex spoken
language using both verbal and non-verbal
cues, understands vocabulary and language
structures, appreciates and understand the
cultural aspects of the language and the
writing system used, and reads and writes
simple and short literary and informational
texts.

ORAL LANGUAGE
CONTENT STANDARD PERFORMANCE STANDARD
Q1 WEEK1 (a): MT2OL-Ia6.2.1 Q1 WEEK 1 (a): Story Reading
Participate actively during story reading by
making comments and asking questions
using complete sentences.
Q2 WEEK 1 (a): MT2OL-IIa-c10.1 Q2 WEEK1 (a): Writing some experiences in
Relate one’s own experiences and ideas life.
related to the topics using a variety of words
with proper phrasing and intonation

COMPETENCY LANGUAGE DOMAIN NATURE

Talk about oneself and one’s Oral Language (OL) Skill
personal experiences.

c. One lesson activity for Mother Tongue Grade 3 following the Nine Events of Instruction.

PREPARATION INSTRUCTION AND PRACTICE ASSESSMENT AND

TRANSFER
Have students pose Presents a video Administer pre and posttests
questions to be answered by presentation. to check progression of
other students. competency in content or
Provide instructional support skills.
Oral Language: The learner as needed.
possesses expanding Continually incorporate
language skills and cultural Facilitate student activities. questions from previous test
awareness necessary to in subsequent examinations
participate successfully in Evaluative Feedback to reinforce course
oral communication in apprises the student of the information.
different contexts. accuracy of their
performance or response
Ask questions about previous but does not provide
topic. guidance the correct answer.