2

Quarter 1 – Module 5:
Identifying the English Equivalent of
Words in the Mother Tongue or in
Filipino
English – Grade 2
Alternative Delivery Mode
Quarter 1 – Module 5: Identifying the English Equivalent of Words in the
Mother Tongue or in Filipino
First Edition, 2020

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 module 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: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Danica D. Guevarra
Editor: Rodel D. Lintag
Reviewers: Liezl D. De Jesus
Rodel D. Lintag
Graphic Artists: Norylen D. Cunanan
Kimberly Ann M. Paras

Management Team:
Nicolas T. Capulong, PhD, CESO V
Librada M. Rubio, PhD
Ma. Editha R. Caparas, EdD
Nestor P. Nuesca, EdD
Ramil G. Illustre PhD
Rodel D. Lintag
Liezl D. De Jesus

Printed in the Philippines by ______________________________

Department of Education – Region III
Office Address: Diosdado Macapagal Government Center
Maimpis City of San Fernando (P)
Telefax: (045) 598-8580 to 89; (045) 402-7003 to 05
E-mail Address: region3@deped.gov.ph
 2
English
Quarter 1 – Module 2
Identifying the English Equivalent of
Words in the Mother Tongue or in
Filipino
Introductory Message
For the facilitator:

Welcome to the English 2 Alternative Delivery Mode (ADM)

Module on Identifying the English Equivalent of Words in the Mother
Tongue or in Filipino. This module was collaboratively designed,
developed and reviewed by educators both from public and private
institutions to assist you, the teacher or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided
and independent learning activities at their own pace and time.
Furthermore, this also aims to help learners acquire the needed 21st
century skills while taking into consideration their needs and
circumstances.

In addition to the material in the main text, you will also see this
box in the body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to

use this module. You also need to keep track of the learners' progress
while allowing them to manage their own learning. Furthermore, you
are expected to encourage and assist the learners as they do the tasks
included in the module.

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For the learner:
Welcome to the English 2 Alternative Delivery Mode (ADM)
Module on Identifying the English Equivalent of Words in the Mother
Tongue or in Filipino. This module was designed to provide you with fun
and meaningful opportunities for guided and independent learning at
your own pace and time. You will be enabled to process the contents
of the learning resource while being an active learner.
This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to
competencies you are expected to learn
Know
in the module.
This part includes an activity that aims to
What I Know check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip
this module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.
In this portion, the new lesson will be
What’s New introduced to you in various ways such as
a story, a song, a poem, a problem
opener, an activity or a situation.
This section provides a brief discussion of
What is It the lesson. This aims to help you discover
and understand new concepts and skills.
This comprises activities for independent
What’s More practice to solidify your understanding
and skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have
sentence/paragraph to be filled in to
Learned
process what you learned from the lesson.

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 This section provides an activity which will
What I Can Do help you transfer your new knowledge or
skill into real life situations or concerns.
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be
Additional
given to you to enrich your knowledge or
Activities
skill of the lesson learned.

Answer Key This contains answers to all activities in the

module.
At the end of this module you will also find:

References This is a list of all sources used in

developing this module.
The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering
the exercises.
2. Don’t forget to answer What I Know before moving on to the
other activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking
your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are
through with it.
If you encounter any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator. Always
bear in mind that you are not alone.

We hope that through this material, you will experience

meaningful learning and gain deep understanding of the relevant
competencies. You can do it!

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 What I Need to Know

This module provides you with activities that will help

you learn about using words that are related to self, family,
school, community, and concepts.

Activities in this module will also teach you how to

relate them to name of shapes and numbers in both
Mother Tongue and English.

At the end of this module, you are expected to:

1. understand words related to self, family, school, community

and concepts;

2. use these words correctly; and

3. relate them to name of shapes and numbers in both Mother

Tongue and English.

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 What I Know

What You Should Know:

Read the sentences below.

1. I own a bag.
2. My sister washes five plates.
3. We have a round table.
4. Atin kung bag.
5. I atsi ku menos yang limang pinggan.
6. Atin kaming mabilug a lamesa.
 Sentences number 1, 2 and 3 are in English and they
have words related to family members and shapes.
 Sentences number 4, 5 and 6 are their translations in
Kapampangan.

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Read and analyze the table.
(Illustration) English

I like mango.

I have a cat.

The sentences talk about oneself. They contain words referring

to a fruit and an animal.
My father has two brooms.

My mother has three cats.

The sentences are about family members. They contain words

to count nouns like two and three.

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 We have a rectangular table in
the library.

The board is square.

The sentences are about school. They have words referring to

shapes such as square and rectangular.

My friends are kind.

Our house is clean.

The sentences show good qualities of a community such as

kind and clean.

 Languages like Kapampangan and English are used for

communication.

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  There will be successful communication between and
among people if they use words properly.
Read and understand the words below.

English Words Filipino Translation

head ulo
nose ilong
father ama
mother ina
red pula
road Kalye/daan
street kanto

 How do you feel after reading the given words?

 Have you used those words in your Mother Tongue?

 Cite other examples of English words and their Filipino word

translation.

 Have you used these words in your Mother Tongue? Cite

situations when you have used these words.

 Is it good or helpful to know some words in English and

Filipino? Why or Why not?

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Lesson Identifying the English

1 Equivalent of Words in the

Mother Tongue or in Filipino
Identifying the English Equivalent of Words in the Mother
Tongue or in Filipino helps you to become more
knowledgeable about the English and Filipino language
as well as your mother tongue. The lessons here will guide
you in speaking and writing using the languages you
know.

What’s In

Remember this…
 Languages like Filipino and English are used for
communication.
 There will be successful communication between
and among people if they use words properly.

Notes to the Teacher

The teacher must consider the prerequisite skills needed in
the development of this competency including the schema or
background knowledge which may reinforce learning. This
module will help the learners bridge the gap of learning to
attain mastery of the lesson in its spiral progression.

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 What’s New

Read the words related to self, family, school, community, and

concepts such as the names for shapes and numbers. Write their
equivalent in your mother tongue. Do the activity on a sheet of
paper or in your notebook.

English Words Mother Tongue

1. heart
2. grandmother
3. father
4. eleven
5. policeman

What is It

Study the pictures below. Write the word for it in English on the first
line and a word in your Mother Tongue on the second line. Write
your answers on a sheet of paper or in your notebook.

No. Object English Mother Tongue

1

_____________ _______________

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2

______________ _______________

______________ _______________

______________ _______________

_______________ ________________

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  Are you now familiar with the words that are related to self,
family, school, community, and concepts such as the
names for shapes and numbers in both Mother Tongue and
English?

 Let’s move on.

What’s More

Guided Activity 1
The underlined words are related to self, family, school,
community, and concepts such as the names for shapes. Write
their equivalent terms in your mother tongue. Do the activity on a
sheet of paper or in your notebook.

Sentences Mother Tongue

1. I love my loving parents.
2. My two brothers help me in
watering the plants.
3. I have eight notebooks.
4. We bring out our triangular
erasers.
5. We plant in our wide
backyard.

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Guided Assessment 1
Looking at your answers in Guided Activity 1, copy the sentences
about family on paper 1, the sentences about numbers and
shapes on paper 2 and the sentence about community on paper
3. Do the activity on a sheet of paper or in your notebook.

PAPER
1

PAPER
2

PAPER
3

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Guided Activity 2

Write the words that are related to self in the circle, words about
family in the square, the words about school in the rectangle, and
the words about the community in the oblong. Do the activity on
a sheet of paper or in your notebook.

my black hair friendly classmates

loving mother my strong feet
helpful captain sweet sister
stoplights clean armchairs

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Guided Assessment 2

Use words that are related to self, family, school, community, and
concepts such as the names for shapes and numbers in both
Mother Tongue and English to complete the sentences below.
Choose from the words inside the box. Write your answers on a
sheet of paper or in your notebook.
wooden table my grandparents
two coconuts four trees
obedient officers three baskets

Illustration Sentence Mother Tongue

1. We have __________
in our front yard.

____________

2. Anna bought
_______________.

____________

3. Our ____________
maintain peace
and order.
_____________

4. Our principal has a

_____________ in her
office.
_____________

5. My mother bought
______________ in the
market.
_____________

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Independent Activity 1
Read the dialog and answer the questions that follow. Write your
answers on a sheet of paper or in your notebook.

Ms. Flores talks to Mang Simon about Kiko’s performance in

school.

Ms. Flores: Good morning, Mang Simon. I am Ms. Flores,

Kiko’s teacher in Mathematics.

Mang Simon: Good morning, Ms. Flores. How is Kiko in

school?

Ms. Flores: He is very good, Sir. He loves to read and

count.

Mang Simon: His older sister helps him to read and count
at home.

Ms. Flores: Wow! That is great. He also shows interest in

drawing and coloring.

Mang Simon: His mom allows him to do artworks during

weekends in our backyard.

Ms. Flores: Your love and support makes Kiko a good child.

Mang Simon: Your guidance, Ms. Flores, helps him to

do great things.

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 Questions:

1. Who talks to Mrs. Flores?

___________________________________________________

2. Where do they talk?

___________________________________________________

3. What did Ms. Flores say about Kiko?

___________________________________________________

4. Who helps Kiko at home?

___________________________________________________

5. What are the good qualities of Kiko as a pupil?

___________________________________________________

Independent Assessment 1

From the dialog above, choose five (5) words that are related to
self, family, school and community. Write their equivalent
term/word in your own mother tongue. Write your answers on a
sheet of paper or in your notebook.

1. _______________ _______________
2. _______________ _______________
3. _______________ _______________
4. _______________ _______________
5. _______________ ______________

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Independent Activity 2
Read the given situation. Try to understand each reminder.
The Mayor in your city gives reminders about how to throw
your garbage properly. Here are the things to do.

1. Separate biodegradable (nabubulok) from non-

biodegradable (di- nabubulok).
2. Put a green container for the biodegradable and
black for the non-biodegradable.
3. Have another container for the recyclable (mga
pwede pang magamit).
4. Clean your houses as well as your backyards.
5. Cooperate with the garbage collector.

Copy the reminders on a sheet of paper or in your notebook and

circle a word in each sentence and write its equivalent word in
your mother tongue.
1. ___________________
2. ___________________
3. ___________________
4. ___________________
5. __________________

Independent Assessment 2

Give three (3) words related to self, family, school, community,

and concepts. Write the sentences in your Mother Tongue using
those words on a sheet of paper or in your notebook.

SELF
1. ____________________________________________
2. ____________________________________________
3. ____________________________________________
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FAMILY
1. ____________________________________________
2. ____________________________________________
3. ____________________________________________

SCHOOL
1. ____________________________________________
2. ____________________________________________
3. ____________________________________________

COMMUNITY
1. ____________________________________________
2. ____________________________________________
3. ____________________________________________

CONCEPT
1. ____________________________________________
2. ____________________________________________
3. ___________________________________________

What I Have Learned

 Words that are related to self, family, school, community, and
concepts such as the names for shapes and numbers in Mother
Tongue, Filipino and English are used to write and say your ideas.
 Having a wide vocabulary in English, Filipino and Mother
Tongue will make you a good writer and a good speaker.
Why is it important to learn about words related to self, family
school, community and concepts in the different languages?
 It important to learn about words that are related to self, family,
school, community, and concepts in your Mother Tongue,
Filipino and English in order to be a good writer and a good
speaker.

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 What I Can Do

Interview a family member and ask him/her to give you examples

of words that are related to self, family, school, community, and
concepts such as the names for shapes and numbers in both
Mother Tongue and English. Do this activity on a sheet of paper or
in your notebook.

English Words Mother Tongue

Assessment
Make some drawings about your experiences as a grade two
pupil and write words that are related to yourself, family, school
and community in both English and mother tongue. Do this
activity on a sheet of paper or in your notebook.

__________________________________________________
__________________________________________________
__________________________________________________
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 Additional Activities
Use words that are related to self, family, school, community,
and concepts to name the pictures below. Write your answers
on a sheet of paper or in your notebook.
No. Illustration English Mother Tongue

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Answer Key

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References

Hipolito, Myrna, Magdalena Rosopa, Porfiria Santos,

Marimel Jane
Polita, Eliza Cerveza, Rose Ann Pamintuan, Nerissa
Lomeda,
and Amcy Esteban. 2013. English 2 Learner’S
Material. 1st ed.
Philippines: Department of Education

"K To 12 Curriculum Guide In English". 2016. Deped.Gov.Ph.

https://www.deped.gov.ph/wp-
content/uploads/2019/01/English-CG.pdf.

Department of Education. "K To 12 Most Essential Learning

Competencies With Corresponding CG Codes".
Pasig City: Department of Education Central Office,
2020.

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For inquiries or feedback, please write or call:

Department of Education-Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph