Unit 1

I Can Get Along

English 2
Lesson 1:
Sounds Around

English 2
 Second Periodic Test
7:10-8:10-A.P.
8:10-9:10-MATH
9:30-10:30-MAPEH

English 2
Objectives :

Recognize/Identify and
classify transportation sounds
as loud/soft.
Get the meaning of
words through pictures/
models.
Answer Wh-questions
Subject Matter:

Transportation
sounds
Answering Wh-
questions
Listen to the sound made by
what you see in the pictures.
Put a check on the blank if
it is the correct sound and
cross if it is not correct.
___ ding-dong-ding-dong
___ aw-aw-aw-aw
___ ting-ting-ting-ting
___ eeeng-eeeng-eeeng
___ pok-pok-pok-pok
___ tic-tac-tic-tac
___ brrroom-brrroom-
brrroom
___ krrring-krrring- krrring
___ mooo-mooo- moo
___ krrra-krrra-krrra
Draw a line to
connect the object
with the sound it
makes.
tweeet-tweeet

ding-dong, ding-dong

meeooow-meeooow

wheeeng-wheeeng

kleng-kleng
English 2
Put a check on the line
to mark objects that make
loud sounds and cross
for those that make soft
sounds.
_____ telephone
_____ crying baby
_____ drum
_____ tiger
_____ bus
_____ mosquitoes
English 2
How do you go to school?

Do you walk to school?

What kind of transportation do

you take?

English 2
Bus jeep
Transportations

Car tricycle
 Off to School
by Myrna J. Hipolito

It was seven
o’clock in the
morning. Lito’s
service
vehicle
arrived.
English 2
“Brrroom,
brrroom,brrroom,”
sounded the
tricycle. Lito
happily boarded
the tricycle to
school.

Where was Lito going?

English 2
“IWhen
am sorry Lito, there’s
they reached the a traffic
jam again! We can’t get ahead
junction, the tricycle could
of the cars and jeeps,” Kuya Ben
not
said. go fast like before.

English 2
“Yes, there are trucks, vans, and
taxis, too,” Lito added.

English 2
What other transportations
were there?

Why can’t Lito’s tricycle get

ahead of the cars and
jeeps?

English 2
There, the
signal light just
turned green.”
“Now, we can
go,” Kuya Ben
happily drove
to school.

English 2
Brrroom, Brrroom, brrroom,
tooot, tooot, tooot.
eeeeeeeeng, beeep, beeep,
beeep! prrrriiiiit!

English 2
These sounds can be heard
everywhere. Everybody was in
a hurry to go.

English 2
Screeeeech! “Here we are, Lito,” Kuya
Ben said. Lito got off the tricycle.
“Thank you, Kuya Ben see you this
noon.” And Lito happily walked to his
classroom.
What sounds were heard?
English 2
1. Where was Lito going?

2. Who is Kuya Ben?

3. How did Lito get to school?

4. What sounds were heard by

Lito on his way to school?
English 2
5. Which means of transportation
made these sounds?

6. Do you think Lito arrived in

school on time? What made you
think so?
7. How did Lito feel that day?

8. Will Lito see Kuya Ben again?

English 2
Who said the
following lines? Label
the speechbubbles.
I am sorry Lito, Oh, there
there.’s a the
traffic signal light
jam again! turned
green.
Encircle the correct
answer.
1. Who went to school?
(Lito, Kuya Ben, Mario)

2. What sounds did Lito hear?

(brrroom-brrroom,
meow-meow, krrring-krrring)
English 2
3. What time did Lito go to
school?

(8:00 a.m., 7:00 p.m.,

7:00 a.m.)

4. Who is Kuya Ben?

(tricycle driver, truck driver,
Lito.’s father)
English 2
5. What time would Kuya
Ben see Lito again?
(evening, noon, tomorrow)

English 2
Lesson 1:
Sounds Around
Day 2

English 2
Mimic the sounds of the
transportation and
ask your seatmate to
identify the transportation.
________________

________________

________________

________________
________________
English 2
Remember This

Transportations
make different
sounds.
They make loud
or soft sounds.
Look at the pictures.
Put a check if
the sound is loud or
soft.
Pictures Loud Soft Pictures Loud Soft
Agreement:

Show how to complete the

following story. Then, ask
the pupils to do it by
themselves
Hello, I’m ________________________________________________

(Name)
I ride in a ________________________________________________
(transportation)
in going to school.
The ___________________________________________________________

(transportation)
makes a loud/soft sound __________________
(sound)
and off we go to school.
English 2
Lesson 2:
Animal Sounds

English 2
Objectives :

Recognize/identify/ and
classify sounds produced
by animals as loud/soft.
Answer Wh-questions
Subject Matter:

Animal sounds
Classi cation of
loud/soft sound
What kind of pets do you
have?

What tricks can they make?

What sounds do they make?

When do they make these

sounds?
 dog

Animals
goat
English 2
 Five Little Goats
retold By Myrna J. Hipolito

The first little goat went to the

market. The second little goat
stayed home. The third
little goat ate a lot of grass.

Where did the first goat go?

The fourth little goat had
none. “I have nothing” he
cried, “Meee-meee-
meee!”

Which goat had nothing?

How did the goat cry?

The fifth little goat cried. “I
can’t and my way home.”
“Meee-meee-meee meee-
meeemeee!”

Why did the fifth little goat

cry?

What sound did it make?

What animal was
mentioned in the story?
What sound did it make?
Why?

Guess what sound the first

three goats made?
 loud

Aw-aw

dog

Animals
Activity 1: Choose a story
with four different animal
characters. Divide the class
into four groups. Assign an
animal to each group.
Instruct the pupils to mimic the
animal sound as the animal is
mentioned in the story being
told.
Activity 2: Play the
tape/CD (pre-recorded
animal sounds).
Let the pupils identify the
sounds and classify them
as loud or soft.
Activity 3: Show the
picture of an animal.
Let the pupils produce
the sound the
animals make and
classify them as loud
or soft
 Remember This

Different animals
produce different
sounds.
Their sounds could
be loud or soft.
Divide the class into two
groups:

Group I Mimics the animal

sound

Group II Identi es the animal

and tells whether the sound is
loud or soft.
Draw a line to connect the
animals with the sounds
they make.
meeeow, meeeow

meee-meee, meee-

neigh-eeeh, eeeh

mooooo, moooooo

ungaaaaa, ungaaaaa

tweeet, tweeet
Agreement:

Think of another animal to take

the place of the animal in the
story, “Five Little Goats.”
Be able to produce the sound it
makes. Be ready to tell your new
story
Lesson 3:
Sounds of
Musical
Instruments

English 2
Objectives :

Recognize/identify and
classify sounds produced
by musical instruments
as high/low
Subject Matter:

Musical Instrument
Sounds High/low
sounds
Let the pupils listen to different
animal sounds.
Ask them to identify whether
the sound made is loud or
soft.
(The sound can be pre-
recorded or you can mimic
the sounds)
What musical instrument can
you play or would like to play?
Draw it and write the sound it
makes.
Draw here
Draw the musical instruments
that produce loud/soft,
high/low sounds in the chart.

High Soft
Low Loud
Encircle the musical
instruments.
English 2
Remember This

Musical instruments
have different
sounds.
Some musical
instruments
produce loud/soft,
high/low sound.
Put a check
if the musical
instrument makes
aloud, soft, high,
or low sound.
Musical Sounds Produce Loud Soft High Low
Instruments

sheek-
sheek
eng-eng

kleng-
kleng
Musical Sounds Produce Loud Soft High Low
Instruments

tot-tot-tot

boom-
boom

tac-
pararak
 Measure My
Learning

Draw a line to
connect the musical
instrument to the
sound it makes.
kleng -- kleng –
kleng
tot -- tot -- tot

boom -- boom
– boom

tic -- tic -- tic

English 2
Agreement:

Encircle the
instrument that makes
loud sound
1

2
3

5
Lesson 4:
Sounds in the
Environment

English 2
Objectives :

Recognize/identify/classi
fy environmental sounds
heard as loud/soft,
high/low
Subject Matter:

Environmental
Sounds
Group the class into two.
Show pictures of musical
instruments. Tell the pupils
to raise their right hand if
the instrument makes a
high sound and raise the
left hand for a low sound.
Also, clap twice if it makes
a loud sound and once if it
makes a soft sound.

What sounds do you hear

at home?

Outside your home?

Activity 1:
Play the pre-recorded sounds.
Ask pupils to identify the
sounds heard.
Activity 2:
Lead the pupils to a trip in the
school yard. Ask them to
identify the sounds
they hear.
English
ESP 2 2
Write down on the
chart the sounds
you heard.
Put a check if
it is loud/soft or
high/low.
Sounds in the Loud Soft High Low
Environment
 Remember This

Sounds in the
environment differ
from one another.
They can be
loud/soft,
high/low.
Encircle the
correct answer.
What kind of
sound does the
object in the
picture
produce?
high, low

English 2
high, low

English 2
high, low

English 2
high, low

English 2
high, low

English 2
Listen to the
sounds. What
makes the
sound? Is it loud
or soft? Encircle
the correct
answer
 Sound Source of Sound Quality of
Sound

1. neigh-neigh cow horse Loud soft

2. arf-arf puppy dog loud soft
3. whooooo ghost wind loud soft

4. wheeeee ambu Fire loud soft

lance truck

5. bzzz-bzzz butte Bees loud soft

rfly
 Agreement:

Make a chart and let the pupils

list down five different sounds you
hear at home. Check whether the
sound is loud or soft, high or low.
Lesson 5: Alphabet
Sound Source Loud Soft High Low

1.
2.
3.
4.
5.
Name the pictures. Encircle
the picture if the sound it
makes is heard at home and
box those which are heard in
school