Unit 1
I Can Get Along
English 2
2 Quarter
nd
Periodic Test MORNING SESSION
PERIOD SUBJECT
7:15-7:45 Edukasyon sa Pagpapakatao
7:45-8:35 MTB-MLE
8:35-9:25 English
9:25-9:40 Recess
9:40-10:30 Mathematics
AFTERNOON SESSION
12:30-1:20 Filipino
1:20-2:00 Araling Panlipunan
2:00-2:40 MAPEH
Lesson 1:
Sounds Around
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 theyLito,
am sorry reached the
there’s junction,
a traffic jam
the tricycle
again! could
We can’t not gooffast
get ahead like
the cars
and jeeps,” Kuya Ben said.
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.
a n d
Yes, e are I am sorry Lito, Oh, there
r
the s, there.’s a the
ru c k d
t , a n traffic signal light
n s
va , too. jam again! turned
ax is green.
t
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/classify
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 ambulance Fire loud soft
truck
5. bzzz-bzzz butterfly Bees loud soft
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
