Republic of the Philippines

Department of Education
National Capital Region
DIVISION OF CITY SCHOOLS – MANILA
Manila Education Center Arroceros Forest Park
Antonio J. Villegas St. Ermita, Manila

ENGLISH 2

Let’s Listen and Identify!

Quarter 1-Week 1-Module 1.1

Most Essential Learning Competency: Classify/

categorize sounds heard (animals, mechanical,
objects, musical instruments, environment, speech)

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HOW TO USE THIS MODULE
Before you start answering the module, I want you to set
aside other tasks that will disturb you while enjoying the
lessons. Read the simple instructions below to successfully
enjoy the objectives of this kit. Have fun!
1. Follow carefully all the contents and instructions
indicated in every page of this module.
2. Write on your notebook or any writing pad the concepts
about the lessons. Writing enhances learning, that is
important to develop and keep in mind.
3. Perform all the provided activities in the module.
4. Let your facilitator/guardian assess your answers.
5. Analyze conceptually the posttest and apply what you
have learned.
6. Enjoy studying!

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Parts of the Module
• Expectations - These are what you will be able to know
after completing the lessons in the module.
• Pre-test - This will measure your prior knowledge and the
concepts to be mastered throughout the lesson.
• Looking Back - This section will measure what learnings
and skills that you understand from the previous lesson.
• Brief Introduction- This section will give you an overview of
the lesson.
• Activities - These are activities designed to develop
critical thinking and other competencies. This can be
done with or without a partner depending on the nature
of the activity.
• Remember - This section summarizes the concepts and
applications of the lessons.
• Checking your Understanding - It will verify how you
learned from the lesson.
• Post-test - This will measure how much you have learned
from the entire module.

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Lesson: Group the sounds as animals, mechanical,
objects, musical instruments, environment and
speech

EXPECTATIONS

You will learn to classify/categorize sounds you hear such as

animal sounds. You will listen to these sounds, identify them, and
try to imitate them.

After going through this module, you are expected to:

1. recognize variety of sounds (animals, mechanical, objects,
musical instruments, environment, speech).
2. classify variety sounds (animals, mechanical, objects,
musical instruments, environment, speech).
3. categorize sounds of animals, mechanical, objects, musical
instruments, environment, speech;
4 id tif h th th di l d ft/hi h l l

PRETEST
I. 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
(x) if it is not correct.

_____ ding-dong-ding-dong _____ aw-aw-aw-aw

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 _____ ting-ting-ting-ting _____ eeeng-eeeng-eeeng

_____ pok-pok-pok-pok _____ tic-tac-tic-tac

_____ brrroom-brrroom-brrroom _____ krrring-krrring-krrring

II. Look at each picture below. If it makes a loud sound,

circle it. If it makes a soft sound, cross it out.

1. telephone ringing 2. baby crying

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3. drum rolling 4. tiger roaring

5. bus roaring 6. child whispering

Great, you finished answering the questions. You may request your
facilitator to check your work. Congratulations and keep on learning!

LOOKING BACK TO YOUR LESSON

LESSON 1: ANIMAL SOUNDS
Animals produce sounds. They use sound to warn others
to stay out of its territory and to call attention. They make at
least twenty-five different sounds which include growling,
squawking, squealing, cooing, and rattling. They use these
different sounds to identify themselves and communicate with
other animals.

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 What kind of pets do you have at home?
________________________________________
What sounds do they make?
________________________________________
When do they make these sounds?
_________________________________________

BRIEF INTRODUCTION

Answer the questions:

1. Where did the duck plan to go?
2. What sound did the duck make?
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 3. What did the little cat say to the mouse?
4. What sound the cat make?
5. Where did the mouse stay?
6. What sound it make?
7. What did the dog say?
8. Why do you think the dog bark?

ACTIVITY 1
Draw a line to connect the animals with the sounds they
make.

meeeow, meeeow

meee-meee, meee-meee

neigh-eeeh, eeeh

mooooo, mooooo

ungaaaaa, ungaaaaa
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ACTIVITY 2
We hear different sounds from animals. Can you name the
animals and match with the sound they make?

_______________________ hiss

________________________ chirp

________________________ meow

________________________ oink

________________________quack

REMEMBER

Different animals produce different sounds. Their sounds

could be loud or soft. You can also form a word from the
ounds animals make.

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CHECKING YOUR UNDERSTANDING

Write a paragraph about the

animals that you know and the
sounds they make.
Why do we need to take care of
the animals?

LOOKING
BACK TO YOUR LESSON
LESSON 2: TRANSPORTATION SOUNDS
We hear different sounds around us. At home, we hear
sounds from the radio and the television. We hear the sounds
made by animals in the yards. When we go out in the streets,
we hear the sounds made by cars, jeeps, buses, tricycles, and
many others. Yes, we hear sounds that are loud, soft, high, or
low.
How do you go to school? Do you walk or do you take a
ride? If you take a ride, what kind of transportation do you
use? Which of the following transportations you usually use in
going to school?

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BRIEF INTRODUCTION
Let us read the following conversations

Kuya Ben : I am sorry Tonyo and Dino, there is a traffic jam

ahead.
Tonyo : Private cars, trucks, jeeps, tricycle and buses are
lining up. And they are so noisy because of the different
sounds they make.
Dino : Oh, there! the signal light is on now.

Let us answer the questions based from the conversation:

1. Who went to school?

2. What sounds did Tonyo and Dino hear?

3. What time do you think Tonyo and Dino go to school?

4. Who is Kuya Ben?

5. What time would Kuya Ben fetch Tonyo and Dino again?

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ACTIVITY 1
Mimic the sounds of the transportations below. Then, classify
the sound they make as loud or soft.

ACTIVITY 2
Mimic the sound of the pictures. Then, put a check ( ̸ ) if the
sound is loud or soft .

Pictures Loud Soft Pictures Loud Soft

Ex. Broom, broom ________________

________________ ____________

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________________ ________________

ACTIVITY 3
Work with your parent or any partner. Think of a vehicle that
you know and write the sounds they make.
You may use the prompts:
Jeepney makes the _________________ sound.

REMEMBER

Moving vehicles make different sounds. They make either

low or high sounds.

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CHECKING YOUR UNDERSTANDING
Write the sound word for each of the transportation pictures.
Use the word inside the box.
vroom, vroom toot, toot whoosh, whoosh
choo, choo beep, beep ring, ring

LOOKING BACK TO YOUR LESSON

LESSON 3: MUSICAL INSTRUMENT SOUNDS
Do you know that musical instruments produce sounds
that greatly affect feelings? You feel relax, happy when you
hear the sound of music. Playing an instrument stimulates the
brain cells, improve memory and enhance reasoning skills,
which are essential for learning. Music helps bring balance
and harmony to life. Children who love to play an
instrument show creativity and their listening skills also
improve.

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BRIEF INTRODUCTION
Have you heard before the sound of the following? Let us
read their characteristics.

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 1. What are the musical instruments that you can name from
the pictures?
2. Why are they called musical instruments?
3. What kind of instrument is a guitar?
4. How does a guitar produce sound?
5. What sound do musical instrument produce?
6. Does a drum produce high or low sounds? Why?
7. Give some musical instrument that produce high or low
sounds.

ACTIVITY 1
We hear different sound from the different musical instrument.
Can you name the following musical instruments? Choices
are found in the box.

___________ ____________ ___________

___________ ____________ ___________

piano, maracas, drum, tambourine, trumpet, harp

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ACTIVITY 2
Encircle the musical instruments.

ACTIVITY 3
Draw a line to connect the musical instrument to the sound it
makes.

sheek -- sheek – sheek

kleng -- kleng – kleng

toot -- toot – toot

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 boom -- boom -- boom

ing -- ing -- ing

REMEMBER

Musical instruments have different sounds. Some musical

instruments produce loud/soft, high/low sound.

CHECKING YOUR UNDERSTANDING

Put a check (/ ) if the musical instrument makes a loud, soft,
high, or low sound.

Musical Sounds Loud Soft High Low

Instruments Produced

sheek-sheek

eng-eng

kleng-kleng

toot-toot

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 boom-boom

LOOKING BACK TO YOUR LESSON

MUSICAL INSTRUMENT SOUNDS
Our environment produces different sounds. For example,
we often hear a running water, alert beeps, door bells,
footsteps, washing machines whirring, coughing, and
sneezing. As you explore the environment you have to know
how the sounds are called.
notice? Sounds are
everywhere! Your alarm
clock rings. When you
open the window, what do
they tell you? You hear the
sounds of the wind,
thunder, even rainfall.
In the kitchen, there are
also busy sounds such as
the bang of the
kitchenware, the clink and
clank of the dishes,
whoosh and whirr, sizzle
When you wake up in the and steam and slosh and
morning, what did you drip from the faucet.

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BRIEF INTRODUCTION
Different sounds we can observe or create using the
following objects around us:
• Paper or cardboard – flapping, tearing, flicking,
folding, flicking
• Crayons and pencils – shaking, tapping
• Nature table contents – crumple or shake leaves,
shake stones and shells, rattle seeds, rub or break
twigs
• Math equipment – twang rulers and rubber bands,
shake or bang cubes or blocks, shake or flip counters,
shake or drop marbles
• Blinds or radiators – run ruler along to make a sound
• Water bottles – shake or slosh the water about (lids
on of course)
Other specific sounds
like twanging, clicking, snapping, scraping, blowing, snap
ping, rattling, tapping, shaking, crunching, crashing that
you can produce with other items.
What sound you hear when tapping your armchair using
your ruler? Is it loud or soft?
What about ringing the bell, is it loud or soft?

ACTIVITY 1
Write down on the chart the sounds you heard. Put a
check ( ̸ ) if it is loud/soft or high/low.

Sounds in the Environment Loud Soft High Low

1. Woosh of the wind

2.

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3.

4.

5.

6.

7.

8.

9.

10.

ACTIVITY 2
What kind of sound does the object in the picture
produce? Encircle the correct answer.

high, low high, low

high, low high, low

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 high, low high, low

REMEMBER

Sounds in the environment differ from one

another. Some are loud, others are low.

POST-TEST
Draw a line to connect the object with the sound it
makes.

tweeet-tweeet

ding-dong, ding-dong

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 meeooow-meeooow

wheeeng-wheeeng

kleng-kleng

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 REFLECTIVE LEARNING SHEET

Name: ___________________ Grade and Sec.__________

REFLECTIVE LEARNING SHEET

Directions: Write a reflective learning on the different

sounds learned by answering the questions inside the box.
You may express your answers in a more critical and
creative presentation of your great learning. Have fun
and enjoy!

Different sounds What learnings have I What other example

guides me to reflect found from this example can I
on… lesson? contribute to explore
and think more?

What learnings can What good What is my

I share with my character have I conclusion on the
family and peers? developed from this lesson?
lesson?

References:
• Learner’s Manual
• Curriculum Guide Grade 2
• Exploring Sounds/Environmental Sound
• Google Chrome
• www.bing.com./images,search

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 Acknowledgements

Writer: Nieves R. Lising MT- II

Editor: Rosalina Aranzamendez-PSDS
Reviewer: Vicente M. Victorio Jr., EPS
Management Team: Maria Magdalena M. Lim-Schools Division Superintendent
Aida H. Rondilla-Chief Education Supervisor-CID
Lucky S. Carpio-EPS
Lady Hannah C. Gillo, Librarian II-LRMS

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Answer Key

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