2

English
Quarter 1 – Module 5:
Classifying/ Categorizing Sounds Heard

Classifying/ Categorizing Sounds Heard

English – Grade 2
Alternative Delivery Mode
Quarter 1 – Module 5: Classifying/ Categorizing Sounds Heard
First Edition, 2020

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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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Every effort has been exerted to locate and seek permission to use these materials from
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ownership over them.

Published by the Department of Education

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

Development Team of the Module

Writer: Ma. Christine N. Oclarit
Editors: Luisito A. Acero,Emma L. Baculanta, Fe Clarita B. Bagolbol,
Annette A,. Cadeliña, Love Joy N. Sacupayo, Rey P. Amper, Mitcheline C. Cutab
Reviewers: Antonio D. Saab
Illustrator: Generoso V. Retor
Layout Artist: Ma. Christine N. Oclarit
Management Team: Dr. Arturo B. Bayocot, CESO III, Regional Director
Mala Epra B. Magnaong, CLMD Chief
Dr. Neil A. Improgo, Regional EPS-LRMS
Dr. Ray Butch Mahinay, Regional ADM Coordinator
Dr. Emelia G. Aclan, CID Chief
Dr. Linda D. Saab, Division EPS-LRMS
Luisito A. Acero, Division EPS I - English

Printed in the Philippines by ________________________

Department of Education – Region X

Office Address : B, Aranas St., Poblacion, Mambajao, Camiguin

Facebook :
Website : www. depedcamiguin.com
E-mail Address : depedcamiguin@gmail.com
 2

English
Quarter 1 – Module 5:
Classifying/ Categorizing Sounds Heard
Introductory Message
For the facilitator:
Welcome to the English 2 Alternative Delivery Mode (ADM) Module on
Classifying/ Categorizing Sounds Heard!
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.

For the learner:

ii
Welcome to the English 2 Alternative Delivery Mode (ADM) Module on
Classifying/ Categorizing Sounds Heard!

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:

What I Need to Know

This will give you an idea of the
skills or competencies you are
expected to learn in the module.

What I Know
This part includes an activity that
aims to 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.

What’s New
In this portion, the new lesson will
be introduced to you in various
ways such as a story, a song, a
poem, a problem opener, an activity
or a situation.

iii
 What is It This section provides a brief
discussion of the lesson. This aims
to help you discover and understand
new concepts and skills.

What’s More This comprises activities for

independent 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.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to
process what you learned from the
lesson.

What I Can Do This section provides an activity

which will help you transfer your
new knowledge or skill into real life
situations or concerns.

Assessment This is a task which aims to evaluate

your level of mastery in achieving
the learning competency.

Additional Activities In this portion, another activity will

be given to you to enrich your
knowledge or 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:

iv
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!

v
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master in classifying/ categorizing different sounds heard. The scope of this
module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which
you read them can be changed to correspond with the textbook you are now
using.

The module is complete in parts ranging from discussions, illustrations,

activities, and assessments.

After going through this module, you are expected to:

1. familiarize the different sounds heard.
2. identify the different sounds heard in the surroundings.
3. classify the different sounds heard (animals, transportations, mechanical
objects, or musical instruments).
4. explain the different sources of sound.

What I Know

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Listen to the different sounds which will be read by your parent or
guardian. In your notebook, write T if the sound is transportation, A
for animal, MI for musical instrument and MO for mechanical object.
1. Tweet! Tweet! Tweet!
2. Kriiing! Kriiing! Kriiing!
3. Meeh! Meeh! Meeh!
4. Broom! Broom! Broom!
5. Boom!Boom!Boom!

What’s In

What have you learned in the last topic discussed? When do you use
the article a or an?

Notes to the Teacher

Dear teachers, please remind the pupils to follow the
instructions/ directions given in every activity and inform them
to use their activity notebook in writing their answers.

Let’s check your

understanding!

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Listen as your parent or guardian reads the sentences. Choose a or an
to complete the sentence. Write the learner’s answer on the blank.

1. My sister loves to read _______ .

2. _________ passed by yesterday.

3. _________ is rich in vitamin C.

4. I want to buy ________ in the market.

5. I saw ________ flying high above the tree.

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Note to parent/guardian: Please write their answers on the blank
provided.

What’s New

Listen as your parent/ guardian asks the questions.

What can you say about a farm?
What animals are found in the farm?
Note to parent/ guardian: If the learner knows the nursery rhyme, let
the learner sing. If the learner does not know the rhyme, the parent/
guardian will read.

OLD MACDONALD HAD A FARM

Old MacDonald had a farm
Ee i ee i o
And on his farm he had some cows
Ee i ee i o

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 And a moo-moo there
Here a moo, there a moo
Everywhere a moo-moo
Old MacDonald had a farm
Ee i ee i o

Old MacDonald had a farm

Ee i ee i o
With a cluck-cluck here
And a cluck-cluck there
Here a cluck, there a cluck
Everywhere a cluck-cluck
Old MacDonald had a farm
Ee i ee i o

What is It

Listen as the parent/ guardian reads the questions. Learner answers

orally.

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1. Who owned the farm?
________________________________________________________

2. What animals are found in MacDonald’s farm?

________________________________________________________

3. What was the sound of the cows?

________________________________________________________

4. What was the sound of the ducks?

___________________________________________________

5. If you were MacDonald, how would you take good care of your
animals?
________________________________________________________

Based on the nursery rhyme you have just read. You can hear the
different sounds coming from different sources. What are these
sounds?

These are Moo-Moo! Cluck-Cluck!

Do you know where do these sounds come from? Can you classify
them according to their sources?

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The sources of sound may come from the sound of animals,
transportations, mechanical objects or musical instruments.
Table 1. Sounds found in the nursery rhyme with their corresponding sources.
Sound Source of Sound
Moo! Moo! Cow - Animal
Cluck! Cluck! Chick - Animal

There are many different sounds in our environment. Wherever you

are, you can hear different sounds. People, animals and objects
produce sounds. Sound is a form of energy produced by objects that
move very fast. When an object moves, there is always a sound.
Different actions you made produced sound such as clapping your
hands, talking and whispering with your friends and many more.

What’s More

Guided Activity 1

There are pictures below. Give the sound of each picture orally. Color
the picture green for animals, yellow for musical instrument and blue
for mechanical object.

1.

2.

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3.

4.

Assessment 1
Listen as your parent/ guardian reads the sound. Put a check mark (√)
if the sound comes from animal, cross mark (X) for transportation,
circle (O) for mechanical object and box ( ) for musical instrument.
Write your answers in your activity notebook.
________ 1. Kokak! Kokak! Kokak!

________ 2. Kling! Kling! Kling!

________ 3. Boom! Boom! Boom!

________ 4. Neeigh! Neeigh! Neeigh!

________ 5. Quack! Quack! Quack!

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Guided Activity 2

Repeat the sound read by the parent/ guardian. In your notebook,

classify/ categorize these sounds by writing a star ( ) in a
particular column whether they belong to animal, transportation,
musical instrument or mechanical object.

Example:

Transportation Animal Musical Mechanical

Instrument Object

Cluck! Cluck!
Cluck!

Start Here:

Transportation Animal Musical Mechanical

Instrument Object

1. Tiki! Tiki! Tiki!

2. Hiss! Hiss! Hiss!

3. Whir! Whir! Whir!

4. Aw! Aw! Aw!

5. Buzz! Buzz! Buzz!

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Note to parent/ guardian: Copy the table in the activity notebook for
the learner’s answer. Guide the child in doing this activity.

Assessment 2

Listen as the parent or guardian reads the instructions.

There are boxes found inside the diagram with different sounds.
Listen as your parent or guardian reads the sound. Color the box
green if the sound comes from animal, red for transportation, blue for
mechanical object and yellow for musical instrument.

SOUNDS WITH THEIR SOURCES

1. Neeiigh! Neeiigh!
Neeiigh! 2. Kraa! Kraa! Kraa!

3. Pok! Pok! Pok!

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4. Beep! Beep! Beep! 5. Toot! Toot! Toot!

Note to parent or guardian: Guide the learner in drawing boxes.

Independent Activity 1

Give the sound of each picture that follows. Give another sound of the

same category.

1.

2.

3.

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4.

Assessment 1

There are the corresponding sources of sound found inside the table.

Listen as your parent or guardian reads the sounds. Write the source

of sound by writing A if it comes from animal, T if it is

transportation, MI if it is musical instrument and MO if it is

mechanical object.

Sounds Sources of Sound

1. Meeeh! Meeeh! Meeh!

____________________

2. Coco! Coco! Coco!

____________________
3. Krriing! Krriing! Krriing!
_____________________
4. Cluck! Cluck! Cluck!
_____________________

5. Maa! Maa! Maa!

_____________________

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Independent Activity 2

Listen as your parent or guardian reads the sentences below. Write T

if the statement is correct and write F if the statement is wrong.
_____ 1. Tiki! Tiki! Tiki! Is the sound of a lizard. Therefore, this
sound comes from animal.

_____ 2. I love to hear the sound “Iiing! Iiiing! Iiing!This sound

comes from mechanical object.

_____ 3. Tim always hears the sound “Putak! Putak! Putak!. .

This sound comes from animal.

_____ 4. When I hear “Ping! Ping! Ping! this sound comes from
transportation.

_____ 5. Tony heard the sound of “Hooot! Hooot! Hooot! last

night This sound comes from musical instrument.

Assessment 2

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Listen as your parent or guardian reads the sentences and the choices.
Identify the source of sound for every statement that follows. Write
the letter of the correct answer.

1. Last night, when our parents arrived, I heard the sound “Tok! Tok!
Tok!”. What is the source of this sound?
a. animal b. transportation
c. mechanical object d. musical instrument
2. Shiela heard a sound “Baa! Baa! Baa!”. Where does the sound
come from?
a. animal b. transportation
c. mechanical object d. musical instrument
3. Dino was nervous upon hearing this sound “Weeeng!
Weeeng! Weeeng! This sound comes from.
a. animal b. transportation
c. mechanical object d. musical instrument
4. Tim excited watching the race. When it started it sounded
“Vroom! Vroom! Vroom! This sound comes from...
a. animal b. transportation
c. mechanical object d. musical instrument
5. The other night, Carla was afraid of hearing this sound “Hoot!
Hoot! Hoot!! What is the source of this sound?
a. animal b. transportation
c. mechanical object d. musical instrument

What I Have Learned

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 1. Sound is a form of energy produced by objects that move very
fast.
2. Sources of sound may come from the sound of animals,
transportations, mechanical objects or musical instruments.

3. There are different sounds of animals. The sound of the bird is

tweet! tweet! tweet. The sound of the duck is quack! quack!
quack!
4. There are also sounds of mechanical objects such as the sound
of whistle which is prrrtt! prrrtt!, falling coins which is clink!
clink! clink.
5. Boom boom! boom! is the sound of a drum. Ting! Ting! Ting!
is the sound of a guitar. These sounds are examples of musical
instruments.
6. When in the road, different sounds are heard. Broom! broom!
broom! is the sound of a motorcycle. Beep! beep! beep! is the
sound of a jeep.
7. Classification of sounds heard (animals, transportations,
mechanical objects, or musical instrument.

What I Can Do

Listen as your parent or guardian reads a word. Give the sound

produced and give another sound in the same category.
1. duck
2. motorcycle
3. drum
4. car
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 5. snake

Assessment
Listen to the sound read by your parent or guardian. Write the number
of each sound below its group.

1. Putak! Putak! Putak!

2. Prrrtt! Prrrrtt! Prrrtt!
3. Kriiing! Kriiing! Kriiing!
4. Swish! Swish! Swish!
5. Cluck! Cluck! Cluck!

Animal Transportation Musical Mechanical

Instrument Object

Note to parent or guardian: Draw the table in the learner’s activity

notebook.

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 Additional Activities

Produce 2 sounds in each category.

Transportation Animal Musical Mechanical
Instrument Object

Note to parent: Listen as your child produces sounds. Use the rubrics
in giving points to their answers.
5- if the child can produce 8 sounds
4- if the child can produce 6 sounds
3- if the child can produce 4 sounds
2-if the child can produce 2 sounds
1-If the child can produce1 sound

Answer Key

What I Know
1. A 2. MO 3. A 4. T 5. MI

What’s In
1. a
2. an
3. an
4. a
5. a

What is It
1. Mac Donald
2. cows, ducks,chicks
3. moo, moo 17
4. cluck cluck
5.I will feed them.
Guided Activity 1
1.color blue
2. color green
3. color blue
4. color green
5. color blue

Assessment 1
1. √
2□
3□
4. √
5. √

Guided Activity 2
18 of Sound
Classification
Animal Transportation Musical Mechanical
Instrument Object
Assessment 2 What I Can Do
1. c 1.cluck! cluck!
2. a 2. broom! Broom!
3. b 3.boom! boom!
4. b 4. beep! Beep!
5. a 5. Hiss! Hiss! Hiss!
The second sound in each
number may vary

Assessment 1 Independent Activity 2

1. A 1. T
2. A 192. F
3. MO 3. T
4. A 4. F
 Broom! Broom!
Neigh! Neigh! 2nd
answer may vary 2nd answer may vary

Nyow!
nyow! 2nd
nd
Clink! Clink! Clink!2 sound may
answer
[Type a quote from may vary or the summary
the document vary of an interesting point. You can position the text
box anywhere in the document. Use the Drawing Tools tab to change the formatting of the pull
quote text box.]

Assessment
Animal Transportation Musical Mechanical
Instrument Object
1 2
5 3
4

Additional Activities
Answers vary

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References

Book

Catris, Leticia and Villona, Hayda (2016). Cyber Science Worktext in

Science and Technology,(Philippines: Manila, Philippines: Rex
Book Store).

Website

21
“Privacy Policy,” Privacy & Terms, Google, last modified May 22
2020, [ CITATION htt20 \l 1033 ]

“Privacy Policy,” Privacy & Terms, Google, last modified May 22,
2020,
www.suonoelettronico.com/sound_effects_wav_free_download.asp?
testo_en=Ambulance%20siren

“Privacy Policy,” Privacy & Terms, Google, last modified May 22,
2020, https://www.teacherspayteachers.com/Product/Science-
worksheets-Loud-vs-Soft-Sounds-5013425?aref=494twd8m

“Privacy Policy,” Privacy & Terms, Google, last modified May 23,
2020,
https://www.google.com?search?
q=animal+sounds+in+words+with+pictures&oq=anima&aqs=chrome
.0.69i59j69i57j6i60l2j69i61.2632j0j7&client=ms-android-samsung-
gj-rev1&sourceid=chrome-mobile&ie=UTF-8

“Privacy Policy,” Privacy & Terms, Google, last modified May 22,
2020,
www.suonoelettronico.com/sound_effects_wav_free_download.
asp?testo_en=Ambulance%20siren. Accessed May 22, 2020.

https://www.google.com/amp/s/www.pin/531284087284000380.
Accessed May 21, 2020.

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