Unit 1 - Lessons - 1-5 (Pp. 1-13)
Unit 1 - Lessons - 1-5 (Pp. 1-13)
Unit 1 - Lessons - 1-5 (Pp. 1-13)
UNIT 1
I Can Get Along
Lesson 1: Sounds Around
Target Skills:
Oral Language: Interacting with others
Auditory Discrimination: Recognizing/ identifying, classifying/ categorizing a
sound heard: transportations, animals, musical instruments, mechanical objects,
environmental, distinguishing between loud/ soft, high/low sounds
Listening Comprehension: answering Wh- questions
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
Materials: Story: Off to School by Myrna J. Hipolito
pre-recorded transportation sounds, tape/CD player, transportation pictures/
models, word cards, charts
Procedure:
Pre-Assessment: (Refer to LM, pp. 2-3, Lets Try)
Key to correction:
I. x x II. meeooow- meeooow III. x x
tweeet-tweeet x x
wheeeng-wheeeng x
ding-dong, ding-dong
x kleng-kleng
Motivation:
Ask the pupils the sounds that they know.
Ask: How do you go to school?
Do you walk to school? What kinds of transportation do you take?
"
Presentation:
Do: Present pictures oI vehicles/models and word cards.
Say the words and let pupils repeat aIter you.
Ask pupils to match the word cards and the pictures.
Ask the pupils to locate and encircle the word in the circle map.
Let them post the pictures and the words on the chart.
Present the story in a big book/accordion book/picture book/individual poster/chart.
Guide pupils to talk about its cover and guess what the story is about.
Say: Listen to the story oI a Grade 2 boy.
Find out how he goes to school.
Listening:
Give the pupils the standards to observe during listening.
ReIer to the Iollowing guidelines when reading to the class:
1. Read the whole story aloud. Point to the illustrations when needed.
2. Read the story again. Ask questions as the story is being
read/listened to.
3. Read parts oI the story where the pupils can mimic the sounds heard.
Write the pupils` responses in a circle map or bubble map.
Model reading the pupils` responses and let them repeat aIter you.
Transportations
bus jeep
car tricycle
#
Off to School
bv Mvrna J. Hipolito
It was seven o`clock in the morning. Lito`s service vehicle arrived. 'Brrroom, brrroom,
brrroom, sounded the tricycle. Lito happily boarded the tricycle to school.
Where was Lito going?
When they reached the junction, the tricycle could not go Iast like beIore. 'I am sorry
Lito, there`s a traI!c jam again! We can`t get ahead oI the cars and jeeps, Kuya Ben
said. 'Yes, there are trucks, vans, and taxis, too, Lito added.
Why can`t Lito`s tricycle get ahead oI the cars and jeeps?
What other transportations were there?
'There, the signal light just turned green. 'Now, we can go, Kuya Ben happily drove
to school. Brrroom, brrroom, brrroom, tooot, tooot, tooot. Eeeeeeeeng, beeep, beeep,
beeep! Prrrriiiiit! These sounds can be heard everywhere. Everybody was in a hurry to
go.
Screeeeech! 'Here we are, Lito, Kuya Ben said. Lito got oII the tricycle. 'Thank you,
Kuya Ben see you this noon. And Lito happily walked to his classroom.
What sounds were heard?
Ask the pupils to give the best answer to the Iollowing:
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?
5. Which means oI transportation made these sounds?
6. Do you think Lito arrived in school on time? What made you think so?
7. How did Lito Ieel that day?
8. Will Lito see Kuya Ben again?
Story:
Application: (Refer to LM, p. 4, I Can Do It)
Evaluation: (Refer to LM, p. 5, Measure Mv Learning)
Kev to Correction.
1. Lito
2. brrroom-brrroom
3. 7.00 a.m.
4. tricvcle driver
5. noon
4
Lesson 1: Sounds Around
(Day 2)
Motivation:
Do: Present the circle map accomplished the day before. Ask pupils to form dyads.
Say: Today, we shall have another game with your partner, you shall do the following:
Pupil A shall secretly choose a transportation in their circle map, produce its
sound, and ask pupil B to identify the sound produced. If the answer is correct,
pupil B gets the point and the chance to ask pupil A.
Group Work:
Divide the class into four groups. Distribute pictures/models of different kinds of
transportation. Provide each group with a thinking matrix to work on (the sample is
shown below). Let pupils produce the transportation sounds and classify them as loud or
soft. Specify the number of minutes the pupils shall work as a group.
The pupils will present by groups. Tell them to imitate the transportation sound as they
present.
Generalization:
Transportations make different sounds.
They make loud or soft sounds.
Evaluation:
Tell the pupils to look at each picture. Check (