My Perfect Pet

Curriculum Alignment

Subject: English
Key Stage: 3 (Years 7–9)
Year Group: Year 9
Term: Autumn | Unit 3, Lesson 1 – "My Perfect Pet" (High Flyers 3.0, Book D)
Curriculum Link:
Aligned to the 2014 UK National Curriculum for English – Spoken Language and Reading.
Specifically supports:

• Developing vocabulary and grammar
• Spoken standard English and fluency
• Word level phonics and language rules
• Reading and responding with confidence and accuracy

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Lesson Length

Total Duration: 120 minutes
Class Size: 11 students

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Learning Objectives

By the end of this lesson, students will be able to:

• Use accurate vocabulary to describe common pets using adjectives and intensifiers
• Create structured spoken sentences about pets using grammatical structures
• Identify and distinguish hard and soft 'c' sounds
• Understand and apply the blends 'fl' and 'sm' and the vowel sound 'y'
• Implement phonics and grammar into structured dialogues
• Use English to communicate personal opinions and preferences through structured sentence frames

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Key Language Structures

Vocabulary	Structures	Grammar Focus
Pets: bird, cat, dog, goldfish, hamster, mouse, rabbit, snake, spider, turtle	I like/don’t like (pets). They’re too/very (adjective).	Intensifiers: very, too
Adjectives: boring, clean, cute, dirty, fluffy, lazy, nice, scary, silly, smart, smelly	(Pets) are (adjective).	Sentence construction
Actions: chasing, climbing, drinking, eating, running, singing, sleeping, swimming	Does your pet like (action)? He/She likes/doesn’t like (action).	Present simple questions/responses

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Materials Required

• Student Book (Book D)
• Practice Book (Page 28–31)
• Tutorial Book (Pages 32–39)
• Large screen for presentations (digital slides 1–8)
• A4 paper (cut into slips for games and writing)
• Counters (11)
• Dice (6)
• Pink and blue colouring pencils
• Assessment Viewer
• Timer (on screen or physical)
• Let’s Talk Handout and My Perfect Pet Student Guide (printed per student)

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Differentiation & Personalisation

• Visual learning: Picture-based slides and video content
• Auditory learners: Listening to chant and audio repetition
• Kinesthetic learners: Movement-based phonics games, pair miming and interactive group chants
• Interpersonal skills: Pair and small group discussion and presentation
• Support: High-frequency words and visual cues provided for EAL learners
• Extension: Students encouraged to justify opinions beyond given sentence frames e.g., “I don’t like snakes because they’re too scary and fast.”

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☑ Assessment Opportunities

• Observation during pair and group tasks
• Informal peer assessment in speaking presentations
• Vocabulary spelling and sentence structure writing tasks
• Practice Book activities reviewed for comprehension
• Verbal participation in phonics and chant activities

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🔶 Part 1 (60 minutes)

🔹 Let's Talk & Quiz Review (15 min)

1.1 Let's Talk Introduction (1 min)

• Introduce yourself using, “Hello, my name is Mr/Ms (name). I’m (adjective).”
• Use body language and intonation.

1.2 Sample Presentation (8 min)

• Show example: “This is my pet dog. It is brown. It likes running. It isn’t smelly.”
• Students use the My Perfect Pet handout to draw and label their own pet to present later.
• Assign 3 students for next week’s Let's Talk presentations.
• Emphasise tone, clarity, and complete sentences.

1.3 Unit 2 Quiz Review (5 min)

• Use Assessment Viewer to review common errors.
• Focus on repeated misconceptions, esp. incorrect use of “too” versus “very.”

🎒 Homework

• Page 37 (Practice Book)
• Tutorial Book Pages 32–39

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🔹 Phonics: Hard/Soft 'C' (15 min)

2.1 Game: Classroom Corners (4 min)

• One side = /k/ (hard C), the other = /s/ (soft C)
• Say words: “cat”, “mice”, “cake”, “juice”
• Students move to correct side

2.2 Practice Book Pg 30, Activity A (4 min)

• Use pink for soft 'c' and blue for hard 'c'
• Read together and underline accordingly.

2.3 Spelling Rule Introduction (7 min)

• 'C' before e, i, y = /s/
• 'C' before a, o, u, r, l = /k/
• Categorisation game with mixed words
• Encourage spelling rule recollection aloud

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🔹 Vocabulary: Pets & Adjectives (30 min)

3.1 Pets – Introduction (5 min)

• Use photos for real-life context
• Practice Book Pg 29, Activity A (picture to word match)

3.2 Game: Flip & Match (4 min)

• Interactive tile matching game. Two teams. One point per correct picture/word pair.

3.3 Adjectives (6 min)

• Miming actions for each adjective (e.g. scratch head = smart)
• Students copy action & say adjective aloud

3.4 Practice Book Pg 29, Activity B (4 min)

• Identify which adjective matches the pictures
• Students circle or number them according to slides

3.5 Sentence Building Game (4 min)

• Pupils act/mime an animal + adjective (e.g. “Dogs are fluffy.”)
• Peers guess and form sentence aloud in full

3.6 Spelling (4 min)

• Write adjectives after observing mime or image
• Focus on self-correction and peer review

3.7 Video: Babette’s Breakout (7 min)

• Students answer: “What pet is this?” and “Is it cute/scary?”
• Reinforce with adjectives + new action verbs from the video

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⚡ BREAK (5–10 min)

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🔶 Part 2 (60 minutes)

🔹 Grammar: 'Very' and 'Too' (30 min)

4.1 Venn Diagram and Opinion Sorting (10 min)

• Slide-based sorting adjectives as good/bad/both
• Discuss: “Is ‘smart’ good or bad?” and why
• Class miming for each adjective + thumbs up or down

4.2 Sentence Frames – Partner Practice (5 min)

• Standing pair line-up. Partner A: “I like ___.” Partner B: “They’re very ___.”
• Rotate and repeat. Partners change after every statement.

4.3 Writing– Sentence Slip Match (8 min)

• In pairs: write 6 sets of “I like/don’t like…” and matching “They’re too/very…” slips
• Swap pairs to re-match sentences

4.4 Practice Book Pg 31, Activity B (7 min)

• Favourite pet writing: list 4 top pets and describe each
• Share aloud “I like ___. They’re very ___.”

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🔹 Speaking Task & Board Game (15 min)

5.1 Board Game Instructions (5 min)

• Practice Book Pg 28
• Students roll die, land on animal, and form sentence with adjective
• e.g. “I don’t like snakes. They’re too scary.”

5.2 Game Play (10 min)

• Pairs take turns with dice and counters
• Track points: 1 point per correctly formed sentence
• Play 2 rounds. Students switch partners.

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🔹 Pronunciation Chant: Phonics Blends (15 min)

6.1 Blends Game (5 min)

• Chant words on screen: 'smelly', 'small', 'fluffy', 'flying'
• Two teams raise hands for 'fl' or 'sm' blends

6.2 Vowel Sound 'y' Discussion (3 min)

• Words like: silly, scary, happy
• Contrast ending sound to other vowels
• Pronunciation drill around room

6.3 Full-Class Chant (7 min)

• Listen and clap to rhythm
• Echo-repeat chant as a whole group
• Group Vs group challenge with alternate verses

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🎓 End of Lesson Tasks

Exit Task (5 min)

Ask each student:

• “What is one pet you like?”
• “How would you describe it using an adjective and intensifier?”

Teacher Reflection Notes

• Who struggled with intensifiers?
• Which students volunteered during speaking activities?
• Are visual or spoken learning styles dominant in this group?

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Extension / Homework

• Complete Practice Book Pg 37
• Use My Perfect Pet Handout to prepare for presenting in the next lesson

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Summary

This lesson is designed to be interactive, multi-sensory, and age-appropriate for Year 9 students, while strategically reinforcing pronunciation, vocabulary acquisition, and sentence construction. Using structured dialogue, grammar mechanics, and speaking practice, this lesson not only builds confidence but strengthens the fundamentals of English in a fun, guided-cooperative way.

✅ Ofsted-friendly
✅ Curriculum aligned
✅ Wow-factor for AI use
✅ Student-led tasks
✅ Tiered and multi-modal activities
✅ Built-in assessment and reflection

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Prepared by: High Flyers English Curriculum
Lesson Author: ✨ AI Teaching Assistant (with flair!)
Teacher Use Only – Review Outline & Print for Student Portfolios if Needed