Print Collapse All High Flyers 3.0 Teacher Notes Book D, Unit Three, Lesson 1 In this unit, the students will … identify and say the pets 'bird', 'cat', 'dog', 'goldfish', 'hamster', 'mouse', 'rabbit', 'snake', 'spider' and 'turtle'. identify and say the adjectives 'boring', 'clean', 'cute', 'dirty', 'fluffy', 'lazy', 'nice', 'scary', 'silly', 'smart' and 'smelly'. identify and say the actions 'chasing', 'climbing', 'drinking', 'eating', 'running', 'singing', 'sleeping' and 'swimming'. use the intensifiers 'too' and 'very' to modify adjectives. make sentences with the structure '(pets) are (adjective).' make sentences with the structures 'I like/don't like (pets). They're too/very (adjective).' ask the question 'What does your pet like doing?' answer with the structures 'He/She likes (action)' and 'He/She doesn't like (action).' ask questions with the structure 'Does your pet like (action)?' answer with the structures 'Yes, he/she does' or 'No, he/she doesn't'. identify the hard and soft 'c' sound in words. identify the blends 'fl' and 'sm' in words. identify the 'y' as a vowel sound in words. read and compare words with short 'o' and 'or'. identify high-frequency words in a reader. identify sight words in a reader. decode simple words in a reader. At the end of this lesson, the students will be able to … identify and say pets vocabulary. identify and say adjectives to describe pets. make sentences with the structure '(pets) are (adjective).' use the intensifiers 'too' and 'very' to modify adjectives. make sentences with the structures 'I like/don't like (pets). They're too/very (adjective).' identify the hard and soft 'c' sound in words. identify the blends 'fl' and 'sm' in words. identify the 'y' as a vowel sound in words. review the previous Unit Quiz. complete page 37 of the Practice Book. Lesson Materials Assessment Viewer Colored Pencils (Pink and blue) Counters (One per student) Dice (One per pair) Let's Talk Handout: My Perfect Pet Let's Talk Student Guide: My Perfect Pet Paper Timer Student Book Practice Book Tutorial Book Part 1 Let's Talk and Unit Quiz Review (15min.) Target Language: 'This is my pet (animal).' 'It is (color/adjective).' 'It isn't (color/adjective).' 'It likes (action).' 'It doesn't like (action).' In this section, the students will … complete a presentation. review the previous Unit Quiz. Materials: Assessment Viewer Let's Talk Handout: My Perfect Pet Let's Talk Student Guide: My Perfect Pet Practice Book Tutorial Book Preparation: Print a copy of the My Perfect Pet Handout for each student. Print a copy of the My Perfect Pet Student Guide for each student and parent. Review common mistakes from the Unit 2 Quiz using the Assessment Viewer. Introducing Let's Talk (1 minute)

Stand at the front of the class and introduce yourself to the students. Say "Hello, my name is (name). I'm (adjective)." Completing Let's Talk (8 minutes)

Present Let's Talk, using the following script for guidance: This is my pet dog. It is brown. It is cute. It isn't smelly. It likes running. It doesn't like swimming. Include body language and change your tone and intonation to emphasize giving a presentation. After you finish, tell the students they need to draw a picture of their perfect pet. Write the script on the board and assign the students who will introduce themselves. Give the students the My Perfect Pet Handout so that they can practice at home for the next class. Hot Tips:

Encourage accuracy. Don't forget to take videos of the students' presentations and upload to Media Hub. Assigning Let's Talk for the Next Lesson (1 minute)

Assign the students for the next lesson. Note: Not all of the students will present every week. There will be four opportunities for students to present each unit's Let's Talk, so divide the class according to your group size. Unit Quiz Review (5 minutes)

Review common mistakes from the Unit 2 Quiz with the class.
Assigning Practice

Assign Practice Book page 37 for the next lesson. Assign Tutorial Book pages 32–39 for the next lesson. Answer Key

Practice Book: page 27, Activity A potato lettuce cucumber pepper pineapple watermelon broccoli corn beans blueberries Phonics (15min.) Target Language: Phonics Hard and Soft 'c' In this section, the students will … identify the hard and soft 'c' sound in words. Materials: Colored Pencils (Pink and blue) Presentation 1 (Book Pages) Presentation 2 (Phonics) Practice Book Preparation: None Introducing Hard and Soft 'c' (4 minutes)

Display presentation 2, slide 1. Point to the letters on the screen and elicit the sound they make. Students will likely say a hard 'c', as in 'cat' (/k/). Point to the kicking 'c' and say the hard 'c' sound. Say "'c' says /k/". Point to the snake 'c' and say the soft 'c' sound. For example, the 'c' in 'mice' (/s/). Say "'c' says /s/." Drill both pronunciations of the letter sound as a class. Point to one wall of the classroom and say the hard 'c' and then the opposite wall and say the soft 'c'. Have the students stand up. Say one of the two 'c' sounds and have the students move towards the corresponding wall. Repeat several times with both 'c' sounds. When the students are comfortable with the two sounds, say a word with a 'c' sound (for example, 'cat'). Have the students identify which 'c' sound they heard and move to the correct wall. Repeat with the following words: Hard 'c': cats, cute, coffee, cake Soft 'c': mice, nice, juice, rice Listening for Hard and Soft 'c' in Words (4 minutes)

Go to presentation 1, slide 1. Have the students open their Practice Books to page 30, Activity A. Read the first word of the text ('Mice'). Elicit if it has a /k/ or /s/ sound in it. Point to the pink underline. Repeat with 'cats' and the blue underline. Give each student pink and blue colored pencils. (If not available, other colors can be used instead.) Read from the beginning, slowly and clearly. Have the students raise their hand when you read a word with a 'c' in it. Ask a student if the word has a /k/ or /s/ sound in it. Confirm the answer and underline the word on the board. Have the students do the same in their books. Continue until you've read through the whole text. Note: During this activity, introduce the vocabulary 'mouse' and 'mice'. Check the answers on presentation 2, slide 2. Practicing the Spelling Rules for Hard and Soft 'c' (7 minutes)

Display presentation 2, slide 3. Introduce the spelling rules for when to use a soft or hard 'c': If followed by 'e', 'i' or 'y', it's usually a soft 'c' (/s/). If followed by 'a', 'o', 'u', 'r' or 'l', it's usually a hard 'c' (/k/). Reveal the example words and practice reading them. Display presentation 1, slide 1. Have the students open their Practice Books to page 30, Activity B. Read the first word in the word bank (clean). Remind the students of the spelling rules if needed. For example, it's followed by an 'l', so it's a hard 'c'. Ask which circle the word should go in. Write the word in the appropriate circle and have the students do the same in their Practice Books. Continue until all the words have been sorted. Check the answers as you go. Answer Key

Practice Book: page 30, Activity A Soft 'c' (pink): mice, nice, juice, rice Hard 'c' (blue): cats, cute, coffee, cake Practice Book: page 30, Activity B Soft 'c': juice, pencil, face Hard 'c': clean, cream, cute, clock, cold Vocabulary (30min.) Target Language: Vocabulary Adjectives: boring, clean, cute, fluffy, lazy, nice, scary, silly, smart, smelly Colors: black, brown, green, orange, white, yellow Pets: bird, cat, dog, goldfish, hamster, mouse, rabbit, snake, spider, turtle Grammar Structures: '(Pets) are (adjective)' In this section, the students will … identify and say pets vocabulary. identify and say adjectives to describe pets. make sentences with the structure '(Pets) are (adjective).' write pets and adjectives vocabulary. Materials: Paper Presentation 1 (Book Pages) Presentation 3 (Vocabulary 1) Presentation 4 (Vocabulary Game) Presentation 5 (Vocabulary 2) Presentation 6 (Video) Practice Book Preparation: Bring one piece of paper for each student. Introducing and Writing Pets Vocabulary (5 minutes)

Display presentation 3, slide 1. Point to the picture and ask the students if they know the animal. Reveal the written word. Drill the word and spelling as a class. Repeat on slides 2–6. Move to slide 7. Have the students open their Practice Books to page 29, Activity A. Reveal and read the question ('Which pet is black?') Have the students identify the black pet on the board (spider). Write the word on the board. Drill the word and have the students copy it as the answer to question 1. Repeat the process on slides 8–12. Move to presentation 1, slide 2. Check the answers on the board. Practicing Pets Vocabulary (4 minutes)

Display presentation 4, slide 1. Divide the students into two teams. Demonstrate flipping two tiles to find a matching pair of pictures and words. Have a student come to the screen, choose two tiles and then say the vocabulary/read the word. Assist as necessary. If the student finds two matching tiles, leave them displayed and award a point to his/her team. Continue the game, having different players from each team come to the screen each time. The team that finds the most matching pairs win. Introducing Adjectives to Describe Pets (6 minutes)

Display presentation 5, slide 1. Elicit the animal pictured. Drill the adjective and then mime it. Have the students copy the mime and repeat the word. Reveal the rest of the sentence and read it to the class. Repeat with the remaining adjectives on slides 2–8. Suggested mimes: Smart: tap the side of your head. Cute: smile, point to your cheeks and flutter your eyelashes. Boring: slump your shoulders, cup your mouth with one hand and yawn. Scary: make your hands into claws and pull a scary face. Smelly: wrinkle your nose and wave your hand in front of your face. Lazy: slouch in a chair and pretend to be too lazy to move. Silly: wave your arms and poke your tongue. Fluffy: mime stroking an imaginary cat. Go back to slide 1. Have the students open their Practice Books to page 29, Activity B. Have the students find the word in the word bank and number the picture in their books. Repeat on the remaining slides. Check the answers on the board using presentation 1, slide 2. Practicing Adjectives to Describe Pets (4 minutes)

Mime a pet and have the students guess. Repeat with an adjective. Have the students put the pet and adjective together to make a sentence. For example, 'Dogs are cute.' Divide the students into pairs. Have the students take turns miming for each other in their pairs. Monitor and assist as necessary. Ensure everyone speaks using full sentences. Continue for as long as time allows. Writing Adjectives Vocabulary (4 minutes)

Give each student a piece of paper. Act out one of the adjectives (for example, lazy) and have the students say it. Write it on the board and have the students copy the word on their paper. Repeat, but this time without writing the word for the students to copy. Have the students spell the word themselves. Write the answers on the board and have the students correct their spellings as necessary. Watching the Video (7 minutes)

Display presentation 6, slide 1. Play the Babette's Breakout video. Ask different students what pets they can see at different points in the story: snake hamster turtle bird spider Ask the students to describe the pets using the adjectives. For example, 'Turtles are smelly.' Answer Key

Practice Book: page 29, Activity A spider bird rabbit, dog snake, turtle hamster, mouse cat, goldfish Practice Book: page 29, Activity B rabbit fish snake hamster turtle cat dog spider (Break) Part 2 Grammar (30min.) Target Language: Grammar Intensifiers: 'too' and 'very' Structures: 'I like (pets)', 'I don't like (pets)', 'They're too/very (adjective)' Vocabulary Adjectives: boring, clean, cute, fluffy, lazy, nice, scary, silly, smart, smelly In this section, the students will … use the intensifiers 'too' and 'very' to modify adjectives. make sentences with the structures 'I like/don't like (pets). They're too/very (adjective).' Materials: Paper Presentation 1 (Book Pages) Presentation 7 (Grammar) Practice Book Preparation: Cut the paper into cards or strips big enough to write sentences on. Introducing the Intensifiers 'very' and 'too' (10 minutes)

Display presentation 7, slide 1. Review the adjectives as a class by having the students mime them. For example: Smart: tap the side of your head. Cute: smile, point to your cheeks and flutter your eyelashes. Boring: slump your shoulders, cup your mouth with one hand and yawn. Scary: make your hands into claws and pull a scary face. Smelly: wrinkle your nose and wave your hand in front of your face. Lazy: slouch in a chair and pretend to be too lazy to move. Silly: wave your arms and poke your tongue. Fluffy: mime stroking an imaginary cat. Go to slide 2. Choose an adjective (for example, 'cute') and ask the students if they think it's good (generally speaking, 'cute' is a positive trait). Write 'cute' on the 'good' side of the Venn diagram. Repeat with the remaining adjectives. Suggested answers: Good: cute, smart, fluffy Both: silly Bad: boring, lazy, smelly, scary Go to slide 3. Read the sentence about what Fleet likes. Elicit that 'like' and 'cute' are positive, for example by having the students give a thumbs up. Reveal the missing word in the sentence ('very'). Emphasize the connection between 'like' and 'very'. Repeat with negative sentences and 'too' on slide 4. On slide 5, practice the sentence structures as a class. Have different students choose the correct word to complete each sentence. Display presentation 1, slide 3. Have the students open their Practice Books to page 31, Activity A. Do an example on the board with the class. Have a student read 'I like rabbits' and elicit the follow-up sentence on the right. Match the sentences on the board by drawing lines. Have the students do the same in their books. Divide the students into pairs and have them complete the activity together. Monitor and assist as necessary. Check the answers on the board. Practicing the Intensifiers 'very' and 'too' (5 minutes)

Have the students stand in two lines facing one another. If necessary, join one line yourself to make up the numbers. Have the students in one line make a sentence about a pet. For example, 'I like rabbits.' Have their partners opposite say a follow-up sentence using 'too' or 'very'. For example, 'Rabbits are very cute.' Have the students in one line move along a place so everyone has a new partner. Switch the roles for each line and repeat the process. Continue for as long as time allows. Make sure the students don't say the same pets and adjectives each time. Writing Sentences with Intensifiers (8 minutes)

Divide the students into pairs. Give each pair some paper slips. Have the pairs write sentences like those in the orange boxes on Practice Book: page 31, Activity A. For example, 'I like turtles.' They should write one sentence per slip. Have the students then write the corresponding sentence with 'very' or 'too', like those on the right side of Activity A. For example, 'Turtles are very cute.' Continue until the groups have about six matching pairs. Make sure they use 'like', 'don't like', 'very' and 'too'. When the pairs have finished, have them swap their sentences with another pair. The pairs should then match the paper slips together. Monitor and assist as necessary. Writing about a Favorite Pet (7 minutes)

Display presentation 1, slide 3. Tell the class your four favorite pets. For example, 'I like dogs, mice, spiders and snakes.' Write the four pets words in the thought bubbles. Elicit the spellings from the students as you write. Describe each of the four pets with a different adjective. For example, 'They're very cute.' Write the three adjectives next to each pet. There is only one line but words can be written nearby. Again, elicit the spellings of the words as you write. Choose one of the pets and model the activity to the right of the blue box. For example, 'My favorite pets are dogs. They're very cute and smart.' Have the students open their Practice Books to page 31, Activity B and complete the activity independently. Monitor and assist. When everyone has finished, have each student stand up and tell the class about their favorite pets. Answer Key

Practice Book: page 31, Activity A I like rabbits. Rabbits are very cute. I don't like rabbits. Rabbits are too boring. I like dogs. Dogs are very smart. I don't like dogs. Dogs are too smelly. Practice Book: page 31, Activity B Answers will vary.

Speaking (15min.) Target Language: Vocabulary Adjectives: boring, clean, cute, fluffy, lazy, nice, scary, silly, smart, smelly Pets: bird, cat, dog, goldfish, hamster, mouse, rabbit, snake, spider, turtle Grammar Intensifiers: 'too' and 'very' Structures: 'I like (pets)', 'I don't like (pets)', 'They're too/very (adjective)' In this section, the students will … identify and say pets vocabulary. use the intensifiers 'too' and 'very' to modify adjectives. make sentences with the structure 'I like/don't like (pets). They're too/very (adjective).' Materials: Counters (One per student) Dice (One per pair) Presentation 1 (Book Pages) Timer Practice Book Preparation: Prepare a timer before class. Demonstrating the Game (5 minutes)

Display presentation 1, slide 4. Point to the two starting points for each team. Roll a die and show students the number. Count that number of spaces around the game board. Point to the animal you land on and say, "I like (dogs)." Describe the animal with an adjective. For example, 'They're very cute.' Repeat for team/player two. Demonstrate that the goal is to go around the circle making sentences about the pets and winning points. The winner is the team/player with the most points when the time expires. Playing the Game to Practice Speaking (10 minutes)

Have the students open their Practice Books to page 28. Divide the students into pairs and give each pair two counters and a die. Set a timer on the board for four minutes. Have the students roll the die to play the game. Remind them to keep score. Monitor and assist. Make sure students use the target language to describe the animals. Listen for common errors to give feedback at the end of the activity. When time expires, reset the timer. Have the students swap partners and play the game again. As an additional competitive element, have the students tally their total scores for all the games they play to see who gets the highest score in the class. Chant (15min.) Target Language: Phonics Blends: 'fl' and 'sm' 'y' as a vowel sound In this section, the students will … identify the blends 'fl' and 'sm' in words. identify the 'y' as a vowel sound in words. Materials: Presentation 8 (Chant) Preparation: None Identifying the Blends 'sm' and 'fl' in Words (5 minutes)

Display presentation 8, slide 1. Say "sm" and have the students repeat the sound. Write 'sm' on the board. Say "fl" and repeat the process. Divide the students into two groups. Assign one group the 'sm' blend and the other the 'fl' blend. Read the chant aloud slowly and have the students listen. When you say a word with a 'sm' blend, the 'sm' students should raise their hand. Underline the blend in that word on the board. When you say a word with a 'fl' blend, the other students should do the same. Switch the roles and repeat the activity so everyone practices both sounds. When finished, highlight all the words with 'sm' and 'fl' blends and have the students read them one by one. Assist as necessary. Identifying 'y' as a Vowel Sound (3 minutes)

Display presentation 8, slide 1. Find 'smelly', 'silly' and 'fluffy' in the chant lyrics. Underline the 'y' at the end of each word. Elicit the sound a 'y' makes. Students will likely say the 'y' as a consonant, like in 'yes' (/j/). Say the three words and have the students listen. Ask if it's a /j/ sound (no). Write 'a', 'e', 'i', 'o' and 'u' on the board. Elicit each letter name. Say the three words ending in 'y' again. Elicit which letter the end of the words sound like, for example 'scary' (/i:/). Drill the pronunciation of the three words as a class. Elicit some other words the students know which end in a 'y' like this. For example, 'happy', 'lazy' and 'scary'. Write them on the board. Practice the pronunciation of words with a 'y' vowel sound. Point to a word (for example 'lazy') and have a student read it. Correct pronunciation as necessary. Go around the room and have each student say a different word. Continue for as long as time allows. Practicing the Chant (7 minutes)

Display presentation 8, slide 1. Read through the chant with the class and have them repeat after you. Play the audio. Have the students listen and clap along first; then repeat the audio and have the students chant along. Divide the students into groups and have each group chant a different verse. If time allows, have the groups swap verses and repeat the activity. Audio Script

Chant: Cats and Mice

Smelly cats, silly cats. Small cats, smart cats. Smug cats, snug cats. Silly cats, smelly cats.

Fluffy mice, flabby mice. Flash mice, fresh mice. Flying mice, frying mice. Flabby mice, fluffy mice.