1. Have the beam projector ready to show the video suggested in the MED section and the illustrated story.

2. Tell students they are going to explore illustrated stories to talk about. These are classic stories first, so students can feel more comfortable with stories and characters they are familiar with.

3. Ask students how important illustrations are in a storybook and how much they help in the reading.

4. Play the video and draw students’ attention towards the lines that appear on the same slides.

5. The story is narrated in the present simple, not in past, in order to get a different effect.

6. Make pauses as needed and ask comprehension questions, How many sisters does Cinderella have? Does she have any bothers? Where does she live? Etc.

7. Play the video a second time without sound and ask students to read aloud and/ or narrate the story using their own words.

8. Ask students to work in pairs and retell the story to each other by taking turns and using the present tense.

4. Play the video and draw students’ attention towards the lines that appear on the same slides.

5. The story is narrated in the present simple, not in past, in order to get a different effect.

6. Make pauses as needed and ask comprehension questions, How many sisters does Cinderella have? Does she have any bothers? Where does she live? Etc.

7. Play the video a second time without sound and ask students to read aloud and/ or narrate the story using their own words.

8. Ask students to work in pairs and retell the story to each other by taking turns and using the present tense.

9. Continue with a second story. The main objective is that students explore, remember, the book, the story and are able to identify general things.

10. Ask students what the title of the book is (Three Bears) and if this is a book for children or adults.

11. In this file you will find the story in an old edition, show the pages with illustrations, and discuss how much that helps them in remembering and retelling the story.

12. Ask students what they remember about the story under these headings:  WHO (bears, girl), WHERE so they can put have general information rather than specific details.

13. Ask students if this story is about a real girl, why / why not.

14. Go over the story by showing page 3, read it, and ask students what their favorite character is.

15. Ask students to draw three pictures that show the story (beginning, middle, ending)

1. Have the beam projector to show the stories suggested in the MED section.

2. These are old books and the illustrations are not in color but provoke reactions in your students by asking questions and connect them to the story rather than talking about how old the edition is and if they like them or not.

3. Ask students how many stories for children they have read, not necessarily the classic ones, but books for children.

4. Invite students to share what those stories were about.

5. Ask students what the title of the book is (Jack and the beanstalk) and if this is a book for children or adults.

6. Ask students what they remember about the story and particularly about Jack.

7. Ask students if this story is about a real boy, why / why not.

8. Go over the table of contents on page 5 and ask students what other stories for children they can find there, what pages, how long they are, etc. and show some of the illustrations to describe.

9. Discuss what parts they could change to make the story real.

10. Ask students to write three sentences about Jack and two more about the story.

11. Continue with the next story, from the same collection, and talk to students about elements they can find in children's stories.

12. Ask students what the title of the book is (The Three little pigs) and if this is a book for children or adults.

13. Ask students to describe the three little pigs in terms of ‘personality.’

14. If necessary, teach some vocabulary so they can make descriptions.

15. Show the pictures in the story and talk about it. You may ask some students to retell the story by using the pictures.

16. Ask students if they know another story with a similar plot that doesn’t use animals as characters but real people.

1. Download the files suggested in the MED section and make copies for students.

2. In this session, students are going to continue exploring stories for children but now working with a couple of representative illustrations from well-known stories for children.

3. Ask children if they like to tell or to listen to stories. Why?

4. Ask students what story animals they know and make a list on the board.

5. Make a quick review of what the story is about if it is a sad story, a happy story, and who the characters are.

6. Distribute the worksheet and ask students what story that is.

7. Name the characters and what they remember about them.

8. Invite students to retell the story and focus particularly on the message it holds.

9. Ask students if this is a book for children or adults. Why/why not?

9. Ask students to color the page. and write a summary of the story on the same page.

1o. Monitor and offer help as needed.

11. Ask students to read their summaries to other classmates.

12. Distribute the worksheet and ask students what story that is, and mention the characters.

13. Ask students if this is a book for children or adults. Why/why not?

15. Ask students to color the page and write 3 sentences about the story.

16.  Ask students what they would change in this story. Why/ why not?