1. Download the files suggested in the MED section and make copies for students. These two stories have a video to go with it. Decide if you want to use them or follow the suggestions given here.

2. Print the stories, though, s students can follow the reading of the story.

3. Ask students how much they like stories, why/why not?

4. Ask students if they like to read stories, to watch the story in a movie, or to have somebody to read the story for them.

5. Use the beam projector to show the video so students can listen and follow the reading.

6. Ask students what another story or other stories they know about a ‘magic carpet’. They will probably say “Aladdin” so take advantage of that and ask more questions about that.

7. Discuss with students what the magic carpet does and why it is so important in the story. Depending on the interest they show continue with the next question, what would you do if you had a magic carpet? where would you go?, etc.

8. Distribute the worksheet and ask students to follow the story.

9. Play the story and make a couple of pauses or so in order to answer questions or make comments about the story.

10. Ask students to underline all the places and the words to describe the weather in the story.

11. Discuss the story with the class by asking WH- questions and Yes/No questions

12. Play the story and ask students to read it aloud.

13. Use the beam projector to show the video so students can listen and follow the reading.

14. Ask students what other stories ) they know about girls who are the main characters. Provoke the answer by giving hints, clues to make them remember 'Snow White, Cinderella, etc."

15. Review with students the story of ‘Goldilocks’.

16. Distribute the worksheet and ask students to follow the story.

17. Play the story and make a couple of pauses or so in order to answer questions or make comments about the story.

18. Ask students to underline all objects in the story.

19. Play the story and ask students to read it aloud.

1. Have the beam projector ready to show the stories and have a good set of speakers for students to follow the story.

2. These two stories are very different, the first one is a sweet story about a farm where chickens want to take a holiday (vacation) and the other animals talk about that, the second is in present simple and is a great narration about a pair of new shows. However, in both cases we want students to read aloud first, follow the reading of the story and practice.

3. Ask students how many movies they've watched where animals can talk and why they think this is so.

4. Draw students’ attention towards the title of the story and the picture ask them what they think it is about.

5. Ask students to listen to the story and follow it. You may want to print it as well and then, ask students to circle all the action words they find for the last part of the session.

6. Make pauses for comments and questions students may have.

7. Ask comprehension questions like these ones that come with the story and are multiple-choice to make the comprehension easier for students.

 1. What time of day is it in this story?

a. morning b. afternoon c. evening

2. How many chickens are on Farmer Tim's farm?

a. one b. five c. ten

3. The cows moved to the grass to

a. find the farmer b. look for the rake c. eat their breakfast

4. What happened when the trees got angry?

a. The rake woke up. b. The apples fell down. c. Farmer Tim came out.

5. Who wakes up the farmer at the end of the story?

a. Rowdy Rooster b. Daisy c. Chester Chicken

8. Ask students to read the story so choose students at random and ask the class to follow the reading.

9. Prepare students for this next story by asking them to think about their new pair of shoes so ask questions like, what color are those shoes? are they comfortable? , etc.

10.Ask students to listen to the story and follow it. You may want to print it as well and ask students to circle the words used to describe the shoes and the girl.

11. This is a short story and it is written in the present simple so it will probably be easier for them to follow since they are familiar with this tense.

12. Make pauses for comments and questions students may have.

13. At the bottom of the page, you will find different sections (vocabulary, cloze, crossword, sentences, and dictation) to work with for you to decide which one to use. One we recommend is the cloze. and the dictation ones.

14. Invite students to work in pairs and retell the story of the ‘New Shoes’.

15. Ask students to draw this pair of shoes just like they imagined them.

1. Download the file suggested in the MED section and have the beam projector ready to show the second story with a good set of speakers so students can listen to the story from their seats.

2. . Ask students what other stories they know about a ‘bear’ or bears, and what they do in the story.

3. Ask students to describe a bear, how bears live, where they live, what they eat, etc.

4. Distribute the worksheet and ask students to follow the story.

5. Play the story and make a couple of pauses or so in order to answer questions or make comments about the story.

6. Ask students to underline all the places and the words to describe the bear.

7. Play the story and check the words they underlined. This time places are important because the story has to do with making connections with them so they can talk about the story easily.

8. Ask students to read the story aloud and help with pronunciation.

9. There’s a section with comprehension exercises for you to use, according to your class time and type of students.

10. Ask students to listen to the story and follow it. You may want to print it as well and ask students to underline all the questions in the story and pre-teach the vocabulary your students will need.

11. Make pauses for comments and questions students may have. This story is long so make sure they are following it and help with vocabulary and comprehension as needed.

12. At the bottom of the page, you will find a section ‘answer the questions’ so feel free to use those questions and talk about the story.

1. How old is Marty?

a. almost five b. five c. almost seven

2. What is Marty's brother doing in the story?

a. going to the store b. washing the car c. playing basketball

3. What does Marty wish?

a. That he was younger b. That he was a baby c. That he wasn't the youngest

4. What does Marty's mother bring to Marty's father?

a. a baby b. a bicycle c. a cup of tea

5. What does Marty's mother tell Marty?

a. She is feeling better. b. He is going to grow soon. c. He is going to be a big brother.

13. Ask students if they like tea, if they have brothers or sisters and who the oldest is, who the youngest is and how they get along.