1. Download the files of the activities suggested in the MED section and make copies for the students. You may need to register in order to download the first worksheet but we suggest that you project it with the beam projector.

2. Tell students they are going to work with information about the parts of the book. They may have already seen these in other classes, like 'Español' for example so elicit some of those names and ask students to use their books to point at such parts.

3. Distribute the worksheet and ask students to work individually.

4. Draw students’ to the list of words to the left and elicit from students they are the parts of a book.

5. Ask them to take out one of their books so they can read the definition and find that part in their books.

6. Ask students to copy the list of words and in pairs find the definition that corresponds.

7. Monitor and offer help as needed.

8. Check answers by reading the definition and choosing students at random to give you the part of the book it is.

9. Once you have the right answers, ask students to copy the definition in their notebooks, and draw a book to label its parts.

10. Ask students how many parts of the book they remember.

11. Distribute the worksheet and draw students’ attention towards the words to search.

12. Set a time limit and when the time is up, say the word, i.e., ‘cover’, have students to show their word search, and give the definition of ‘cover’.

13. The student who gives the correct definition gets a point.

1. Download the files of the activities suggested in the MED section and make copies for students to work individually.

2. Ask students if they ever read “Alice in Wonderland” or watched the Disney version of it and what they think of the story, in general. 

3. Ask students what their favorite part in the movie/ story the liked better and which is not their favorite part. 

4. Tell students they are going to work with a reading comprehension activity about it. 

5. Distribute the worksheet and draw students’ attention towards the first part right under the tile for students to read.

6. Discuss the characters and a couple of events with the class.

7. Ask students to read the passage, offer help with grammar and vocabulary (but don’t take long since the objective of the activity is ‘reading’ not working with grammar).

8. Explain to students what cause and effect are and how they work in a story like this one.

9. Ask students to answer the questions and compare their answers in pairs.

10.  Distribute the template and review with students what the three main parts of a story are (beginning-middle-end).

5. Ask students they are going to use the story they worked with before,  "Alice in Wonderland" to write in the given space events of the story that correspond to the three main divisions. Suggest students they can write short phrases, not necessarily full sentences, some notes.

6. Ask students to get in small groups and read their beginning-middle-ending information to compare.

7.In order to check the balance of the events in the story, choose students at random to read one of the three basic parts, beginning, middle, or ending and combine them to see if the events actually belong in that section.

1. Download the files of the templates suggested in the MED sections for students to work on events of tales.

2. Review with students what the three main parts of a story are (beginning-middle-end).

3. Ask students to think of the importance of sequencing in telling stories and ask them to think about how this strategy can help with other subjects. Elicit some examples.

4. Ask students to think of one of the tales, stories, or fables they know and have worked  in English, or you can suggest one as well, for example ‘Harry Potter’ ( a general view of the story, not what happens in every book or movie)

5. Ask students to write in the given space events of the story that correspond to the three main divisions. Suggest students they can write short phrases, not necessarily full sentences, some notes.

6. Ask students to get in small groups and read their beginning-middle-ending information to compare  “Harry Potter”.

7. If students have problems sequencing the information, try another example with a well-known story and present it on the board for students to have a clearer understanding.

8. Divide the class into two groups, A and B to write about two different stories. Both groups are going to write a sequence of 6 events about a story. Group A is going to write about “Snow White and the Seven Dwarfs” while group B is going to write about “Cinderella”.

9. Both stories are children's stories but classic ones and the purpose is for them tom understand the main ideas and general sense in a story.

10. Monitor and offer help as needed.

11. Ask groups A to exchange stories with groups B to read.

12. Have a class discussion about the 2 stories and how they sequenced them.