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

2. Tell students they are going to work on key events and their sequence when telling stories.

3. Ask students to think of the story "The Three Little Pigs" and elicit 3 or 4 events from it. Then, ask the class to sequence them and discuss if they really are key events or not.

4. Ask students what a ‘summary’ is and how they can sum up information.

5. Distribute the worksheet and ask students to read the definition.

6. Elicit from students what the words to the left mean, do and how they help in organizing events.

7. Ask students to think of a story, tale, legend they know and write it using this format and do not write their names on the paper, just a big question mark.

8. Help students with ideas in case they don’t know what to write about.

9. Monitor and offer help as needed.

10: Ask students to put their papers into a container folded and shuffle them. Then, ask them to pick one and read it.

11. Invite students to give their opinions and comments about them.

12. Distribute the worksheet and ask students who that character is.

13.  Ask students to write a list of words to describe Alice, another list with things that happened to her (verbs), and one more list with other characters in the story.

14. Monitor and offer help as needed.

15. Invite students to work in pairs and use their notes to retell what the story is about.

16. Set a time limit and ask students to add one more student to their groups and repeat the activity.

17. Ask students to share their comments and ideas about how the activity went and how easy it was, to sum up a story this way.

1. Have the beam projector ready to show the video of the story suggested in the MED section and download the files as well to print and make copies for students.

2. Show the picture (Genie) and ask students to describe the ‘man’ and if they know the story.

3. Ask students how the story starts (just the beginning) and tell them they are going to work with this story.

4. Play the video and ask students to read in their scripts.

5. Make several pauses to make comments and answer questions students may have.

6. Discuss the story with students, is it the same story they knew? What’s different? How did the like it? Why / why not? what would they have done if they were the Gennie?

7. Distribute the first page with exercises about the story, true/false, and ordering (sequences)

8. Monitor the activity and offer help as needed.

9. Ask students to sit in pairs and check their answers.

10. Choose some students at random, to give events of the story and have the rest of the class confirm them until they have told the story.

11. Tell students this is the second part of the story about the Gennie.

12. Distribute the worksheet (page 2) and ask students to complete the sentences about the story with the words from the box

13.  Ask students to work in pairs and check their answers, then, order the sentences into a more logical order according to the events in the story.

14. Invite pairs of students to compare their lists of events.

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

2. Tell students they are going to review some grammar points and vocabulary to help them express better when they are telling a story.

3. Tell students they are going to review the uses of the past continuous tense and elicit some examples from them. Make sure they understand how to use the tense.

4. Write on the board the structure of this tense and draw students’ attention towards its basic parts.

5. Distribute the worksheet and read the sentences to decide if they are correct or incorrect. Then, ask students to compare and check answers with other students.

6. Read the answers to the sentences for final confirmation on ‘correct’ and ‘incorrect’, and if the sentences are ‘incorrect’ review that uses with students.

7. Ask students to write 4 examples using the past continuous about classic tales and read them to the class to confirm, correct or incorrect.

8. Tell students to notice that past time words are necessary to help the reader or listener understand the sequence of events.

9. Distribute the worksheet and ask students to read the sentences and choose the correct answer. Encourage students to answer without any help because it is important to know if they know how to use these words.

10. Tell students not to worry if they don't have an answer. They need to leave it blank and continue with the other sentences.

11. Ask students to sit in pairs and help each other with the missing information they couldn't get.

12. Read the sentences and ask the class to answer.

13. Ask students to circle all the verbs in past.