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

2. Tell students they are going to work with another classic tale or story and practice past tenses as well.

3. Review what a linker or conjunction is and why we use them for.

4. Ask students if they could express themselves without 'conjunctions'. Try some examples with them.

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

6. Draw their attention towards the blue columns to the left.

7. Read the examples with them and elicit what these linkers do in the sentences.

8. Ask students to complete the sentences using the appropriate linker.

9. Ask students to check their answers with other students and finally confirm with you.

10. Choose some volunteers to read their sentences without linkers. Is this possible? How do the sentences sound?

11.Tell students they are going to work in pairs and discuss “Little Red Riding Hood” in terms of the first, second, and third events. Then, write the information in the boxes.

12. Suggest students focus on the conclusion since there are different ways to look at the story and their opinions may be different.

13. Invite pairs of students to exchange their worksheets with other pairs and get some feedback on their work.

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

2. Tell students they are going to rewrite key events of some stories so they need to be accurate in terms of punctuation and vocabulary.

3. Show the image and ask students to describe the man and who he is.  (King Arthur)

4. Ask students to discuss in groups of three what the story is about. In case they don’t know it, retell it yourself and make sure they get the main ideas.

5 You may also google the story and play it in the classroom in a short version for students to know it.

6. Ask groups to make a list of the characters, events, places, consequences. Encourage students to be creative.

7. Have students tell their “King Arthur” stories . Even if they wrote it in full sentences, encourage them not to read but try to tell the most natural way.

8. Discuss with the class how many different types of stories about the same story there were in the class.

9. Show the image and ask students to describe the character (Robin Hood) as well as how many different movie versions there have been.

10. Ask students to discuss in groups of three what the story is about. In case they don’t know it, retell it yourself and make sure they get the main ideas.

11. Have students tell their “Robin Hood” stories. Even if they wrote it in full sentences, encourage them not to read but try to tell the most natural way.

12. Discuss with the class how many different types of stories about the same story there were in the class.

1. Download the files suggested in the MED section for students to work with two different stories and make copies for them.

2. Show the image and ask students who that character is (Pinocchio) as well as how many different movie versions there have been and discuss how much they liked them. Why / why not?

3. Distribute the worksheet and ask students to work in pairs.

4. Ask students to discuss in pairs what the story is about. In case they don’t know it, retell it yourself and make sure they get the main ideas.

5. Ask groups to make a list of the characters, descriptions, and events. Encourage students to be creative.

6. Have students tell their “Pinocchio” stories. Even if they wrote it in full sentences, encourage them not to read but try to tell the most natural way.

7. Discuss with the class how many different types of stories about the same story there were in the class.

8. Show the image and ask students who the characters are (Sleeping Beauty and the Prince) as well as how many different movie versions there have been.

9. Have a class discussion about what the story is about and think of three important events in it.

10. Ask students to make a list of the characters, descriptions, and events. Encourage students to be creative and write it on the same worksheet.

11. Have students tell their “Sleeping Beauty” stories to other students. Even if they wrote it in full sentences, encourage them not to read but try to tell the most natural way.

12. Discuss with the class how many different types of stories about the same story there were in the class.