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Fairly Tales Lesson Plan

This lesson plan aims to help students expand their vocabulary and writing skills through discussing and writing fairy tales. The 60-75 minute lesson involves students talking about well-known fairy tales, completing a quiz to review common fairy tale elements, discussing typical locations, characters and frameworks of fairy tales, and writing their own original fairy tale or traditional version using the vocabulary and frameworks discussed. The teacher guides discussion, provides worksheets to complete in groups or individually, and offers support to students as they plan and write their fairy tales.

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173 views2 pages

Fairly Tales Lesson Plan

This lesson plan aims to help students expand their vocabulary and writing skills through discussing and writing fairy tales. The 60-75 minute lesson involves students talking about well-known fairy tales, completing a quiz to review common fairy tale elements, discussing typical locations, characters and frameworks of fairy tales, and writing their own original fairy tale or traditional version using the vocabulary and frameworks discussed. The teacher guides discussion, provides worksheets to complete in groups or individually, and offers support to students as they plan and write their fairy tales.

Uploaded by

Anonymous p1txoupQGv
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Lesson plan

Fairy tales; not just for kids


Topic
Fairy tales and stories

Aims
• To help students talk about stories
• To expand students’ vocabulary
• To develop students’ writing skills

Age group
Teens

Level
B2

Time
60-75 minutes

Materials
• Fairy tales; not just for kids student worksheet

Introduction
What do you remember about Snow White or The Three Little Pigs? In this lesson, students talk
about well-known stories. They revise story telling vocabulary and then plan and write a fairy tale.

Procedure
1. Lead in: (5 – • Hand out the list of fairy tales (Lead in) to students or write the list on the
10 minutes) board. Ask students which ones they know, what the fairy tales are called in
the students’ languages and who are the main characters in each story. Can
they add more fairy tales to the list?
Lesson plan
2. Task 1: • Hand out task 1. Ask students to do the quiz in small groups. Then correct as
Fairy tale quiz a class.
(5-10 minutes)
Answers task 1: 1B (from ‘The 3 little pigs’), 2B, 3B, 4A, 5C, 6C

3. Task 2: Fairy • Ask students if they know how fairy tales usually start (Once upon a time…)
tale framework and finish (And they all lived happily ever after.).
(10- 15
minutes)
• Hand out task 2. A stronger class could complete the framework in pairs.
With a weaker group you could do this as a whole class activity.

4. Task 3: • Ask students to tell you some other typical fairy tale locations. Give them
Location and some help if necessary, e.g., Are fairy tales usually located in a castle or in
characters (10 an office building? Can they think of any typical baddies (evil characters like
minutes) the queen in Snow White) and goodies (kind, nice characters like Snow
White)?

• Hand out task 3. Students categorise the vocabulary in task 3 in pairs. They
should add more words and expressions if they can. Walk around the class
and help as necessary.

• Discuss which characters are typically goodies or baddies as a class and


explain any vocabulary as necessary.

5. Task 4: • Hand out task 4. Tell the students that they are going to write a fairy tale. It
Write a fairy can be a traditional one or they can invent an original story. First they need to
tale (15-30 make notes in task 4 using the framework in task 2 as well as the vocabulary
minutes) in task 3 to help them.

• With a weaker class, elicit ideas from the group and make notes on the
board. Students then write a story in pairs or individually. Give lots of help as
the students write.

• A stronger group could work in pairs to make notes and then write a story
either in pairs or individually.

• Display the stories for everyone to read or ask students to read them out to
the class.

• If you want to focus on error correction you could collect common errors from
the stories, write them on the board and have students correct them.

Contributed by
Sally Trowbridge

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