Introduce the traditional stories in English.
History of Grimm Fairy Tales
The Grimm Fairy Tales are a famous collection of German folk stories collected by the two brothers Jakob and Wilhelm Grimm. Little Red Riding Hood, Sleeping Beauty, Cinderella, Rumpelstiltskin, Snoe White and Rapunzel are some of the best-known stories in their collection. Between 1807 and 1814, the Grimms visited the people who lived and worked on farms and in villages around Germany. They listened to the folktales people told them and published the stories to preserve them for history.
Identification the best famous fairy tales. Correspondence to Catalan with English word Little Red Riding Hood, Cindarrella, Sleeping Beauty, Goldilocks and the Three Bears, Puss in Boots, Snow White.
GUIDANCES
Hang up the classroom walls some fairy tale pictures. Children walk round the classroom in ordre to identify the stories. We ask them what stories they identify and some questions: who told them these stories: daddy, grandma, grandpa,...., when, where,....
Before telling the story Little Red Riding Hood we introduce the vocabulary.
Introduce the two instruction sequences:
Run to the door. Knock at the door.
Come into the classroom.
Identification the story and the characters. Who's this girl?. What's her name?. What tale is it?. Describing the physical appearance and the character's chothes.
GUIDANCES
We prepare a picture of everyone of the charcters of the story: Little Red Riding Hood, mum, grandma, dad, Mr. Wolf. We show the pictures to the children and we ask them what tale is. We make questions about the characters: Who's this girl?, How old is she?, What's she wearing?....
Understanding the global meaning of the story with the aid of the mime, faces, different voices,...
GUIDANCES
Put the children in semicircle. Tell the story. Retell the dialogues between Little Red and the Wolf in the forest and in the grandma's house.
Check the global undertanding of the story sequencing the drawings in the right ordre.
GUIDANCES
Give a worksheet to the children about different sequences of the story. They cut out and stick them in the same ordre they appear in the story.
Describe the before pictures using the vocabulary they known: name, age, physical features of the characters, membres of the family and clothes.
GUIDANCES
When they finish the before activity we can help them to describe the pictures making questions
Listening and saying the message related to the story in a low voice.
GUIDANCES
Children sit on the floor in circle. We choose a child and he/she thinks the character name of the story. He/she say the name in a low voice to the next child . They repeat until the last child of the circle and this say aloud the name.
Listening and doing the worked instructions they known: walk, jump, run, stop, pick up a book from the sehelf, knock at the door, look happy, look sad.
GUIDANCES
They have to do the instructions which they begin with Simon says, but they don't have to do anything when they don't begin with it.
Identification of the information that is not corresponding to the content of the story.
GUIDANCES
We retell the story, but this time we can use a puppet. We tell the story intoducing some changes children can reconize easily:
Look at this girl. Her name's Little Reed Riding Hood.
Take this cake to qrandpa.
Suddenly she hears a dark voice. It's Mr. Lion.
Where's your grandma's house? It's that little blue bouse over there.
Mr. Wolf runs to Mickey Mouse's house...etc.
Revising and identification of the numbers 1-20.
GUIDANCES
When they finish to join the dots we say we ask the question Who is it?
Understanding and carrying out two groups: Little Red Riding Hood group and Mr. Wolf group.
GUIDANCES
Wolves: Take this sheet of paper
Cut out the two big ears.
Put them on your head. Use hairpins.
Little Reds: Take this sheet of paper.
Fold the paper in the middle.
Glue the upper part.
Put it on your head.
Memorize and acting out two dialogues between Little Red and Mr. Wolf.
At the wood:
Mr. W.: Good morning Little Red. What's your name?
LRRH.: Good morning Mr. Wolf. My name's Little Red Riding Hood.
Mr. W.: Where are you going?
LRRH.: I'm going to grandma's house. It's her birthday today.
Mr. W.: Where's your grandma's house?
LRRH.: It's in the wood.
At grandma's house:
LRRH: Oh, grandma. What big ears you've got!
Mr. W.: The better to hear you.
LRRH: Oh, grandma. What big eyes you've got!
Mr. W.: The better to see you.
LRRH: Oh, grandma. What big nose you've got!
Mr. W.: The better to smell you.
LRRH: Oh, grandma. What big mouth you've got!
Mr. W.: The better to kiss you.
LRRH: Oh, grandma. What big teeth you've got!
Mr. W.: The better to eat you.
Understanding a short text that describe a clear situation of a part of the story. Matching the text with the corresponding picture.
GUIDANCES
Give a sheet to the children with three pictures about a the same situation of the story. Every picture has some differences. Children look at the pictures, then they listen to the teacher reading a text about the corresponding picture on the text.We read twice.
Using different materials they make a scene of the story. Then they discribe it.
We introduce the prepositions: on,
in, under, behind. Put on the table the cake picture and say: The cake is on the
table. Then put it under the table and say: The cake is under the table.
If you have handbag o basket, put it in the basket and say: The cake is
in the basket .Then put it behind the basket and say: The cake is
behind the basket. Children repeat these sentences with us. They can use the
prepositions in differnt situacions. They can work in pairs.
According to the specific activitie pack about the play we give them a worksheet.
Show the children the picture of "Little Red". Ask them if they know the story and tell them the title. If is necessary, teach the basic vocabulary: mother, house, food, grandmother, forest, wolf and axe.
Tell the children the traditional story in English (If you want, you can also give pupils the text of the story to read aloud. This is useful pronunciation practice).
Ask the children som comprehension questions about the story, in English or L1. For higher levels, dictate the questions and get the students to listen to the story again, then writw answers in full sentences.
Where does Little Red Riding Hood live?.
Who does she live with?
What does she take her grandmother?.
Where is her grandmother’s house?
Who sees Little Red Riding Hood in the forest?.
Who is in Grandmother’s bed?
What does the wolf want to do?.
Who rescues Little Red Riding Hood?
Ask the children students to say what happened to the grandmother and the big, bad wolf.
Ask the students these questions in English or L1:
Why do you like or dislike the story?.-Which characters do you like or dislike in the story and why?What do you think is the message of the story?.-What other fairy are there that have a mesage in them?.-What are the messages?
Give groups of students the cup up lines from the story (attached) and get them to put in the correct order. If is necessary, help students by retelling the story:
Little Red Riding Hood lived with her mother in a little house in the forest.One day Little Red Riding Hood's mother said, 'Please take this food to your grandmother"
Grandmother's house was in the middle of the forest. And in the forest lived a big, bad wolf.
When he saw Little Red Riding Hood, he said,'I will eat her'. He ran to Grandmother's house.
Little Red Riding Hood knocked on her Grandmother's door. 'Come in!' said a strange voice.
Grandmother was in bed. 'Come closer my dear,' she said.
"Oh, Grandmother,' said Little Red Riding Hood. ' What biq ears you have !'
'All the better to hear you with, my dear,' said the strange voice. 'Come closer.'
'Qh, grandmother,'said Little Red Riding Hood. ' What biq eyes you have!'
'All the better to see you with, my dear,' said the strange voice. 'Come closer.'
"Oh, grandmother,' said Little Red Riding Hood. ' What biq teeth you have!"
'All the better to eat you with,' said the wolf and he jumped out of the bed.
'Help!' cried Little Red Riding Hood. A woodcutter, working in the forest, heard her.
He ran to the house with his axe and saved Little Red Riding Hood f rom the big, bad wolf.
Ask students to write their own version of the story. Help with vocabulary.
Write sentences from the story on card. Cut the sentences up into a maximum of six parts. Ask the students to put the sentence in order.
| When the wolf | saw | Litlle Red Riding Hood | In the forest | He said | "I will eat her up" |
Play memory games with the sentence on cards. Turn over a card and ask students to remember the word or phrase. Continue until all six cards have been turned over. Repeat with other sentences from the story.
Students work in
groups. Each student prepares a face mask for their character. The children can
change roles to repeat the activity. Act out the story with six parts: Narrator,
Little Red Riding Hood, mother, Wolf, Grandmother, father or woodcutter.
They can make finger puppets, disguises or fancy dress.
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Students draw the
pictures for the story in their workbooks or in the computer classroom time.Higher level
students can write the captions as well.
This activity is usual practise of rhythm, intonation and stress. Write the chant on board and ask the children to repeat the lines after you. Split the class into two groups A/B and repeat. Then choose two children to be A/B while the others listen. Finally, they work in pairs.For higher level, gradually rub words off the board and see if they can remember the chant
A: Oh granny, what big ears you have!
B: All the better to hear you with, my dear.
A: Oh granny, what big eyes you have!
B: All the better to see you with, my dear.
A: Oh granny, what big teeth you have!
B: All the better to eat you up!
We give the children students the Little Red Riding Hood Past and Present tense versions.
Little Red Riding Hood Past tense version
Little Red Riding Hood lived with her mother in a little house in the forest. One day Little Red Riding Hood's mother said, ' Please take this food to your Grandmother."
Grandmother's house was on the other side of the forest. And in the forest lived a big, bad wolf. When the wolf saw Little Red Piding Hood in the forest, he said, ' I will eat her up." And he ran to grandmother's house.
Little Red Riding Hood knocked on her grandmother's door. 'Come in!' said a strange voice. Grandmother was in bed. 'Come closer my dear,' she said.'Qh, grandmother,' said Little Red Riding Hood."What big ears you have" 'All the better to hear you with, my dear,'said the strange voice. 'Come closer.' 'Qh, grandrnother," said Little Red Riding Hood. ' What big eyes you have!" "All the better to see you with, my dear,' said the strange voice. "Come closer.' 'Qh, grandmother,'said Little Red Riding Hood. 'What big teeth you have!'"All the better to eat you with," said the wolf and he jumped out of the bed.
"Help!" cried Little Red Riding Hood. A woodcutter, working in the forest, heard her. He ran to the house with his axe and saved Little Red Riding Hood from the big, bad wolf.
Little Red Riding Hood Present tense version
Little Red Riding Hood lives with her mother in a little house in the forest. One day Little Red Riding Hood's mother says, ' Please take this food to your grandmother.'
Grandmother's house is on the other side of the forest. And in the forest lives a big, bad wolf. When the wolf sees Little Red Riding Hood in the forest, he says, ' I will eat her up.' And he runs to grandrnother's house.
Little Red Riding Hood knocks on her grandmother's door. 'Come in!' says a strange voice. grandmother is in bed. 'Come closer my dear,' she says. 'Qh, grandmother," says Little Red Riding Hood.' What biq ears you have!" "All the better to hear you with, my dear,'says the strange voice. 'Come closer.' 'Qh, grandrmother,'says Little Red Riding Hood. ' What big eyes you have!' 'All the better to see you with, my dear," says the strange voice.'Come closer.' 'Qh, grandmother," says Little Red Riding Hood. 'What biq teeth you have!' 'All the better to eat you with" says the wolf and he jumps out of the bed.
.Help!" cries Little Red Riding Hood. A woodcutter, working in the forest, hears her. He runs to the house with his axe and saves Littie Red Riding Hood from the big, bad wolf.
Complete the verb table
| Present Tense | Past Tense |
| say | |
| run | |
| live | |
| see | |
| is |
Complete the story using the verbs in the past
Litlle Red Riding Hood.............................with her mother in a little house in the forest. One day Litlle Red Riding Hood's mother ........................"Please take this food to your Grandmother". Grandma's house...............in the other side of the forest. And, in the forest lived a big, bad woolf. When the woolf ...................... Litlle Red Riding Hood in the forest, he said, "I will eat her up". And, he .................to Grandmother's house.
The forest pictures A and B can be played in various ways according to the age and level of the students. The pictures can be used to revise:
Place prepositions: in, on, near, between, behind, next to , under
Place adverbs: on the left, on the right, in the middle.
Structures: there is/are, I can see.
Vocabulary: forest, trees, reabbits, birds, flowers, wolf, sky.
The simplest method for young children is to give them both pictures to look at and identify the differences.They can then colour in the pictures as they like or as "colour dictation".
Memory game.- Show the student the picture of the forest for 30 seconds. Ask them to remember what they saw. Show them the second picture for 30 seconds and ask them to spot the differences.This activity can be done orally or in writing.
Pairwork.- Give one student picture A and the other picture B. They describe their pictures to each other until they find the 5 differences.
Dictate and draw.- As an extension activity dictate a forest scene to the students and they draw it.
The pictures of food can be used in various activities,
depending on the level of the students.
As a worksheet.- Photocopy one sheet for each student. Elicit vicabulary from students or put words on board for them to match to the pictures. Younger groups can then copy the words and colour the pictures.
As flashcards.- Enlarge the pictures,stick them on card and cut them up. Say what each picture is and have the students reapeat the word. After the students have pratised all the vocabulary, test
them by holding up a card and ask " What it is?". "What are these?" By making more sets of cards, the children can play this in groups/pairs.
Memory game.- Pull all the flashcards on a table or on the ground. Ask the students not to look while you remove a card. The students now look and say what is missing.This game can be repeated in groups/pairs.The game can also be repeated and made more difficult by removing more cards.
Pelmanism.- Use one set of word cards and one set of picture cards, turned face down. Students pick up a card from each group and if they are a correct match they keep them. The winner is the student with the most sets.
Ask a student to choose 5 flashcards at random. Try to guess what items the student has by asking the question "Do you have any...?" .The student replies "No, I don't" or "Yes, here you are". And hands the card to you. Keep questionimg the student until you have all the items. Repeat the activity if is necessary so students understand the language they should use. Once you have demonstrated this activity sufficiently, students can play it in teams of 3 or 4, taking it in turns to ask the questions. The winner is the one with the most items at the end.
Students can make posters of " food we like and food we don't like". They can also make posters about different sequences of the story:
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Like the pictures of food, these pictures can be used in various
activities, depending on the age and level of the children.
As a workshect - Photocopy orte sheet for cachstudent. Elicit vocabulary from students or put words on board for them to match to the pictures.Younger groups can then copy the words and colour the pictures.
As flashcards - Enlarge the pictures, stick them on card and cut them up. Say what each picture is and have the students repeat the word. After the students have practised all the vocabulary, test them by holding up a card and ask 'How does he/she feel?' The students reply 'She/he is By making more sets of cards, the students card play this in groups/pairs.
Memory game - Put all the f lashcards on a table or on the ground. Ask the students not to look whi le you remove a card. The students now look and soy what is missing. This game can be repeated in groups/pairs. The game can also be repeated and made more difficult by removing more cards.
Pelmanism - Use one set of word cards and ome set of picture cards, turned face down. Students pick up a card from each group and if there is a correct match they keep them. The winner is the student with the most sets.
Mime games - Students pick a card at random and mime the feeling. This can be played as a whole class then in teams.
Here
are some clues to help you find 10 words from the story of Little Red:
1.- The wolf lives here.- 2.-The colour of the hood.- 3.- He is big and bad.-4.- The opposite of big.- 5.-Where you sleep.- 6.- You eat these with bacon.- 7.- When you want a drink.- 8.-When you wnat to eat.- 9.- Jam, bread and bacon are in this group.- 10.- There are lots in the forest.-
Here are some jumbled words. Use the Spanish word to help you.
| leche | klmi | |
| chupachup | pololipl | |
| chicle | cwgeinh umg | |
| desayuno | fsrtaheba | |
| salchichas | gassause | |
| pan | erdba | |
| mermelada | mja | |
| huevos | gseg | |
| zumo de naranja |
| orejas | aesr | |
| ojos | yese | |
| dientes | ethet | |
| cabeza | deha | |
| nariz | snoe | |
| estomago | asmhotc |
What does Little Red say? Write the sentences in the correct position. Then practise the dialogue with a patner.
Little Red: Good morning
Shop Keeper: Good morning. Can I help you?
Little Red:
Shop Keeper: Yes, here you are.
Little Red:
Shop Keeper: Would you like orange or lemon?
Little Red:
Shop Keeper: That's 90p, please.
Little Red:
Shop Keeper: Good bye Little Red
Little Red:
Now invent your own shopping dialogue with your partner and practise it for the class.
Things to discuss with the children.
a. How was Little Red different from the tradicional story?
b. How many other things were different from the original story?
c. What things did you see in Little Red's house?
d. Can you remember Little Red's shopping list?
e. Who said these things?
f. Who was your favourite character and why?
BEFORE YOU WATCH.....................................................................
Make sure that the children know these actions:run, woik, stop, puf on, pick flowerz, knock at the door, jump, come in. lf necessary, revise the parts oí the face: ears, eyes, nose, mouth and introduce teeth. If you think the children need some revision, do the following activities:
1
Listen and doBegin by pointing to the ports of the face saying or encouraging the children to saying them. Introduce teeth by showing them yours and saying the word. Ask the children to perform commands such os: open your mouth, close your eyes, touch your nose, touch your ears, show your teeth, etc.
Divide the class into five groups cind give ecich group a card with one of the following words wriften on it: ears, eyes, nose, mouth, teeth.
Give a command e.g. Open your mouth! The children with the appropriate card stand up and pedorm the action.
When you have given each group a command, ask the children to exchange their cards and repeat the activity.
2 Read and do
Introduce or revise the following actions: run, walk, jump, stop, put on, pick flowers, knock at the door, come in. You will need some paper flowers and a hat for pick flowers and put on (a hat).
Ask four children to come and stand next to you. Choose one of the actions and tell the children to do it with you, e.g. run. The class watches in silence. Say the same command again and ask the four children to perform it without you - first as a group and then individually. Go through each action with the four children.
Say another command and repeat the procedure. Now ask other members of the class to do the actions without you.
Write the actions on pieces of paper, one action on each piece.
Divide the class into groups of three or four. Give each group a piece of paper saying the action written on it.
The children pass the piece of paper around the group and do the action.
The groups then perform their action to the rest of the class.
Ask the groups to exchange the pieces of paper, saying the actions out loud to each other as they do so. Repeat the activity.
Finally you con play Simon soys. Tell the children to do the actions beginning with Simon says. Explain that if any of them do actions that do not begin with Simon soys, they are out.
Focus on the story
1 Getting ready
If the children are watching the story for the first time, say the title in L1, encouraging them to tell you what the story is about. Write some of their ideas on the board.
Ask the children to watch the story and at the end to tell you if all of the ideas written on the board are in the story.
If the children are already familiar with the story, say the title and ask them what they remember about it. Write some oí the ideas on the board.
Ask the children to watch the story again and check the ideas on the board.
Story tapescripe
NARRATOR: Look at this little girl. Her name is Little Red Riding Hood. What a strange name! Little Red Ridinq Hood Why Little Red Riding Hood? Well, because she always wears a red riding hood.
Little Red Ridinq Hood is with her mother.
MOTHER: Take this cake to grandmo. lt's her birthdoy today. But do not stop in the wood. NARRATOR: Little Red Ridinq Hood puts on her red riding hood and goes to grandma's house. Little Red Riding Hood is in the wood. She's very happy. She's singing and picking flowers for grandma. Thén suddenly she sees a wolf behind a tree.
WOLF. Good moming, little girl. What's your name?
LRRH: Good moming Mr Wolf. My nam'es Littie Red Riding Hood.
WOLF: Where are you going?
LRRH: I'm going to grandma's house.
WOLF: Where' s your grandma's house?
LRRH: lt's that little white house over there.
NARRATOR: Mr Wolf runs to grandma's house. Little Red Riding Hood pícks some more flowers for ,grandma. Mr Wolf arrives at grandma's house and knocks at the door. Knock, knock, knock.
GRANDMA: Who's there?
WOLF: lt's me, Little Red Riding Hood.
NARRATOR: Mr Wolf tries to sound like Little Red Riding Hood.
GRANDMA: Open the door and come in.
NARRATOR: Mr Wolf opens the door and runs to ,grandma. Grandma jumps into the wardrobe. Then Mr Wolf puts on grandma's night cap and jumps into grandma's bed. Little Red Riding Hood arrives of the house and knocks at the door. Knock, knock, knock.
WQLF: Who's there?
LRRH: lt's me tittle Red Riding Hood.
WQLF: Open the door and come in.
NARRATOR: Litte Red Riding Hood opens the door. She wolks to grandma's bed. She sits on the bed. She says:
LRRH: Oh, grandma. What biq ears you've got!
WOLF: All the better to hear you.
LRRH: Oh, grandma. What bíg eyes you've got!
WOLF: All the better to see you.
LRRH: Oh, grandma. What a biq nose youve gota
WOLF: All the better to smell you.
LRRH: Oh, grandma. What biq teeth you've got!
WOLF: All the better to eat you.
NARRATOR: Then Little Red Riding Hood's father opens the door and Mr Wolf runs out of the house and into the wood. Grandma, father and Littie Red Ridinq Hood are very happy. They sit at grandma's table and eat the birthday cake.
2 While you watch
Play the story up to when the wolf saying Good morning, little girl. What's your name?
Cover the television screen and play the dialogue between little Red Riding Hood and Mr Wolf.
Pause the video after each character has spoken and say Listen. Who is speaking now? ls it Little Red Riding Hood, Mr Wolf or grandma? What's (Mr Wolf) saying? Do this to the end of the story.
Divide the class into two teams: Little Red Riding Hood and Mr Wolf.
1.- Ask the children to look at the pictures. Ask them questions, for exemple:
Do you know this girl? What's her name? Do you remember the story?
Play the
cassette and ask the children to tick the correct picture in each pair.
Listen and tick the correct pictures. (5 marks)
Tapescript
Play the cassette again so that the children can complete and check their answers.
(Suggested marking criteria 1 mark for each correct tick).
2.- Write
Ask the children to write the parts of the face on the dotted lines. Correct the activity individually.
3.-Number and write
Tell the children to look at the pictures and then read the sentences in silence. Ask them to write number 1-6 next to the appropiate picture. When the children have finished, ask them to write the sentences on the dotted lines below the appropiate picture. Correct the activity individually.
4.- Complete
Ask the children to look carefully at the pictures and read the corresponding sentences. Tell them that there is an incorrect word in each sentence. Ask the children to circle the incorrect word and then write the sentences corretly. Then ask the children to read the correct sentences out loud.
5.-Match the place preposition with the corresponding picture: on, behind, in.
