![]() ![]() 'She waved her magic wand and puff, turned the rags into a beautiful dress.'.'She waved her magic wand and puff, turned the pumpkin into a carriage.'.'She tried on the slipper and it was just right.'.'She tried on the slipper but it was too small.'.'She tried on the slipper but it was too big.'.Telling the time (midnight, early, late).Adjectives (big, small, ugly, beautiful).Family (sisters, step-mother, father, god-mother).The key here is to spend a little time simplifying the story text and making it into a series of repeated patterns of language. Something to remember about fairy tales is that they are fairly long stories and they don’t always have the repetitive language that is almost essential for teaching English to young learners. The children will get much more out of it if done over a series of lessons or if it ties in with a larger topic. 'Can you remember what this is called?' (pointing to the picture). You can go back over vocabulary after the story e.g. Arouse their interest? Yes - with the picture on the front cover, 'Who’s this?' 'Is this the wicked witch or the friendly fairy?' 'Does the princess look sad or happy?' etc. You don’t need to systematically pre-teach vocabulary.Get them guessing the next episode throughout the story. Involve the children as much as possible.Don’t over do the scary characters with very young learners.Create a mystical atmosphere with your body language, voice and lighting if possible.Flashcards (laminated photocopies of selected scenes from the stories)įive hot tips when using a fairy tale in class.To help older primary school children notice language areas such as past simple, comparatives, etc.To introduce various vocabulary sets such as family, food, clothes or parts of the body.To allow the children to see English in an imaginative context.For the learners to hear in English what are probably familiar stories in their own language. ![]()
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