Stories

(PART 1)
The Goose that Laid Golden Eggs
Jack and the Beanstalk
The old couple’s piece of cheese
Chirio, the Superbat Level:
A1

Jack and
the Beanst
ng Learners

s
Learners/You

d the Golden Egg

Age: Ver
Age: Very Young y You

alk
ng Lea

The Goose that Lai

rners/Y
oung Lea
B) Match
rners
Level: A1
.

g Learners
Learners/Youn
Level: A1 Age: Very Young

alk
Chirio, The Super Bat Jack and the Beanst
Level: A1

The old couple’s piece of cheese

Age: Very Young Learners/Young Learners g Learners Age: Young Learners
A) Order and
colour. Age: Youn

Super Bat
Chirio, The
C) What time is
it?
A) Listen to the story, cut, and order.
Level: A1
C) Match.

7:00 It’s seven o’cloc

k. 9:00
B) Match.

RKS
HE WO
7:30 It’s half past seven
.
10:00
HE WA
KES UP
3:00 11:30
JACK
5:30 MUM
S BLOOD
HE DRINK

GIANT
COW
LUNCH
D) Complete this
HE HAS
chart.

R
CHIRIO
ME HEN
HARP
A SHOWE WAKE UP
HE HAS 7:00 pm

FISH
WASH TEETH

MEAT
BEANS
example. 7:30 pm
B) Draw an

POULTRY
HAVE BREAKFAST
TH
S HIS TEE
HE WASHE GO TO WORK/SCHO
OL
HAVE LUNCH

DS HAVE A SHOWER
HE REA

HAVE DINNER

FAST GO TO BED
BREAK
HE HAS

2
3

1 4
8:00 PM
7:00 PM

I:00 AM

7:30 PM

2021

© 1999 The Teacher’s Magazine
Editora Responsable y Propietaria:
EDIBA SRL
Agustín Álvarez 1165, Bahía Blanca,
Buenos Aires, Argentina.
Recurso digital disponible en
www.ediba.com
Edición: Año XXIII - Junio de 2021
Equipo ESTA ES UNA PUBLICACIÓN DE:
Diseño y diagramación: Cristina Baridón. Dirección general: Adrian
Balajovsky. Asistente de dirección general: Darío Seijas. Archivo
digital: Cecilia Bentivegna. Ilustración: Alberto Amadeo, Fernando
Cerrudo, Gabriel Cortina, Mariano Martín. Color digital: Mónica Gil. Escribinos a través de
Comunicación y atención al cliente: Carlos Balajovsky, Maia www.ediba.com
Balajovsky. Corrección: Micaela Bertoya. Recursos humanos:
Mariana Medina. Recursos multimedia: Francisco Del Valle, Aldana Anunciate con nosotros:
Meineri, Pablo Yungblut, Agostina Rodríguez. Marketing y publicidad@ediba.com
publicidad: Favio Balajovsky, Fernando Balajovsky. Recepción: Cecilia Prohibida la reproducción total o
Bentivegna. Sistemas y web: Leandro Regolf. Servicio técnico: José parcial del contenido de esta
Celis. revista, excepto los fotocopiables.
 The Goose that Laid
the Golden Eggs
“The Goose that Laid the Golden Eggs” is one of
Aesop’s Fables. Below, you will find activities for very
young and young learners.
Show students the poster for this fable. Tell them to
look at the different frames and predict what the story is
about. Do not tell them the title of the story, so that they
can imagine as much as possible. Tell the story while
miming any difficult or new word. You can stop at specific
parts in order to allow students check their predictions and
reformulate what will happen next.
After you read or tell the whole story, ask questions
about what students think of the fable. Then, invite pupils
to watch the story’s video at
https://www.youtube.com/watch?v=KZMLW-_qx18 and
find similarities and differences with the story you told or
read. Ask students to act the story out in small groups.
Allow enough time for preparation and turning the story
The story
Once upon a time, there were a woman and
a man. They lived on a farm and they were very
poor, but they had a very unusual goose. Every
day, this goose laid a golden egg. So, the family
got extremely rich in a few days.
The woman wanted more money, so she had
a crazy idea: “Just think… If we take all the
golden eggs inside this goose at once, we could
get rich very fast”.
The man agreed with his wife: “If we do it,
we won’t have to wait for the goose to lay more
eggs.”

The Theacher's Magazine - STORIES - 3

into a dialogue.
The greedy couple decided to kill the goose
Follow-up: work together with the Art teacher and ask to get the eggs from inside it. Unfortunately,
students to make their own goose. Encourage them to be they discovered that the goose was just like
creative and think why it is special (Does it lay golden eggs? every other goose. There were no golden eggs
Sing like a rockstar? Fly to the moon? Have superpowers?).
inside it.
Tell older students to write a short paragraph about
their goose, and then tell the rest of the class why it is Moral of the story: Don’t be greedy. Be
special or unusual. happy with what you have.
Invite students to reflect on what this couple did to the
poor goose. Give them a sheet of paper, and let them draw
different possibilities for getting money in an ethical way
instead of killing an innocent animal.
You can also relate this fable to animal rights. Ask
students whether they have pets at home, and discuss what
rights should animals have.
Ask children what their favourite food is and if they eat
poultry, meat and fish. In what category does a goose fit?
Discuss eating habits: Are there any vegans or vegetarians in
the class? Do they know any person who is vegetarian or vegan?
What do and don’t they eat? Elicit possible answers to the
question why they do not eat meat. Accept answers in L1.
Have fun with this story.
Yesica Galliano
 The Goose that Laid the Golden Eggs
Level: A1 Age: Very Young Learners/Young Learners

A) ORDER AND COLOUR.

B) DRAW AN EXAMPLE.

POULTRY MEAT FISH

 Jack and the Beanstalk
Teaching Sequence
Aims:
• Listening to a story.
• Talking about possession.
• Talking about actions in progress.
• Comparing different versions of the story.
Target Language:
• Key language in the story: cow, beans, angry, sad, magic,
harp, hen, giant, castle, axe, good, bad, old, climb.
• Has got.
This lesson plan is aimed at very young learners and
learners at A1 level. You will find an animated version at
bit.ly/edibaja ckhabichuelas.
Ask students if they know the story of Jack and the
Beanstalk. Ask them to tell you what they remember about
the story, the characters, setting, etc. Accept answers in L1
modelling keywords in English. If no one knows the story,
present the pictures, and let children predict what happens.
Point to key vocabulary.
Present the first picture of the story, and introduce the
characters, Jack and Mum. Point to the piggy bank, and
elicit what the problem seems to be. Tell students that Jack
and his mum are very poor and do not have money, but
they have got a cow. Jack is going to sell the cow in the
market.
For the second picture, ask what they can see (Jack, the
cow, a man). Introduce old man. Ask children Is the old man
giving Jack money? No!!!! He’s giving him beans! Bring to the
class beans to show students. Ask them if they think it is a
fair price for a cow. Tell children to count how many beans
there are in the picture.
Ask children who the characters in the third picture
are. Present angry and sad. Point out where the beans are
going. What will happen to the beans? Accept any answers.
Show the fourth picture, and tell children that the beans
have grown overnight. The stalk is very big, and it goes up
into the sky. Jack decides to climb up. What will Jack find up
there? Accept any answers.
In the fifth picture, Jack sees a castle. Introduce the
word. Ask children to predict who lives in the castle and
why they live up there.
Present the next picture, and ask children to find Jack.
Introduce key vocabulary. For the following picture, let
kids describe what they see. Is Jack going up? What has he
got? Where’s the giant?
Show the last picture, ask who are in the picture, what
happened to the giant, and state that he was a bad giant.
After presenting the story and key vocabulary, watch
the video at bit.ly/edibajackhabichuelas, or tell it yourself.
If you do not have Internet access in your classroom,
download the video beforehand or download the audio to
The Theacher's Magazine - STORIES - 9
your mobile phone, and use the audio instead of reading
the story.
Present picture one and say Jack’s got a… for children to
supply cow. Do choral repetition of the complete
sentences. Show the other pictures, and say The old man has
got …, The giant’s got….., Mum’s got… for children to
complete the sentences with the correct words. Do choral
repetition after each one.
Put all the pictures on the board. Say sentences at
random describing the pictures for children to tell you the
correct number. For example, Jack’s climbing up; for kids to
say Picture 4.
Distribute stuffed animals, toys or pictures of different
items to kids. Say sentences like Jenny’s got a cat. Let
other children say what their classmates have got.
Show the images in random order. Retell the story,
helping the children, if necessary, to sequence the events.
Then ask them to color the pictures. In the following
activity, students must match the different objects with the
characters. Remind them that in different parts of the
story, the items belong to different people. Have them
make sentences, for example: Jack has a cow.
Retell the story making mistakes, for example: Once
upon a time, there was a boy called Jack who lived with a giant.
Ask children what Jack is doing in the different
pictures. For young and very young learners, grammar
points should be introduced as chunks: Jack is going up. The
giant is sleeping. The giant is running. Jack is going down. You
can pretend to be the giant or Jack and mime different
activities for children to say what you are doing.
Have fun with this story.
Karina Uzeltinger
The Story
Once upon a time, there was a boy called Jack who lived with his mother. They were very poor.
One morning, Jack’s mother told him to take their cow to the market and sell it. On the way
there, Jack met a man who gave him some magic beans for the cow. Jack went home with the
beans in his hand. When Jack’s mother saw the beans, she was very angry. “Beans, BEANS!!” she
shouted to Jack and threw the beans out of the window. That night, Jack went to bed hungry.
The next morning, Jack went out to the yard and saw a giant beanstalk. He started to climb the
beanstalk. He climbed up, up, up to the sky through the clouds. Jack saw a beautiful castle; the
door was very, very big. Jack went into the castle by crawling under the door and heard heavy
footsteps and a voice. Jack hid behind a curtain and saw a giant sitting at a table and saying: “Fee,
Fi, Fo, Fum!” On the table, there was a hen and a golden harp. “Lay an egg!” said the giant. The
hen laid an egg. It was made of gold! “Sing!” said the giant to the harp. The harp began to sing,
and the giant started to fall asleep. When the giant was sleeping, Jack got out from behind the
curtain and took the hen and the harp. Suddenly, the giant awoke. “Where’s my hen? Where’s my
harp?” he demanded. Jack ran and started climbing down the beanstalk. “Fee, Fi, Fo, Fum!” the
giant said, coming down after Jack.
“Mother, an axe!” shouted Jack.
Jack’s mother chopped down the beanstalk. The giant fell down and died. He was a bad giant.
With the hen of golden eggs and the magic harp, Jack and his mother lived happily ever after.
 Jack and the Beanstalk
Level: A1 Age: Very Young Learners/Young Learners

A) ORDER.
Level: A1 Age: Very Young Learners/Young Learners

Jack and the Beanstalk

B) MATCH.
Level: A1 Age: Very Young Learners/Young Learners

Jack and the Beanstalk

C) MATCH.

JACK
MUM
GIANT
COW
HEN
HARP
BEANS
 Jack and the Beanstalk
Level: A1 Age: Young Learners

A) MATCH THE PICTURES TO THE STORY PARTS.

JACK AND MUM LIVE IN A

HOUSE. THEY ARE VERY
POOR. THEY HAVE GOT A
COW.

JACK TAKES THE COW TO

THE MARKET. AN OLD MAN
GIVES JACK 5 MAGIC BEANS
FOR THE COW.

MUM IS ANGRY. JACK IS

SAD.

JACK IS CLIMBING UP,

UP AND UP.

JACK SEES A VERY

BIG CASTLE.

JACK SEES A GIANT.

HE’S GOT A MAGIC
HEN AND A MAGIC
HARP.

JACK TAKES THE MAGIC

HEN AND THE MAGIC
HARP AND GOES
DOWN, DOWN, DOWN.

MUM CUTS DOWN THE

STALK. JACK IS SAFE.
THE GIANT IS DEAD.
HE WAS A BAD GIANT.
Level: A1 Age: Very Young Learners/Young Learners

Jack and the Beanstalk

B) COMPLETE THE SENTENCES WITH THE WORDS C) WHAT ARE THEY DOING? COMPLETE USING
BELOW. THE CORRECT ACTION.

HEN COW HARP AXE

1) JACK’S ________________.

1) JACK’S GOT A _____________ .

2) JACK’S ________________.

2) THE GIANT’S GOT A ________________ .

3) THE BIRD’S ________________.

4) THE GIANT’S _______________.

3) JACK’S GOT THE MAGIC _________________.

5) THE GIANT’S _______________.

4) MUM’S GOT AN ________________.

6) JACK’S ________________.
 The old couple’s piece
of cheese
This repetitive and cumulative story is aimed at very
young students or young students. On the following pages
you will find pictures of each character in the story. Glue
them on cardboard to make them more resistant (especially if
children are going to handle them). Use a popsicle stick to
make puppets. As you tell the story, place each character on a
piece of foam. Puppets can be used for children to retell the
story later. At the same time, children will have fun putting
them in the correct order.
Start the lesson by showing the piece-of-cheese puppet.
Ask children if they like cheese and if they know someone
else who likes cheese. You can also ask them about their
favourite food. Tell kids that the cheese belongs to the old
man and the old woman. Draw a table on the board and
place the piece of cheese on it. Then, place the old couple
near it.
After presenting each item, ask students to repeat the
The story
This is the story of an old couple and their
piece of cheese.
A mouse came in and wanted to eat the
old couple’s piece of cheese.
A cat came in and wanted to chase the
mouse who wanted to eat the old couple’s
piece of cheese.
A dog came in and wanted to chase the cat
who wanted to chase the mouse who wanted
to eat the old couple’s piece of cheese.
A postman came in to stop the dog who

The Theacher's Magazine - STORIES - 20

words after you. Show children the picture of the mouse, ask wanted to chase the cat who wanted to chase
them what it may eat, move the puppet slowly towards the the mouse who wanted to eat the old
cheese, and present the cat. What will the cat want, the cheese or couple’s piece of cheese.
the mouse? Move the puppet slowly towards the mouse. Show
the picture of the dog, and again, ask: What will it want, the How does the story end? The postman on
cheese, the mouse or the cat? Present the postman, ask what the floor over the dog and the cat, the mouse
postmen do, use L1 if necessary. What will the postman want, under the table and the piece of cheese on
the cheese, the mouse, the cat or the dog? What will happen next? the table. The old man said: “Wow, all of this
Now, tell the story, acting it out with the puppets. because of a piece of cheese.
Ask children what their favourite part of the story was.
Tell them to draw it.
In Activity A, you will find the characters from the story.
Help the children cut them out, colour them and arrange
them according to the story. Retell the story for each child to
act out with their puppets. To reinforce the key vocabulary, in
Activity B, the children have to match the pictures with their
shadows. Encourage them to say words before matching the
pictures.
Have fun with the story.
Daiana Agesta
 Age: Very Young Learners/Young Learners

The old couple’s piece of cheese

Level: A1

A) CUT, NUMBER AND ORDER THE CHARACTERS.

 Age: Very Young Learners/Young Learners

The old couple’s piece of cheese

Level: A1

B) MATCH.
 Chirio, The Super Bat
There is a new hero in town, Superbat. Through this
story, daily routines and the time can be taught in an
amusing way.
Present the picture of Superbat in his outfit, and let
children guess who he is and what job he might do. Accept
answers in L1. Tell kids that his name is Chirio and he is
Superbat, a superhero. Ask learners what superheroes they
know.
Present the first picture and state that Chirio is waking
up. Bats sleep upside down. If children know how to tell
the time, ask them what time it is. If they do not, tell them
that it is the evening.
Go through the story asking children to describe the
pictures and to predict what happens next. Then, tell the
story. In Activity A, kids order the pictures and colour
them.
Place the pictures on the board, and ask if children do
any of those actions. Ask them What time do you wake
up/go to bed? Do you read a book before going to sleep? Do you
have breakfast? etc. Once the routines are presented, ask if they
eat the same food as Chirio. Do you eat flowers for breakfast? And
fruit? What about lunch, do you eat insects for lunch? Do you
drink blood?
Tell children to draw their own routine, and to tell their
classmates about it.
To revise routines, you may teach the song This is the
Way at https://www.youtube.com/watch?v=4XLQpRI_wOQ.
Revise the actions Chirio performs. Then, tell children
to do Activity B, matching the pictures and the sentences.
Read the sentences as a whole class if kids are just learning
to read in English.
With older students introduce the time. In Activity C,
there are some clocks to practise telling the time. In
Activity D, the children complete the table with the time
that Chirio and themselves carry out the actions presented.
Ask children to draw a picture of Chirio doing another
activity (for example, playing video games) and tell their
classmates the action he performs.
According to the level of your class, you may try some
of the following activities.
• Separate the text from the pictures. Mix them up and
place the pictures on the left side of the board and the text
The Theacher's Magazine - STORIES - 26
on the right side. Divide the class into groups and ask each
one to order the pictures and the text.
• Stick the pictures in the right order on the board, but
leave one out. Let students describe the missing picture.
• Choose one of the pictures and stick it on the board. In
pairs, students make questions about it. For example:
What does Chirio do at 7 pm? Pairs give their questions to
another group to answer.
For older students, there are comprehension activities
on a downloadable page.
You may also want to present information about bats.
For example, in Europe and America, bats are considered
evil creatures, but for the Chinese, for example, they bring
good luck.
Brainstorm what children know about bats. Ask kids to
find and bring information about bats to class. Compare
that information with Chirio’s day.
Other activities about bats can be
found at the following websites:
https://en.islcollective.com/resources/search_result?Tags
=bats&searchworksheet=GO&type=Printables
http://www.everythingesl.net/lessons/bats_halloween.php
http://www.teacherplanet.com/content/bats
Information about bats can be found at:
http://www.sciencekids.co.nz/sciencefacts/animals/bat.html
http://www.scienceforkidsclub.com/bat-facts.html
Have fun with the story.
1
7:00 PM

Every evening, the alarm clock goes off at 7. Chirio, the Superbat, sleeps comfortably upside
down, wrapped in his warm furry wings. He unwraps his wings slowly, stretches and yawns in
his dark cave. It´s time to get up.
2

7:30 PM

At 7.30 pm, Chirio jumps down and puts on his Superbat outfit. He hurries to the bathroom.
He washes his face, brushes his teeth and combs his fur. He is ready to have a light
breakfast before flying to work.
 8:00 PM
3

At 8 pm, breakfast is ready. For breakfast, Chirio always eats some fruit: mangos, berries,
bananas, avocados and figs are his favourite. He loves nectar, so he has some flowers too.
This food gives him the energy he needs for his hard work. Now, he is bright and early to
 I:00 AM
4

At one o’clock, Chirio prepares fried insects for lunch. He sits at his table and has his delicious
banquet. Yum! They are really good! Suddenly his sonar starts working again. A desperate call
for help reaches his ears. Off he flies again, using his sense of echolocation to find his way in
the darkness of the night. In next to no time, he catches red-handed a slippery thief and
drops him in jail. How brave Superbat is!
 6:00 AM
5

At the crack of dawn, Chirio goes back to his cave. He is tired after so much hard work. At 6
o’clock in the morning, he takes off his Superbat outfit and has his daily shower. He uses
flower-scented soap and a nice soft brush. He likes to feel clean and smell nice. After his
shower, he drinks a nice steaming cup of fresh blood. It helps him feel warm to go to sleep.
6

7:00 AM

Night is over. At 7 in the morning, Chirio rests upside down. He reads a book on rainforest
insects. When he feels sleepy, he puts his book down and tucks himself in his furry wings. He
falls sound asleep listening to the birds chirping outside his cave. This is the end of a night in
the life of Chirio, the Superbat.
Level: A1 Age: Very Young Learners/Teenagers

Chirio, The Super Bat

A) ORDER.
Level: A1 Age: Young Learners

Chirio, The Super Bat

B) MATCH.

HE WORKS

HE WAKES UP

HE DRINKS BLOOD

HE HAS LUNCH

HE HAS A SHOWER

HE WASHES HIS TEETH

HE READS

HE HAS BREAKFAST
Level: A1 Age: Young Learners

Chirio, The Super Bat

C) WHAT TIME IS IT?

7:00 It’s seven o’clock. 9:00

7:30 It’s half past seven. 10:00
3:00 11:30
5:30
D) COMPLETE THIS CHART.

CHIRIO ME

WAKE UP 7:00 pm

WASH TEETH 7:30 pm

HAVE BREAKFAST

GO TO WORK/SCHOOL

HAVE LUNCH

HAVE A SHOWER

HAVE DINNER

GO TO BED
Level: A1 Age: Young Learners

Chirio, The Super Bat

A) ORDER THE SENTENCES ACCORDING TO THE STORY.

1) HE CATCHES INSECTS.
2) HE SLEEPS UPSIDE DOWN AND READS A BOOK.
3) CHIRIO WAKES UP, STRETCHES AND YAWNS.
4) HE HAS FRUIT AND FLOWERS FOR BREAKFAST.
5) HE CATCHES A THIEF.
6) HE DRINKS WARM BLOOD.
7) HE EATS LUNCH.
8) HE HAS A SHOWER.

B) READ THE CHART.

IN GENERAL, 3rd PERSON VERBS ENDING IN VERBS ENDING IN VERBS ENDING IN

SINGULAR IN PRESENT X, SS, CH, SH, O ADD -ES CONSONANT + Y, CHANGE VOWEL + Y DO NOT
SIMPLE IS FORMED BY
ADDING -S Example: THE Y TO I AND ADD -ES CHANGE
Examples: catch catches Example: Example:
read reads fly flies play plays
wake wakes

C) WRITE 3 MORE ACTIVITIES CHIRIO DOES EVERY DAYS. DRAW A PICTURE FOR EACH SENTENCE.