Greet the group and get reacquainted with their names. Set the context by writing 'stories' up on the board and elicit one or two examples of different genres. Put Sts in to pairs to brainstorm as many types as they are familiar with. Elicit and write up on the board. Clarify any items that may be new to some members of the class. If 'fables' isn't offered, suggest it and check that everyone understands what they are. In pairs, Sts discuss the kinds of stories they enjoy and why. Sts should also share their favourite stories, whether they be from novels, songs or movies. Elicit some examples from one or two students. Set the aims of the lesson,

Establish that the focus of the reading will be on the genre of 'fables.' Elicit the meaning again from Sts and ask for an example from the class. Ask Sts if they know some key features of a fable (i.e. tend to be about animals or other non-human characters, as well as having an important life lesson). Elicit from Sts why we have such stories and who they are usually aimed at (to teach good behaviour; usually educational for children). Divide the group in half (A and B) and explain that each group will read a different fable. Instruct Sts they will only need to read the text quickly and find out 1) which animals are involved, and 2) what the lesson is that is being taught.

Instruct each group to stand up and move to the side of the room containing the fable they have been allocated. Give each group 30 seconds to read and locate the answers to the 2 questions set in the pre-reading stage. Within their own group, Sts discuss their answers and clarify what the fable is about. Keep Sts standing by the same story. Instruct them to read the text one more time, but for a full minute in order to pick up on any information they may have missed the first time. Sts sit back down, but with a partner from the other group. Instruct them to share their stories and try to re-tell them. Emphasise that they don't need to recreate the stories word-for-word. Give each students a handout containing both stories. Instruct them to read their partner's fable in order to check whether what they heard matches the reality of the text. Elicit the gist of each story from the whole class. Ask Sts whether they noticed anything about the stories they read. (There are gaps in the story with words missing) Ask the group if they were able to understand the stories even with the missing information. (yes)

Draw a picture of a desert island on the board. Complete the illustration with a shark and 3 stick figures (one standing on the island with a sign full of gibberish, another swimming back to shore, and the other treading water with a bemused look on his face). Elicit from the Sts whether they understand every word on the sign. (no) Can they get the general idea? (yes) Explain that the swimmer heading back to shore wasn't so concerned about every word, so was going to get back safe. However, the swimmer refusing to move until he could figure out every word is doomed to get eaten by the shark. Elicit from the Sts that you can still understand something the meaning of unknown words simply from the context they are used in. Write the following sentence on the board: I couldn't enjoy the film, because the man sitting next to me was eating his uggy too loudly. In pairs, Sts discuss what they think the word "uggy" might mean from the context. (popcorn/nachos) Elicit which information helped them understand. (watching a film = cinema, eating uggy = a kind of food, too loudly = food that makes noise when eaten) Direct Sts' attention to the first story. Individually, they should try to fill in the missing gaps. Emphasise that there are no correct answers and they should only put a word that they think has approximately the same meaning. In pairs, they check their answers before opening it up to WC feedback. Elicit from Sts HOW they came up with their answers. Students then attempt to complete the 2nd story following the same procedure.

In pairs, Sts discuss whether or not they agree with the moral in each story and why. Sts then discuss any other fables they know and what the overall life lessons that can be learnt from each one are. Elicit one or two examples from the class.

In pairs, Sts discuss the topic and content of the lesson, as well as what the overall aims were. Elicit suggestions from the class.