Jack and The Beanstalk

EAL Resource: Teaching Notes
Jack and the Beanstalk
KEY STAGE(S): 1 SUBJECT/CURRICULUM AREA(S): Literacy

TOPIC: Traditional Fairy Tales – LANGUAGE LEVEL: New to English - Developing
storytelling/ narrative competence
RESOURCE CONTENTS
• Flashcards 1: pictures and words;

• Flashcards 2: matching pairs;
• Barrier game.
CURRICULUM OBJECTIVES
• To identify and name characters and objects from the traditional fairy-tale, Jack
and the Beanstalk.
Language functions Useful Language
Naming Simple present tense: This is the/an ….

These are some….
Asking and answering Simple present tense question forms: Can I have ….
questions Can you give me….
Vocabulary
• Characters: a boy called Jack, the old man, the cow, the giant, Jack’s mother
• Objects: some magic beans, an axe, the singing harp, the giant’s castle, some
golden eggs, some golden coins, the beanstalk, the giant’s castle.
The Bell Foundation – Teaching Resources and Guidance bell-foundation.org.uk 1

PREPARATION
Flashcards 1: pictures and words.

• Print out a set of the story visuals and vocabulary flashcards per pair or small
group – four or six per page.
Flashcards 2: matching pairs.
• Print out a set of the visuals and key vocabulary flashcards per pair or small group
- four per page.
Barrier game:
• Print out a set of the story visuals flashcards, one set per learner or pair – four or
six per page. Cut the story visual cards out
IDEAS FOR USING THIS RESOURCE
These simple collaborative activities effectively build and reinforce vocabulary and develop
speaking and listening skills. They are suitable for paired, small mixed groups or the whole
class in KS1. They ensure that learners using EAL access the curriculum alongside their
peers and a range of good English language role models.
Flashcards 1: Introducing vocabulary
These two activities use flashcards, which is an effective strategy for introducing
vocabulary at both whole class and mixed group levels.
• Ask the class or groups to sit in a circle.
• Pair New to English learners with peers who share a first language and/or can
provide good models of English.
• Explain to the learners that they will first look at the picture, of each story character
or object, on each flashcard one at a time.
• Then explain that they must listen carefully to how the teacher or other adults
model the vocabulary.
• Ask learners to repeat each word back to the adult.
• Draw attention to the pronunciation of each word when modelling the vocabulary.

Flashcards 2: Matching pairs
Flashcards are a great way to introduce, revise and consolidate vocabulary, particularly if
this is done in a collaborative way. Flashcards are also a great to stimulate further
discussion and extend ideas through the rich context of visuals.
• Pair New to English learners with peers who share a first language and can
provide good models of English.
• Shuffle the story visual flashcards and place them face down in a grid (two rows).
• Shuffle the key vocabulary phrase flashcards and place them face down in another
grid (two rows).
• Ask learners to take turns to turn the flashcards over – one from each grid.
• If the flashcards match (a story visual with the correct key phrase), the learner can
keep them.
• If they don’t match, they are returned to the rows face down.
Barrier game
Barrier games are a particular type of collaborative, information gathering communication

activity that encourage learners to develop their speaking and listening skills within a
meaningful context.
There are many ways to play barrier games, but in this activity, learners are asked to
collect information from each other by asking a question and responding by providing the
correct visual to match the question. The question cards are presented in two different
ways to support rehearsing different simple question forms. A barrier can be created
quickly by using a large book or asking learners to sit back-to-back to each other.
• Pair New to English learners with peers who share a first language or can provide
a good model of English.
• Put each learner or pair of learners, opposite each other with a screen (barrier)
between them.
• Put a set of the question cards (‘Can I have...’? or ‘Can you give me...?) placed
face down in a pile, in front of the learner, or pair of learners.
• Put a set of the story visual cards placed with the picture side up and spread out,
in front of the learner or pair of learners.
• Explain to the learners, or pairs of learners, that they need to take turns to turn
over a question card, from the top of the pile and ask the learner or pair of learners

on the opposite side of the barrier the question on the card. This may need to be
facilitated by an adult reading or modelling.
• Explain to the learners or pairs of learners on the opposite side of the barrier that
they need to listen carefully to the question and what the other learner or pair of
learners is asking for.
• Explain that they need to respond by giving the opposite learner or pair of learners
the correct visual to match the question card.
• Tell the learners that barrier game is finished when each learner or pair of learners
have collected and matched all the story visuals to the question cards.
• Ask the learners to remove the barrier to check that all the question cards and
story visuals match correctly.
DIFFERENTIATION FOR SUPPORT AND CHALLENGE
Support
• Give New to English or Early acquisition learners using EAL plenty of opportunities to
hear and practice new vocabulary in different contexts to consolidate it.
• Send the story visuals home for a family member to translate the vocabulary,
practice saying the words and talk about the story together.
Challenge
• Give the learners a visual flashcard each and ask them to listen to a name of a
character or object being called out and to hold up the correct visual flashcard if they
have that character or object.
• Encourage the learners to recall the story by practicing asking and answering yes
and no closed questions, e.g., ‘Did Jack chop down the beanstalk?’ ‘Yes, he did’ or
‘Yes, Jack did chop down the beanstalk’.
• Encourage the learners to extend their speaking skills and recall by playing ‘Guess
the story character or object’ in pairs: One learner has a character or a story visual
(kept out of sight); the other learner asks questions, e.g. ‘Are you a boy?’ to guess
the hidden character or object. The learner with the visual can only answer yes or no.
• Adapt the phrases on Flashcards 2 into gap fill or sentence starter speaking frames
to encourage further opportunities for learners using EAL to hear, rehearse and recall
the new language within the context of modelled structured sentences.

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EAL Resource: Teaching Notes

Jack and the Beanstalk

KEY STAGE(S): 1 SUBJECT/CURRICULUM AREA(S): Literacy

• Flashcards 1: pictures and words;

Language functions Useful Language

Naming Simple present tense: This is the/an ….

The Bell Foundation – Teaching Resources and Guidance bell-foundation.org.uk 1

Flashcards 1: pictures and words.

IDEAS FOR USING THIS RESOURCE

Flashcards 1: Introducing vocabulary

The Bell Foundation – Teaching Resources and Guidance bell-foundation.org.uk 2

Flashcards 2: Matching pairs

Barrier games are a particular type of collaborative, information gathering communication

The Bell Foundation – Teaching Resources and Guidance bell-foundation.org.uk 3

DIFFERENTIATION FOR SUPPORT AND CHALLENGE

The Bell Foundation – Teaching Resources and Guidance bell-foundation.org.uk 4

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