Storytelling as a Language Tool: A Valentine’s Day Lesson Plan Inspired by ‘Days Crossing’
Mia Tarau
This week’s post builds on Michael Rabbidge’s introduction to storytelling as a tool for learning a new language, which you can read here: https://chasingtimeenglish.com/posts/2025/2/3/storytelling-as-a-language-tool-boosting-engagement-and-retention-in-english-learning
Level: Intermediate to Upper-Intermediate (B1-B2)
Duration: 60 minutes
Skills: Speaking, Listening, Reading, Writing
Lesson Objectives:
By the end of the lesson, students will be able to:
Understand how storytelling enhances language learning
Identify key elements of a story (characters, setting, conflict, resolution)
Create short stories using learned vocabulary and grammar
Materials Needed:
The original Chasing Time English series Days Crossing, Episodes 1-4: the scenes featuring Tommy and Anna’s story, with the scripts for these scenes
Story sequencing cards
Discussion questions handout
Writing worksheet for story creation
Lesson Plan:
1. Warm-Up (10 minutes) – Discussion and Brainstorming
Ask students: “What is your favorite love story? Why do you like it?”
Students may use their phones or the classroom computer to show each other or the class clips or photos related to these stories
Ask students: “What types of love stories are these?’ In groups, students categorise these different stories that they introduced to each other (fairy tales, personal experiences, news stories, movies, books), making notes on the discussion questions handout
Introduce the idea that storytelling helps us remember language and structures more effectively
2. Pre-Watching (10 minutes) – Elements of a Story
Introduce key storytelling elements: Characters, Setting, Conflict, Resolution
Show students a set of pictures: a collection of stills of scenes featuring Tommy and Anna from across the four episodes of the Days Crossing series
Ask students to predict what the story might be about based on these pictures
Ask students whether they think it will be a sad or happy story based on these photos, giving reasons for their answers
3. Watching (15 minutes) – Story Comprehension and Vocabulary Practice
Students watch the scenes featuring Tommy and Anna across the four episodes of the series
Comprehension check:
Who are the main characters?
Where does the story take place?
What is the main conflict?
How does the story end?
What type of language is used in the show? Formal/informal/slang? Write down examples of each from these scenes (students may use the scripts for these scenes for this task)
4. Speaking Activity (10 minutes) – Retelling the Story
In pairs or small groups, students retell the story in their own words, using story sequencing cards which provide prompts such as “First… Then… Suddenly… Finally…” to guide their storytelling
Encourage them to add their own details to make the story more engaging, while using some of the language in these scenes in their retelling
5. Writing Activity (15 minutes) – Create Your Own Story
Using the writing worksheet for story creation, students write a short story which features some element related to love (6-8 sentences) using storytelling elements of Characters, Setting, Conflict, Resolution. This can be done individually, in pairs, or in groups, depending on the class dynamics. This step of the lesson will keep the learners invested in the story through helping their characters solve problems, build relationships, and overcome challenges, while also giving the students practice for incorporating ‘real life talk’ from the Days Crossing episode scripts into their stories.
Clarify that the story does not have to necessarily be about romantic love; it can also feature friendship, sibling or family support, or it can be a story of strangers supporting other people in need – whatever the students are comfortable with
Option 1: Continuing the story of Tommy and Anna – Students reimagine the story and write an alternate ending to the Days Crossing storyline
Option 2: Summarising one of your favourite movies or TV shows demonstrating support/encouragement/love for others
Option 3: Sharing a personal anecdote – Tell a story about an event in your life where someone showed support/encouragement/love to others
As students write, monitor and evaluate storytelling creativity and coherence, providing oral and/or written feedback on story structure and language use as needed.
6. Wrap-Up & Reflection (5 minutes)
Students share their stories with the class or in small groups
Discuss: “How does storytelling help us learn English?”
Encourage students to continue to practice storytelling outside the classroom through sharing their thoughts on shows, movies, books, or personal anecdotes, while practicing incorporating ‘real life talk’ from these shows or movies.
Conclusion
Storytelling is a powerful way to improve language learning by making grammar and vocabulary more memorable. By engaging the learners’ knowledge and emotions, storytelling ensures that students practice English naturally while also developing confidence in using the language in real-life and relatable contexts, such as those portrayed in the Days Crossing series.