- use a story for intonation practise : first follow the teacher, then alone, or in pairs.
- scramble the order of whole sentences : students to reorder in proper sequence.
- scramble the internal order of sentences: students to reorder into the correct sentences.
 Note: mere grammaticality may not be enough. The actors in the story must be
 ordered in their proper roles.
- remove all the verbs (or prepositions etc) : students to select from a list, or invent
- remove every second sentence : students to select from a list, recall, or invent.
- give only the first letter of each word (g-o-t-f-l-o-e-w): students to recall the story.
- students make as many questions as they can about events and players in the story.
 This can be a game. For example, the teacher can speak a line of the story, and
 two teams of students can compete to ask a question about it.
- use all of the above as aids to memorizing the story.
- do a "dictagloss" of the story. That is, the teacher dictates at slow/normal speed, but
 too fast for students to write everything down. They must use the words they
 are able to scrawl down as a skeleton to write a complete story. It doesn't have to
 be identical to the original. The composition often works better if students are able
 to consult with each other. This helps the slower learners to preserve some self-respect.

- students tell a similar story in English, translated from the local culture
- students invent a second story, illustrating the same moral
- students invent a conversation, illustrating the same moral
- students prepare and act out a skit illustrating the moral of the story
- very clever students may be able to give a story CONTRADICTING the Aesop moral;
   (for example, look up Somerset Maugham's inversion of "The Ant and The Grasshopper").