Bookr Class Teachers Handbook 1

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TABLE OF CONTENTS
- INTRODUCTION - . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
STORYTELLING IN CLASS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
THE NEW GENERATION OF READERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
BOOKR CLASS, THE FULL PACKAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
TOP TIPS ON THE IMPLEMENTATION OF BOOKR CLASS . . . . . . . . . . . . . . . . . . . . . . . . . 15
- LEVEL 1 - . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
WIGGLING VEGGIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Condensed 3 in 1 Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
GETTING READY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Condensed 3 in 1 lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
- LEVEL 2 - . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
ITSY BITSY SPIDER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Condensed 3 in 1 lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
ARE PEOPLE THE BEST? 107

Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
Condensed 3 in 1 lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
- LEVEL 3 - 133
DAD’S PLAN 134
Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Condensed 3 in 1 lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
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THE STONE SOUP 161
Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .162
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .167
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .172
Condensed 3 in 1 lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .175
- LEVEL 4 - 200
HOUSEWORK MY WAY 201
Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .202
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .205
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .211
ZEUS THE GOD OF THUNDER 230

Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .231
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .234
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .237
- LEVEL 5 - 245
ON A SHOPPING TRIP 246
Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .247
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .251
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .254
MR MINGY 267
Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .268
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .272
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .275
- LEVEL 6 - 286
THE YELLOW WALLPAPER 287
Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .288
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .291
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .293
THE SHEEP 306

Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .307
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .311
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .315
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LITTLE HELP WITH THE ICONS
1. Focus
Speaking Reading Vocab
Writing Listening Grammar
2. Organization
Frontal Pairwork Whole group
Individual Group work
3. Subjects
Geography P.E. Literature History Math Science
Ethics and
Biology Economics Philosophy Social Studies Drama
#
Introduction
Communication Music Arts & Crafts ICT

and Media
PART 1
4. Differentiation Appendix
Click on the paperclip to see

!!
an idea for differentiation
the needed worksheet.
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WELCOME TO BOOKR CLASS!
The future of teaching and learning is in our hands. BOOKR Class’s award-winning mobile
application and online Teacher’s Dashboard empower teachers to engage students in a variety
of learning activities. With hundreds of beautifully illustrated, animated books, fun and engaging
games, activity tips and much more, BOOKR class elevates the teaching and learning experience in
the classroom and beyond.
To get the most out of your trial we recommend downloading the BOOKR Class app and peruse the
entire collection of books, games, flashcards and karaoke.
The BOOKR Class app is coupled with an online Teacher’s Dashboard, including extra teaching
resources and a feature for tracking student activity. The Classroom app, for computers, is a very
effective tool for remote and classroom lessons.
Both platforms can be used on Mac or Windows computers, and the trial offers a unique opportunity
to test the complete package for 2 weeks with 5 students.
HOW TO GET STARTED

Open the App Store or Google Play Search and download BOOKR Class
1. 2.
application on a smartphone or tablet
Sign up with your email address and Choose ‘Start Trial’

3. 4.
create a password
START TRIAL
Now you have unlimited access to BOOKR Class on a smartphone or tablet.
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To access the other two pillars of BOOKR Class:
Download the Classroom app Log in to the Teacher’s Dashboard

5. 6.
bookrclass.com/download teacher.bookrclass.com
Teachers can use the same email address and password to log in to both platforms.
To learn more about the platforms visit our website for detailed tutorials.
WATCH TUTORIALS
‘WHY DO YOU NEED THE BOOKR CLASS APP?’
When the BOOKR class app is downloaded, teachers and language learners can use the digital
library content in all 6 levels.
With reading materials, various skill development tasks and flashcard sets, the library is ideal for
classrooms, and individual learning. Teachers can generate a student access code which enables
language learners to use the application for independent learning, whenever they like, at school, at
home or on the journey on smartphones or tablets.
‘WHY IS THE TEACHER’S DASHBOARD USEFUL FOR YOU?’
A good admin platform helps teachers track students, understand learning paths and optimise and
personalise content to improve achievement. Tools facilitate lesson preparation, not only giving
valuable insight, but also offering easy-to-use browsing.
Read more about the benefits of the Teacher’s Dashboard here:

https://bookrclass.com/blog/educational-technology-solutions/
‘WHAT CAN YOU USE THE BOOKR CLASSROOM APP FOR?’
If students start using the BOOKR Class app, you may like to use it in class, face-to-face, as well.
While the BOOKR Class app is designed for smartphones and tablets, the Classroom app is for
teachers’ computers and laptops enabling teachers to project books in the classroom or share the
screen online.
- I NT RODUCTION -
1. STORYTELLING IN CLASS
BOOKR Class is a language-learning application based on storytelling.

It is a collection of books for language learners which help them
learn, acquire and enjoy English as a second language. How is this all
possible with the help of stories?
According to Irma K. Ghosn (2002)1, there are Input Hypothesis, according to which language
four particularly good reasons to use stories learning is the most effective if learners are
and literature in education, especially in primary provided with an input that is slightly above their
schools: for their motivating and meaningful current language proficiency level. The solution
context, for their language use, for literacy and to this putative discrepancy is authentic graded
skills improvement and, last but not least, for their texts which are easier to read but still provide an
role in personal development. authentic reading experience for language learners.
1 Literature “provides a motivating, meaningful

context for language learning.”
“It seems fair to conclude that
Bettelheim (1986) also argues that acquisition
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well-written graded readers
becomes devalued if it doesn’t add to one’s can offer an authentic reading
life, i.e. if it’s irrelevant. On the other hand, if the experience for learners, which
information gained is useful, that is, the students will help prepare them for
can relate to it, then it increases their motivation reading unsimplified texts.”
to read and read more. (Claridge, 2005)3
2 Literature “presents natural language,

language at its finest, and can thus foster
vocabulary development.” “The advantages of using a
smaller, more accessible corpus
Irma K. Ghosn supports the idea of authentic do not seem to be outweighed
language while it is also important to take into by its limitations.” (Allan, 2008)4
consideration Krashen’s (1985) comprehensible
Introduction
PART 1
1 Ghosn, I. K. “Four Good Reasons to Use Literature in Primary School ELT.” ELT Journal, vol. 56, no. 2, 2002,
pp. 172–179.,doi:10.1093/elt/56.2.172.
2 Bettelheim, Bruno. The Uses of Enchantment: The Meaning and Importance of Fairy Tales. New York: Vintage Books, 1989. Print.
3 Claridge, Gillian. “Reading in a Foreign Language: Simplification in Graded Readers: Measuring the Authenticity of Graded Texts.”
www.Hawaii.Edu, Oct. 2005, www2.hawaii.edu/%7Ereadfl/rfl/October2005/claridge/claridge.html.
4 Allan, Rachel. “Can a Graded Reader Corpus Provide ‘Authentic’ Input?” OUP Academic, 12 Mar. 2008, academic.oup.com/eltj/
article/63/1/23/361532?login=true.
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3 Reading literature “can promote academic It is widely known that stories are able to convey
literacy and thinking skills and prepare children complex meanings in simple narratives and
for the English-medium instruction.” thus facilitate understanding with regard to
the human experience of life. Reading stories
Irma K. Ghosn not only lists skills such as expands our perception of the world, helps
“looking for main points and supporting details, situations to be interpreted as well as teaches
comparing and contrasting, looking for cause- us how to cope with difficulties and challenges.
effect relations” and “evaluating evidence,” but Stories also depict and cherish differences
also the ability to expand the generative themes, between people, ideas and cultures. They
thereby covering cognitive higher-order provide a journey to distant lands and into the
thinking skills that have been greatly valued lives of strange characters, a glimpse of their
by Benjamin Bloom (1966)5 and educators ever lives as well as a way of relating to their highs
since. and lows. These experiences improve brain
connectivity and comprehension, moreover
4 Reading literature “can [...] contribute to empower us to empathize with other people.
the emotional development of the child, and
foster positive interpersonal and intercultural As is summarized by Irma K. Ghosn, language
attitudes.” learners are therefore able to become “bridge
builders across cultures” given effective
The author refers to literature as a “change improvement of their skills and access to
agent” that enables the students’ personal socially beneficial themes. This conclusion
development and the improvement of emotional is greatly valued at BOOKR Kids and we are
intelligence, which are both crucial in every field working on BOOKR Class to be able to assist
of life. and contribute to the development of students,
the improvement of their skills as well as their
success and overall happiness during their
[...] academic intelligence offers learning processes.
virtually no preparation for the
turmoil — or opportunity — life’s
vicissitudes bring. Yet even though
a high IQ is no guarantee of
prosperity, prestige, or happiness
in life, our schools and our culture
fixate on academic abilities, ignoring
emotional intelligence, a set of traits
— some might call it character —
that also matters immensely for our
personal destiny. (Goleman, 2006)6
Introduction
PART 1
5 Bloom, Benjamin. Taxonomy of Educational Objectives. Handbook 1: Cognitive Domain. David McKay, 1966.
6 Goleman, Daniel. Emotional Intelligence. Amsterdam, Netherlands, Adfo Books, 2006.
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2. THE NEW GENERATION OF READERS
BOOKR Class is a reading-based edutainment tool designed to

engage children who are learning English. Therefore, at BOOKR Class,
our aim is to focus on the aforementioned benefits and follow them as
guidelines in the creation of our interactive digital library. To enable
learners to achieve the greatest degree of success and fulfillment,
the principles of digital interactive books are also taken into
consideration.
Our digital interactive books are created to Motion guides children’s visual attention to
encourage more and more learners to read and to a specific detail in the illustration, moreover,
expose them to quality inputs, both audio-visual may support the simultaneous processing of
and linguistic, for their personal, cognitive and verbal and visual information.
linguistic development. In order to facilitate
comprehension and enable stronger encoding, To make sure readers of all levels are able to
we rely heavily on Paivio’s dual coding theory grasp some of the meaning, engage their interest
(1991)7, according to which language is more and have fun, the illustration, narration, sound
easily understood if verbal and visual information effects and animation of the story have been
is present at the same time. A multimedia learning brought together with educational activities
principle claims that animated illustrations in digital and games at the end of each book. This high
books may provide children with help in terms of complexity of input facilitates comprehension
matching the illustration to the narration, thereby and provides sufficient scaffolding even for
concretizing the narration. learners who have difficulty understanding
English texts.
Introduction
PART 1
7 Clark, James M., and Allan Paivio. “Dual Coding Theory and Education.” Educational Psychology Review, vol. 3, no. 3, 1991, pp. 149–210.
Crossref, doi:10.1007/bf01320076.
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Meanwhile, we pay special attention to the number exposure time to literary pieces and the
of effects to make sure they are not overwhelming, English language itself. They develop
as is suggested in ‘Affordances and limitations of the linguistic awareness of students in a
electronic storybooks for young children’s emergent multifaceted way and have a positive effect on
literacy’ (2015)1. In an attempt to avoid cognitive their comprehension skills.
overload, animation and sound effects only occur
when they support the text, while the animation, In summary, the books on the BOOKR Class
narration and text highlighting are in close temporal app develop the performance of students in
contiguity without interruptions in processing. terms of linguistic awareness and reading
comprehension by improving vocabulary
According to research conducted in 2016 and articulate reading, understanding
(‘The effect of BOOKR Kids stories,’ With Art for meaning, formulating basic statements,
Education Research Group, University of Szeged), highlighting elements of narrative themes
involving a mix of 65 kindergarten and elementary as well as understanding implied messages.
school students, as well as another study in 2019 Furthermore, they also strengthen the digital
(Klebelsberg Center and BOOKR Kids, as part of the reading comprehension of students. During
EFOP 3.2.4 grant) with students from Years 2 and the research, reading interactive books yielded
6, our discreetly animated interactive books have better results than reading traditional printed
been proven to maintain attention for extended texts in the areas listed above.
periods of time, providing higher
3. BOOKR CLASS, THE FULL PACKAGE CLICK HERE

to download the app!
The BOOKR Class solution is made up of the digital interactive

library accessible on smartphones and tablets, the desktop app for
teachers with smart boards or projectors and last, but not least, the
Teacher’s Dashboard, which is the administrative platform for schools
to monitor students’ achievements and to adjust their reading to their
needs and interests.
400+ BOOKS 1 000 000

MINUTES SPENT READING IN A WEEK
1600+ 5
Introduction
MANY GAMES YEARS OF WORK
1000+ FLASHCARDS
50+ AWARDS
PART 1
500+ ADDITIONAL
ACTIVITY IDEAS 50 EMPLOYEES
1 Bus, Adriana G., et al. “Affordances and Limitations of Electronic Storybooks for Young Children’s Emergent Literacy.”
Developmental Review, vol. 35, 2015, pp. 79–97. Crossref, doi:10.1016/j.dr.2014.12.004.
The library application was designed first and The Library is divided into six proficiency levels
foremost for language learners to provide a which are adapted to specific age groups.
nice and safe environment with good quality, Each level is based on the interests and
appropriate input in an appealing format that preferences of the given age group as well as
is built on the traditional values of books, their needs as language learners.
adapted to the needs of the 21st century. Linguistic needs were established according to
The main aims are the improvement of language the linguistic proficiency levels of the Common
skills, literacy, reading comprehension and European Framework of Reference (CEFR)
foreign language acquisition in general. and Lexile® measures, but educational and
psychological aspects, and international teaching
best practices were also taken into account.
Recommended
BOOKR Lexile®
CEFR LEVEL & Recommended proficiency level
LEVEL ranges
AGE GROUP
The books for Levels 1, 2 and 3 are for

pre-A1
Level 1 BR50-340L children who are beginner language learners
3-8
and whose basic vocabulary, grammar and
skills need to be established and developed.
pre-A1
Level 2 220L-450L Books at Level 1 consist of very basic
6-10
items and structures in chunks as well as
short and simple sentences while Level 3
A1 presents short coherent texts and reading
Level 3 420L-600L comprehension development.
8-12
Level 4 is the elementary level where a wide

variety of books can be found with more
A2
Level 4 480L-700L language-focused games which require
10-14
more conscious use of competences and
skills from the language user.
Level 5 is an intermediate level for

independent language users who already
possess a basic knowledge of English and
B1 are eager to improve their vocabulary,
Level 5 520L-1040L
12-16 grammar and skills. At this level a great
emphasis is put on the everyday use of
English and on topics which are related to
culture, travel and mobility.
Introduction
Level 6 is for intermediate users of English

who are capable of understanding original
texts and their message, implicit content,
humour or even sarcasm. This level focuses
B2 mainly on the civilisation and culture of
Level 6 600L-1150L
14-16 English-speaking countries, especially the
PART 1
UK and USA.
A more detailed description can be found at
the beginning of each chapter.
A more detailed description can be found at the beginning of each chapter.
11
READ ABOUT
the usefulness of the TD!
When selecting and composing texts, we pay ‘Mother Holle’ to texts like ‘My First Book
special attention to creating a variety of books about the Universe’, ‘The Raptor Adventure’, ‘A
that cover a wide range of topics for each level, Waterdrop’, ‘Haunted House’ and ‘The ABC Zoo’.
while also considering the proficiency level of You’ll also find books about practical life-like
each target group. These various topics and situations like planning a trip or finding a job
genres showcase the diversity of the English and texts on civilization and different cultures.
language. This enables us to offer the relevant
context to vocabulary topics, chunks, different Each book includes games at the end of the story
registers and various grammar structures in which are suitable for the relevant age range
order to develop skills as well as teach readers and fun with a playful layout that encourages
about culture and other diverse subject matters. feedback to motivate learners. The games
include new vocabulary, grammar practice,
Our selection varies from classics to reading comprehension, spelling as well as
contemporary literature, from ‘Humpty listening tasks and brainteasers, e.g. memory
Dumpty’, ‘Three Little Kittens’, ‘The Shark Song’, games, labelling, sudoku and even colouring
‘Sherlock Holmes’, ‘The Ant and the Cricket’, activities for young children.
Besides the ad-free, easy-to-use library for tablets and smartphones,

BOOKR Class offers a desktop app for classroom use and a teacher’s
dashboard displaying real-time statistics.
The BOOKR Class Classroom app is the desktop unique personal access code for each student,
version of the application which was long it is possible to follow their activity in the app,
sought after by the community of BOOKR Class see how much time they spend on a book, how
teachers. It is a convenient alternative to share many titles they read and what their results are
the content on a wider screen or smartboard in the built-in activities. The teacher can also
in class for frontal instruction, whole group assign specific books for them to read - these
discussions or for checking among others. will appear on their “Recommended” shelf in
Another huge advantage of the desktop app is the BOOKR Class app. There is also a possibility
that it facilitates remote instruction and online to find more information about the books and
teaching and learning in general. search for the best choice by tags. Last but
not least, this is where various useful teaching
The Teacher’s Dashboard is a web-based resources are uploaded like lesson plans and
software for schools where the teacher can teacher guides.
list all their students, and thanks to the
Introduction
PART 1
GET A SNEAK PEEK

at our library!
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4. METHODOLOGY
BOOKR Class revolves around storytelling-based learning, as the

context helps students make sense of the language as well as the
content of the story itself. However, we follow many other guidelines
in order to provide the best supplementary tool for teachers.
One of our most important guides is the Common European Framework of Reference for
Languages, which describes the proficiency level of learners in detail, from absolute beginners
to advanced students. Given that it provides information about the relevant topics and skills,
the vocabulary as well as grammar needed at each level is defined. Since many ESL textbooks,
dictionaries, language exams and supplementary materials apply the CEFR, it is easy to match
the BOOKR Class application to them.
B2
B1
For students from
4 to 14 years old
2
A
6 levels aligned
with CEFR
A1
re-A1
p
beginner
Introduction
PART 1
The six BOOKR Class levels aligned with the CEFR levels
13
To achieve the goals of each proficiency level, The Activity Tips and lesson plans also include
for example, for children at the pre-A1 beginner a huge amount of tasks where students can
level to be able to greet each other and briefly practise speaking, thereby improving their
introduce themselves using short sentences, presentation and 21st century skills such as
BOOKR Class suggests various activities on creativity, humour, problem-solving and many
and beyond the app. We believe that students more.
are all different, namely their needs and
skills vary, and that we should provide them Another essential feature of stories and
with many different opportunities and ways to storytelling is how easily they can contribute to
improve. Therefore, the games at the end of incidental learning. The format and structure of
the activities as well as the projects, exercises stories are familiar to students as they are raised
and research suggestions might seem eclectic. on bedtime stories, adventurous videos and films
However, this is principled eclecticism, as all of as well as other entertaining inputs with a clear
the activities have a clear objective, are logically storyline. When they know it’s storytime, they
structured and follow our core principles: feel at ease and their affective filter lowers. This
providing quality inputs and opportunities results in students becoming more open towards
for enhancing linguistic, cognitive, social and the story, more likely to absorb information
personal skills through stories. and, in case of linguistic items and structures,
benefitting from incidental learning. By listening
The communicative approach is also to and reading the stories, students focus on the
omnipresent as the format of the books on content while internalizing the language.
the BOOKR Class app is based on narratives
and conversations as well as provides great
possibilities for language production with This acquisition is more likely
scaffolding. Relying on the illustrations while to occur by using the app than
giving a summary, acting out a roleplay or any other format (e.g. printed)
repeating the words of the narrator all support due to its complexity yet
students, help them gain confidence and lead limited amount of effects that
them towards independent language production. support the reading process,
The games also provide chances to use classical e.g. the narration, illustrations,
exercises of storytelling in class such as retelling animations and sound effects.
the story, using the given words or connecting
the main actions with linking words. However,
before the teacher incorporates these exercises, Besides this accidental acquisition, stories
students can play fun games and get ready for unconsciously improve the reading
upcoming speaking tasks. comprehension and literacy skills of their
readers. This is facilitated by offering graded
texts that match the proficiency level of students.
Therefore, the benefits of digital The complexity of a text can be measured by
books can be summarized the Lexile® measures which are able to place
Introduction
by stating that they are a students on a scale. This piece of information can
flexible tool for differentiation be crucial when choosing books for learners or
in improving receptive and assessing their reading skills.
productive skills as well as
facilitating language production In summary, BOOKR Class books are great
from language learners thanks examples of how to consciously learn from
PART 1
to the amount of scaffolding stories, on purpose or incidentally, while feeling

they provide. comfortable and enjoying the process.
14
5. TOP TIPS ON THE IMPLEMENTATION
OF BOOKR CLASS
THE BOOKR CLASS APP OR THE BOOKR
CLASS CLASSROOM APP CAN BE USED...
A) FOR DIFFERENTIATION …
1. as a huge book without narration. You can tell 5. by making three different plans for students,
a story at the perfect pace for your students a version for students below their expected
with your comments and explanations. level (A), one at their expected level (B) and
an advanced level (C) plan. Open the Activity
2. as a listening activity to check the global Tips as well as the Teacher’s Handbook and
comprehension of the students. Can they play combine the tasks: for option A, use small
the games designed to check their reading steps and simple activities; for option B,
comprehension based on the audio make them play the games and add various
recording alone? activities; and for option C, omit the smaller
steps and include a wide variety of activities,
3. as a listening activity. Combine the features project work or research. Have them pick
and have them listen to the beginning of the one of the three options and monitor their
text before changing the settings and turning progress. They can work on the same book
off the narration. Have them read the next on their own or in pairs at different levels.
part without narration and then turn on the Success is guaranteed.
narration and turn off the projector. Which is
the most challenging for them? 6. to engage higher achieving students. Once
they have finished with the exercise that was
4. as a remote teaching and learning tool by assigned to the whole class, encourage them
sharing your screen with your students. Stop to pick a book and read it with earphones on.
the narration every once in a while and ask
reading comprehension questions to make 7. to engage higher achieving students. Once
sure they are with you during the they have finished with the exercise that
reading process. everybody has been working on, give them
a set of flash cards.
Introduction
PART 1
15
B) TO IMPROVE 21ST CENTURY SKILLS …
8. as a picture book and to encourage your their answer is incorrect, it’s Student B’s
students to come up with an alternative turn. Student B asks Student A about the
scenario. Give other personality traits to the next word, question or item. Who gains
characters, change their aims and objectives, more points?
add information and let their imagination fly.
12. as a basis for an exhibition of still pictures.
9. as a listening activity without projecting Assign different pages to different groups
the visual aids. Make your students imagine of students and have them create a still
what the characters are like after listening to picture. From the position and posture the
the first few pages. Can they describe them? members of the group are in, can the other
How do they imagine the plot will unfold students guess which scene they are trying
based solely on the characters? to recreate?
10. as a remote teaching and learning tool by 13. to form habits. Project the teacher’s
playing the story and then asking students dashboard onto the board and check
to do the playful exercises at the end of together who read the most that week or
the book. Each student should answer one month. Who is the first on the leader board?
question, do one matching task or fill in one
gap. 14. as a role play to improve their emotional
intelligence. In books where there are
11. as a competition between the students. Pair several characters, you might want your
them up and make them work together on students to focus on one minor character
the games. Student A asks Student B about and make them retell the story from their
the first item. If the answer is correct, one perspective. Does it spark empathy?
point is awarded. If the student passes or
Introduction
PART 1
16
D) TO IMPROVE COMMUNICATIVE SKILLS …
18. for picture descriptions. Pick a page and as the chance to say the first word depicted
a warm-up, you could project the first one by the first flash card. If the correct word is
without narration or text highlighting then said, one point is awarded to Student A. If
have your students describe the image. not, no points are awarded. Student B turns
Where is it? Who are the characters? What over the second flash card. Who has a larger
is the relationship between them? Why are vocabulary?
they there? What are they thinking about?
22. to practise pronunciation by turning over
19. as the first step to practise role plays. Have a set of flash cards. The students work
them read the story themselves, first, only in pairs and test each other, card by card.
the few lines the characters say. Although Student A has the chance to say the word
they might not be able to memorize them, depicted by the first flash card. If the correct
they can always read their lines with the word is said and the score of Student A is
native narrator. over 90%, one point is awarded to him or
her. Student A has 3 more chances to reach
20. as a storytelling session. Just as with 90% before it is Student B’s turn. Whose
the storytelling dice, you can make your pronunciation is better?
students tell a fun story in pairs or small
groups while playing the memory game. 23. as an information gap activity by assigning
The repetition of the cards turns the stories different parts of the book to different
into hilarious adventures. students. Students read their part and try
to gain information on the other parts of the
21. to practise vocabulary by turning over a set book from their classmates.
of flash cards. Students work in pairs and
test each other, card by card. Student A has
Introduction
PART 1
17
C) TO IMPROVE HIGHER-ORDER THINKING SKILLS ...
15. to speculate and guess. Stop the book once 17. as a guessing game. Before tapping on
in a while to ask questions about what the words and listening to them in the
might happen next in the story. Have them vocabulary-building games, have the
speculate. What are their predictions? students guess the words. After listening
to the words, tell the students to repeat
16. as a picture book so that the students tell them. Who can imitate the narrator best?
the story by themselves. Summarizing the
plot might be challenging at first, but if they
can rely on the pictures and timed animation, ARE YOU LOOKING
they will be able to organize their thoughts FOR MORE?
Check out our resources!
and sentences more easily.
Introduction
PART 1
18
- LE V EL 1 -
BOOKS ON LEVEL 1 aim to familiarize young children with the basics of the English language and
some of its characteristic cultural elements. Research has shown that young learners can absorb
words and sentences more effectively if they get to sing them. That is why instrumental, or karaoke,
versions of songs are available as well, in order to engage learners with further practice.
THE GAMES at Level 1 were designed for young learners between the ages of 3 and 8. thus, the
concept of these activities is to encourage them to play in English and provide a context where they
can acquire basic elements of the language.
Many of the books include “picture book-like” pages to help the identification of words, labelling
and matching, simple listening activities to develop word recognition, and brain teasers for cognitive
development, such as the recognition and creation of patterns, puzzles and picture comparison
tasks. These games inevitably develop fine motor skills as children need to use their fingers to tap
on or draw items on the screen.
As the content of Level 1 was designed for those aged 3 to 8, not only the books but the related
games (instructions, feedback) are also read out loud by native speakers of English. Furthermore,
jingles and sounds contribute to a better understanding and a more enjoyable experience.
19
WIGGLING VEGGIES
UNIT OVERVIEW
• RUNTIME: 1 min FOCUS OF BUILT IN GAMES:

• WORD COUNT: 52 • Vocabulary: photo, plant, mug, carrots,
• AGE: 0-8 beans, plate, lettuce, clock, chair
• PROFICIENCY LEVEL: Level 1 / A1 / beginner • Vocabulary: pumpkin, tomato, carrot, lettuce,
• NARRATION: British English cucumber
• Grammar: plural of nouns
Carrots, spinach or beans? Let’s eat all the vegetables on our plate!
GRAMMAR STRUCTURES: NEEDED MATERIALS & EQUIPMENT:

present simple, plural, how many flashcards, mini-vegetable pictures, tablets,
TOPIC (VOCABULARY): projector, real vegetables, scarf, glue, paper
food, carrot, spinach, bean, broccoli, lettuce, plates, answer sheets, pictures for the evaluation
pepper, peas, tomato, radish, cucumber, cabbage,
potato, pumpkin, vegetables, Bon appetit!
LEVEL 1
LESSON 1
20
LESSON 1
At the farm Biology Music
WARM-UP
OLD MACDONALD HAD A FARM

#CREATIVITY #FOCUS
The teacher is waiting for the student in a straw hat. The students arrive at a farm setting.
There are some pictures of animals (Farm Animals printable flashcard set) and vegetables
(carrot, broccoli, lettuce, pepper, tomato, cucumber, cabbage, potato, pumpkin) on the walls
(Appendix). The teacher also plays animal noises. They talk about which animal’s sound they
hear. “What’s this?” It’s a hen.” Then, the teacher acts out the animals and the students copy
her. “Let’s walk like a chicken.”, “Let’s walk like a horse.” If there are volunteers, the students
can take over the instructions. The students welcome the animals on the farm by singing
“Old MacDonald Had a Farm”.
SESSION
VEGETABLE GARDEN
1.
#CREATIVITY #MEMORY
Let’s look around. How many vegetables can you see in my vegetable garden? The teacher and
the students walk around and count the vegetables in the classroom.
They walk around the classroom, they repeat the words (carrot, broccoli, lettuce, pepper,
tomato, cucumber, cabbage, potato, pumpkin) 2-3 times together (changing the volume to be
more exciting) and the teacher asks questions: Do you like broccoli? Do you like
carrots? Do you like lettuce? Do you like tomatoes? Try it! Have a bite, Let’s pull it out from the
ground. Let’s pick some tomatoes. The teacher encourages students to act these activities out.
LEVEL 1
LESSON 1
21
RUMOURS
2.
#COOPERATION
The students stand in two lines, forming two groups. The teacher whispers a word to the last
child of each line. The aim is to get the word to the children at the front by the groupmates
whispering it to each other one by one. When the word “arrives” at the front, the students standing
at the front say the word out loud.The fastest/most precise group wins.
MATCH - ACTIVITY 2 (PAGE 9)

3. #DIGITAL-SKILLS #COOPERATION
The students form pairs. They open the Wiggling Veggies book in the BOOKR Class app and
turn to page 9. Their task is to listen to the words and match them to the pictures.
The teacher encourages students to pronounce the vocabulary items while doing the exercise.
LABELLING - ACTIVITY 1 (PAGE 8)

4.
#MEMORY
The teacher projects the BOOKR Class Classroom app. The teacher elicits the word “kitchen”.
“What’s this?” “Kitchen.”
Before clicking on the pictures the teacher encourages the students to guess the words.
TASTE TEST
5. #MEMORY #COGNITIVE-SKILLS
The adventure continues in the “kitchen” setting. The students gather around the teacher’s
desk. There are real vegetables on it, there’s a plate, a knife, a fork, and a mug there too.
The teacher elicits the vocabulary by pointing at the realia. Then one volunteer sits down at
the table blindfolded and the teacher gives him/her a piece of a vegetable on a toothpick.
The student’s task is to guess. “Is it cucumber?” The rest of the group answers: “Yes, it is!”.
PICKING VEGETABLES
6. #ATTENTION #PATIENCE
Now that the students know that the vegetables are tasty and ripe, their task is to harvest
them all. The teacher has already hidden 10 (the number of students) cards of five vegetables
in the classroom. (cucumber, tomato, broccoli, pepper, carrot) - and a few extra cards as well,
just in case (Appendix). The students have 2 minutes to gather as many cards as they can.
When the 2 minutes are over, they go to the market.
22
AT THE MARKET
7.
#COGNITIVE-SKILLS #COOPERATION
Each student has to have 5 random vegetable cards in their hand. (Those students who have
extra cards put them on the teacher’s desk, those students who have less than five can pick as
many as they need.) The teacher puts the picture of the cucumber, tomato, broccoli, pepper and
carrot on the board. The students’ task is to gather one of each vegetable, by exchanging their
cards with each other. The students mingle and they ask as many of their peers as they can:
“Cucumber, please?”
“Here you are.” / “No, I’m sorry.”
“Thank you.”
Their aim is to have only one of each vegetable in their hands. To make this game more exciting,
you can ask your students not to show their cards to anyone.
PICTIONARY
8.
#FINE-MOTOR-SKILLS
The students glue the 5 pictures in their notebooks and copy the names of the
vegetables from the board.
DIFFERENTIATION:
Students on a higher language level can draw more vegetables and write the vegetables’
names in plural. For example: five tomatoes.
ADD-ON:
Students work in pairs and start drawing a vegetable in their exercise book.
After each line is drawn, they ask their partner what it is.
What is this?
Is it a pumpkin?
Yes, it is. You’re next. / No, it isn’t.
Their partner guesses and they continue this game until they find out the word.
Then they swap roles.
LEVEL 1
LESSON 1
23
WRAP-UP
DO YOU LIKE VEGETABLES?

#REFLECTION
The teacher designates a yes and a no corner in the classroom. The teacher asks questions
about vegetables (for example “Do you like carrots?”). Students decide whether they like it or
not by running into one of the corners.
DIFFERENTIATION:
After the students’ choice, they can ask what animal they are if they like or dislike a certain
vegetable to revise the names of farm animals. For example:
Jeremy, you like carrots. Are you a rabbit?
Yes, a rabbit!
Anne, I see you don’t like tomatoes. What animal are you?
I’m a sheep!
That’s a good one!
EVALUATION
The teacher projects three baskets onto the board: one is full of vegetables, the other is also
filled with vegetables, the third one has only a few vegetables in it (Appendix).
The students who feel confident and know every new word, stand in front of the first picture.
The students who did okay, but still need a bit of practise, stand in front of the second picture.
The students who need to have a lot of practise and feel that they were sleepy during the
lesson stand at the third picture. The teacher gives feedback to their self-evaluation.
LEVEL 1
LESSON 2
24
LESSON 2
Wiggling Veggies
(Survey) Math Biology P.E.
WARM-UP
WALKING, WALKING
#FOCUS
The teacher and the students sing and act out the ‘Walking, walking’ song.
Walking, walking, walking, walking,

Hop, hop, hop, hop, hop, hop, hop, hop.
Running, running, running, running, running, running,
Now let’s stop, now let’s stop.
SESSION
1. CHECKING THE VEGETABLE GARDEN
The teacher and the students look around the vegetable garden (the vegetable pictures
from the previous lesson on the walls) and they notice that there are four new vegetables in
the garden: spinach, radish, beans, peas. They walk to each of the four new vegetables singing
the ‘Walking, walking’ song. They repeat the vegetables’ names a few times and play with
the volume.
TRUE OR FALSE?
2. #COGNITIVE-SKILLS
The teacher shows vegetable flashcards (from the previous lesson) to the students,
while saying out loud a vegetable name. If the teacher shows the picture that she says,
LEVEL 1
the students jump, if the teacher lies, the students squat. For example when the teacher shows
the broccoli, but says cucumber, the students squat. In the end, the students receive a broccoli
picture from the teacher.
LESSON 2
25
WIGGLING VEGGIES
3. #ATTENTION
1. The teacher only plays the audio in the BOOKR Class Classroom app. When the students
hear “broccoli”, they raise their broccoli picture.
2. The teacher only plays the audio in the BOOKR Class Classroom app. They count how many
times they hear “broccoli”.
3. The students read the book in the BOOKR Class Classroom app. They say “I want to eat my
broccoli!” along with the audio.
Do the children like broccoli? Yes, they do!
ACTIVITY GAME
One student comes to the front and picks a vegetable which he/she likes. This one will be
the favourite. The student doesn’t show the picture to anyone. The rest of the group’s task
is to guess.
“Do you like carrots?” “No, I don’t.” / “Yes, but it’s not my favourite.” / “Yes, I do! It’s my favourite!”.
When the students find out the volunteer’s favourite, another student comes to the front.
SURVEY
5.
#COOPERATION
The teacher forms pairs. Each pair gets a vegetable to ask about. The teacher gives the
answer sheets (Appendix) to the pairs (each pair’s answer sheet has a different vegetable on it).
The students mingle and ask everyone: “Do you like broccoli?”. The students answer with
“Yes, I do.” or “No, I don’t.”. The students mark the answer with a tick or an x on the answer
sheet next to the student’s name. The teacher demonstrates the task.
Answer sheet example:
NAME YES, I DO. NO, I DON’T.
26
CHART
6.
#HIGHER-ORDER-THINKING-SKILLS
After the activity, the teacher projects a big chart (Appendix) where the teacher and the
students summarize the answers. The students say “5 students like broccoli.” “4 students don’t
like broccoli.”
The teacher and the students fill out the chart together.
😊 😖 😊 😖 😊 😖 😊 😖 😊 😖 😊 😖
TRUE OR FALSE CORNERS

The teacher says statements based on the chart, the students decide whether they are
true or false by running into the designated corner. Example sentences: “5 students like carrots”.
“2 learners like tomatoes”. etc.
WRAP-UP
4 CORNERS GAME
#FOCUS
The teacher designates a carrot, a tomato, a lettuce and a broccoli corner in the classroom.
One student stands in the middle blindfolded and counts to ten. While counting, the rest of
the group goes to one of the corners. When the counting is over, the student in the middle says
one of the four vocabulary items, for example “lettuce”. Those students who are standing at the
“lettuce” corner are out of the game. The game lasts until there are only a few players left.
EVALUATION
LEVEL 1
There are three pictures projected from the app. One with the grumpiest kid, one with an okay
face and one happy kid with broccoli. The students put their broccoli under one of the pictures.
The picture with the grumpy kid means that the student had difficulties in understanding or for
LESSON 3
example was sleepy during the lesson, the second means he is okay, they did good, and the third
means that they did an excellent job. The teacher encourages those students who need it.
27
LESSON 3
My Vegetable Garden
Math Arts & crafts
WARM-UP
SALAD GAME
#ATTENTION
The teacher forms a circle of chairs that is one fewer than the number of players. The students
are divided into three groups: tomato, broccoli, and carrot. There is one student standing in the
middle of the circle. If she calls “tomato”, everyone who is “tomato” must get up quickly and
change places. The other players remain seated. The learner who is standing in the middle tries
to sit down when the other learners swap positions. The person in the middle can also
call “salad” and everyone who is seated has to change spots.
SESSION
WIGGLING VEGGIES LISTENING

1. #COGNITIVE-SKILLS #COOPERATION
The students get a set of vegetable cards (carrot, spinach, beans, broccoli, lettuce, pepper,
peas, tomato, radish, cucumber, cabbage, potato, pumpkin, spinach, radish, peas, beans) and
a sheet of paper with 5 plates on it (Appendix). They only listen to the audio in the BOOKR
Class Classroom app. The students’ task is to put the vegetables onto the correct plate (one
plate / page in the BOOKR Class app). The teacher plays the audio of each page twice and
stops between the pages so each student has got enough time to choose and put the correct
vegetables on the plates.
Then, the students and the teacher listen to the book one more time in the BOOKR Class
Classroom app, now with the screen turned on. The students check themselves based on
the screen. They can say the chant along with the audio if they remember the words.
DIFFERENTIATION:
The students listen to only the first 2 slides and organise the vegetables onto only 2 plates
(one plate / page in the BOOKR Class app).
28
ONE OR MORE? - ACTIVITY 3 (PAGE 10)
2.
#COOPERATION #COGNITIVE-SKILLS
“Let’s see what I have on my plates!” The teacher asks the students to work in pairs.
Their task is to have a little conversation before grouping the plates. And they repeat the words
when they hear them too. The teacher demonstrates the task in the BOOKR Class Classroom app.
Example conversation:
“How many?”
“Two.”
ONE OR MORE? I
3. #DECISION-MAKING-SKILLS
The teacher designates a “one” and a “more” corner in the classroom. In the first round the
teacher shows the students pictures with only one vegetable, and then more vegetables on it
and says the words (or short sentences: “There is a carrot./There are carrots.” ) out loud as well.
When there’s only one vegetable in the picture (Appendix) they run to the “one” corner, when
there’s “more” they run to the “more” corner.
4. ONE OR MORE? II
When the students are confident with the previous task, the teacher hides the pictures, and
says the name (or short sentences “There is a carrot./There are carrots.”) of the vegetables out loud.
The students’ task is to notice if the word is in plural or not.
MY VEGETABLE GARDEN
5. #FINE-MOTOR-SKILLS
Now the students can have even MORE vegetables. The students receive a vegetable garden
template sheet (Appendix). Their task is to choose which vegetables they’d like to plant, and
how many pieces of vegetables they want on the plants. They can draw and colour too.
Some help might be necessary for the students to learn what the plants themselves look like.
DIFFERENTIATION:
There’s space to label the vegetables on the template sheet. The students can decide
whether they label by drawing or writing the name of the vegetables.
29
INTRODUCING THE VEGETABLE GARDEN
6. #COOPERATION
The teacher asks the students to form pairs. Their task is to have a little conversation about each
other’s garden using “how many” and the plural form of the words.
One student asks “How many cucumbers?” The other one answers based on his/her own
drawing: “Five cucumbers.”
When they finish talking about each of the vegetables in the first student’s garden, they switch.
Then, the teacher asks the pairs: “How many pumpkins?” And the pairs’ task is to add up how
many pumpkins they have altogether.
DIFFERENTIATION:
If a student is not confident enough when saying the plural form of the words,
he/she can point at their partner’s picture and ask “How many?”.
WRAP-UP
IN THE RESTAURANT
#EMPATHY #PATIENCE
Now that they have a lot of vegetables in the garden, they can open a salad bar!
The teacher divides the class into two groups. One group is the servers, one is the guests.
Each guest has got a server. The teacher designates the kitchen where they bring all of the
vegetable flashcards from the pairwork. Each guest has got a paper plate in front of them too.
They can ask for anything they want from their servers, but they have to be polite.
Then, the server goes to the kitchen, chooses the correct vegetables and puts them on the
guest’s plate. After a few rounds they switch roles.
“2 cucumbers and 2 carrots, please.”
“Here you are / Bon appetit!”
DIFFERENTIATION:
The teacher might add other items to the ‘menu’ besides vegetables for the salads, such as:
water, lemonade, coke, dressing, bread, carrot cake, pumpkin muffin, etc.
EVALUATION
There are three vegetable pictures on the board to choose from (Appendix). The vegetables
have different faces. The teacher shares the explanations in the students’ mother tongue.
The students’ task is to choose a vegetable and stand in front of it. Their task is to explain why
they chose that vegetable.
30
CONDENSED 3 IN 1 LESSON
Math Music Biology
WARM-UP
OLD MACDONALD HAD A FARM

#CREATIVITY #FOCUS
The teacher is waiting for the student in a straw hat. The students arrive at a farm setting.
There are some pictures of animals (Farm Animals printable flashcard set) and vegetables
(carrot, broccoli, lettuce, pepper, tomato, cucumber, cabbage, potato, pumpkin) on the walls
(Appendix). The teacher also plays animal noises. They talk about which animal’s sound they
hear. “What’s this?” It’s a hen.” Then, the teacher acts out the animals and the students copy
her. “Let’s walk like a chicken.”, “Let’s walk like a horse.” If there are volunteers, the students
can take over the instructions. The students welcome the animals on the farm by singing
“Old MacDonald Had a Farm”.
SESSION
VEGETABLE GARDEN
1. #CREATIVITY #MEMORY
Let’s look around. How many vegetables can you see in my vegetable garden? The teacher and
the students walk around and count the vegetables in the classroom.
They walk around the classroom, they repeat the words (carrot, broccoli, lettuce, pepper,
tomato, cucumber, cabbage, potato, pumpkin) 2-3 times together (changing the volume to be
more exciting) and the teacher asks questions: Do you like broccoli? Do you likecarrots? Do you
like lettuce? Do you like tomatoes? Try it! Have a bite, Let’s pull it out from the ground. Let’s pick
some tomatoes. The teacher encourages students to act these activities out.
LEVEL 1
CONDENSED
31
RUMOURS
2. #COOPERATION
The students stand in two lines, forming two groups. The teacher whispers a word to the
last child of each line. The aim is to get the word to the children at the front by the groupmates
whispering it to each other one by one. When the word “arrives” at the front, the students
standing at the front say the word out loud.The fastest/most precise group wins.
MATCH - ACTIVITY 2 (PAGE 9)

3. #DIGITAL-SKILLS #COOPERATION
The students form pairs. They open the Wiggling Veggies book in the BOOKR Class app and
turn to page 9. Their task is to listen to the words and match them to the pictures.
The teacher encourages students to pronounce the vocabulary items while doing the exercise.
WIGGLING VEGGIES
4. #ATTENTION
1. The teacher only plays the audio in the BOOKR Class Classroom app. When the students
hear “broccoli”, they raise their broccoli picture.
2. The teacher only plays the audio in the BOOKR Class Classroom app. They count how many
times they hear “broccoli”.
3. The students read the book in the BOOKR Class Classroom app. They say “I want to eat my
broccoli!” along with the audio.
Do the children like broccoli? Yes, they do!
ONE OR MORE? ACTIVITY 3 (PAGE 10)

5. #COOPERATION #COGNITIVE-SKILLS
“Let’s see what I have on my plates!” The teacher asks the students to work in pairs. Their task
is to have a little conversation before grouping the plates. And they repeat the words when they
hear them too. The teacher demonstrates the task in the BOOKR Class Classroom app.
“How many?”
“Two.”
ONE OR MORE?
6. #DECISION-MAKING-SKILLS
The teacher designates a “one” and a “more” corner in the classroom. In the first round the
teacher shows the students pictures with only one vegetable, and then more vegetables on it
and says the words (or short sentences: “There is a carrot./There are carrots.”) out loud as well.
When there’s only one vegetable in the picture (Appendix) they run to the “one” corner, when
there’s “more” they run to the “more” corner.
32
7. ONE OR MORE? II
When the students are confident with the previous task, the teacher hides the pictures,
and says the name (or short sentences “There is a carrot./There are carrots.”) of the vegetables
out loud. The students’ task is to notice if the word is in plural or not.
WRAP-UP
IN THE RESTAURANT
#EMPATHY #PATIENCE
Now that they have a lot of vegetables in the garden, they can open a salad bar!
The teacher divides the class into two groups. One group is the servers, one is the guests.
Each guest has got a server. The teacher designates the kitchen where they bring all of the
vegetable flashcards from the pairwork. Each guest has got a paper plate in front of them too.
They can ask for anything they want from their servers, but they have to be polite.
Then, the server goes to the kitchen, chooses the correct vegetables and puts them on the
guest’s plate. After a few rounds they switch roles.
“2 cucumbers and 2 carrots, please.”
“Here you are / Bon appetit!”
DIFFERENTIATION:
The teacher might add other items to the ‘menu’ besides vegetables for the salads, such as:
water, lemonade, coke, dressing, bread, carrot cake, pumpkin muffin, etc.
HOMEWORK
MY VEGETABLE GARDEN
#FINE-MOTOR-SKILLS
Now the students can have even MORE vegetables. The students receive a vegetable garden
template sheet (Appendix). Their task is to choose which vegetables they’d like to plant, and
how many pieces of vegetables they want on the plants. They can draw and colour too.
Some help might be necessary for the students to learn what the plants themselves look like.
DIFFERENTIATION:
There’s space to label the vegetables on the template sheet. The students can decide
whether they label by drawing or writing the name of the vegetables.
33
EVALUATION
There are three pictures projected from the app. One with the grumpiest kid, one with an okay
face and one happy kid with broccoli. The students put their broccoli under one of the pictures.
The picture with the grumpy kid means that the student had difficulties in understanding or for
example was sleepy during the lesson, the second means he is okay, they did good, and the
third means that they did an excellent job. The teacher encourages those students who need it.
LEVEL 1
CONDENSED
34
1. VEGETABLES FLASHCARD SET LESSON 1 Warm-up
DOWNLOAD
the worksheets here!
LEVEL 1
APPENDIX
35
LEVEL 1
APPENDIX
36
LEVEL 1
APPENDIX
37
LEVEL 1
APPENDIX
38
2. PICKING VEGETABLES LESSON 1 Task 6.
LEVEL 1
APPENDIX
39
3. VEGETABLE BASKETS FOR SELF-EVALUATION LESSON 1 Evaluation
LEVEL 1
APPENDIX
40
LEVEL 1
APPENDIX
41
LEVEL 1
APPENDIX
42
4. SURVEY: ANSWER SHEETS LESSON 2 Task 5.
NAME YES, I DO. NO, I DON’T. NAME YES, I DO. NO, I DON’T.
LEVEL 1
APPENDIX
43
4. SURVEY: ANSWER SHEETS LESSON 2 Task 5.
LEVEL 1
APPENDIX
44
5. SURVEY: EVALUATION CHART LESSON 2 Task 6.
😖
😊
😖
😊
😖
😊
😖
😊
😖
😊
😖
LEVEL 1
😊
APPENDIX
45
6. WIGGLING VEGGIES LISTENING LESSON 3 Task 1.
LEVEL 1
APPENDIX
46
6. WIGGLING VEGGIES LISTENING LESSON 3 Task 1.
LEVEL 1
APPENDIX
47
7. ONE OR MORE? LESSON 3 Task 3.
LEVEL 1
APPENDIX
48
7. ONE OR MORE? LESSON 3 Task 3.
LEVEL 1
APPENDIX
49
8. MY VEGETABLE GARDEN LESSON 3 Task 5.
LEVEL 1
APPENDIX
50
9. VEGGIE FACES LESSON 3 Evaluation
LEVEL 1
APPENDIX
51
GETTING READY
UNIT OVERVIEW

• WORD COUNT: 68 • Vocabulary (sunglasses, trousers, sweater,
• AGE: 6-10 T-shirt, socks, skirt)
• PROFICIENCY LEVEL: Level 1 / A1 / beginner • Reading comprehension (grouping pieces

of clothing: sweater, sunglasses, shoes,
• NARRATION: British English
trousers, skirt, hat)
• Listening quiz (sentences starting with
I’m wearing)
• Brain teaser, puzzle
Jamie needs to wear warm clothes if he wants to go outside, but what about Mr. Teddy?
He shouldn’t catch a cold either.
GRAMMAR STRUCTURES: TOPIC (VOCABULARY):

present simple, imperative people, to get ready, clothing, get dressed,
put on, clothes, socks, sweater, hat, skirt,
fashion, weather
NEEDED MATERIALS & EQUIPMENT:
coloured pencils, glue, scissors, clothes,
basket, a teddy bear and his or her clothes,
fly swatter, newspaper
LEVEL 1
LESSON 1
52
LESSON 1
Clothes
Music Arts & crafts
WARM-UP
SING A RAINBOW
#FOCUS #CREATIVITY #CONFIDENCE
The teacher shows a picture of a rainbow to the students. The teacher elicits the names
of its colours. Then, the teacher introduces the ‘Sing a rainbow’ song.
First, the students hum the tune, then they sing it together with the teacher.
Red and yellow and pink and green,

Purple and orange and blue.
I can sing a rainbow, sing a rainbow,
Sing a rainbow too.
DIFFERENTIATION:
While singing, the students hold up a coloring pencil of the same color.
SESSION
WHAT ARE YOU WEARING?

1.
#FOCUS #CONFIDENCE
The teacher says sentences out loud and the students follow his or her instructions.
• If you are wearing green, turn around.

• If you are wearing yellow, jump up high.
• If you are wearing pink, tap your head.
• If you are wearing purple, stamp your feet.
LEVEL 1
• If you are wearing blue, run fast.

• If you are wearing red, walk.
• If you are wearing orange, touch the ground.
LESSON 1
DIFFERENTIATION:
The teacher encourages the students to use their own ideas and the other students follow their
classmates’ instructions.
53
TAP AND LISTEN - ACTIVITY 1 (PAGE 18)
2. #MEMORY
Using the BOOKR Class app, the students tap and listen to the words before repeating them.
Vocabulary items: sunglasses, trousers, sweater, T-shirt, socks, skirt
DIFFERENTIATION:
The teacher encourages the students to guess the words before tapping them.
Do they know these vocabulary items? Can they collect more items?
e.g. shoes, hat, cap, coat, jeans
PRACTISING NEW VOCABULARY ITEMS

3. #FOCUS
The teacher puts eight flashcards (Appendix) of the new vocabulary items on the board
(sunglasses, trousers, sweater, T-shirt, socks, skirt, hat, pants). The teacher encourages the
students to describe these pictures (e.g. What colour is it? Is it big? Is it small?).
The students answer the questions. Then, the teacher points to a picture and elicits its name
from the students before repeating the words and playing with the volume.
The teacher asks the students to repeat the task in pairs.
DIFFERENTIATION:
Students can point to their own items of clothing and name them,
e.g. a black T-shirt, yellow shoes, etc.
FLY-SWATTER GAME
4. #FOCUS #COMPETITIVE-SKILLS
There are eight pictures on the board from the previous activity (sunglasses, trousers, sweater,
T-shirt, socks, skirt, hat, pants). The teacher divides the class into two groups.
One member from both groups stands at the front holding a fly swatter. The teacher calls out
a new vocabulary item (e.g. hat) and both groups’ task is to slap the correct picture as quickly
as possible. The student from the group who slaps it first gains a point for their team.
Then, the fly swatter is passed to the next member of the group so that everyone has a chance
to challenge themselves.
LEVEL 1
DIFFERENTIATION:
There are 8 pairs of picture cards on the board; a big and a small version
of each item of clothing.
LESSON 1
54
WASHING LINE
5.
#MEMORY
The teacher holds a big basket containing the eight items of clothing in different colours
(e.g. a red T-shirt and a green T-shirt), so that each student has an item. Each student picks
one item of clothing from the basket. The students’ task is to name the items and put them on
the washing line.
DIFFERENTIATION:
They can name the items using their size and colour (e.g. a red hat or a small, red hat).
WHAT ARE YOU WEARING?

6.
#PRESENTATION-SKILLS #FOCUS
The teacher asks the students what he/she is wearing and elicits the names of his/her items
of clothing. The teacher demonstrates the task using the ‘I’m wearing a…’ structure before
dividing the class into pairs and asking the students to describe the items of clothing they
are wearing to their partner.
‘What are you wearing?’
‘I’m wearing a red T-shirt. I’m wearing blue trousers...’
7. CREATING AN OUTFIT
#FINE-MOTOR-SKILLS #MEMORY #DECISION-MAKING #CREATIVITY
It’s time for the students to create their own fashion collection!
The teacher gives out a handout (Appendix) to the students with different items of clothing
on a doll (a T-shirt, a skirt, a sweater, a hat, trousers, shoes, pants).
The students’ task is to design their own fashion collection by colouring in the pictures.
FASHION COLLECTION
8.
#CREATIVITY #EMPATHY
The teacher divides the students into two smaller groups. The members of the first group
are the fashion designers and those of the second group are the judges. In the first round,
the fashion designers stay seated and the judges walk around asking about the fashion
LEVEL 1
designers’ collections.
‘What are you wearing?’

‘I’m wearing a red T-shirt.’
LESSON 1
‘Good job!’
55
The teacher encourages the students to praise each other’s work. After a few minutes, the two
teams switch roles.
DIFFERENTIATION:
Depending on the students’ language level, they can use different structures
to describe their fashion collections.
WRAP-UP
PLEASE MR. CROCODILE

#FOCUS #COMPETITIVE-SKILLS #COOPERATION
In this game, one learner is Mr. Crocodile who stands on one side of the room. The rest of the
group stands on the other side. All of the members (except for ‘Mr. Crocodile’) stand side by side
on one side of the room, facing the other side. The players chant, “Please Mr. Crocodile, may we
cross the river? If not, why not? What’s your favourite colour?” Mr. Crocodile calls out the name
of one colour and any of the members wearing that colour are safe to cross past Mr. Crocodile
to the other side of the room. For example, if Mr. Crocodile calls out, “Green!” anyone wearing
green is safe to cross. Once the safe members have crossed to the other side of the room,
the members not wearing the selected colour must try to run across to the other side without
being caught by Mr. Crocodile. The member that is caught becomes the next Mr. Crocodile and
the game starts again.
EVALUATION OF THE LESSON
The teacher draws three T-shirts on the board: a small one, a medium-sized one and a large
one. Each student writes his/her name on the suitably sized T-shirt. The small one means I am
not interested in clothes or the lesson was boring, I need more help. The medium-sized one is
for those students who did well, but need to practise. Those who write their name on the large
T-shirt, if their work was excellent, can describe their own clothing as well as name the items of
clothing they are wearing and their colours.
LEVEL 1
LESSON 1
56
LESSON 2
Getting Ready
( reading and listening) ICT Music Arts & crafts Literature
WARM-UP
TEDDY BEAR, TEDDY BEAR, TURN AROUND

#FOCUS
The teacher brings a teddy bear into the classroom and introduces his or her friend.
Then, the teacher and the students sing the Teddy Bear song and the students copy
the teacher’s actions.
Teddy bear, teddy bear, turn around.

Teddy bear, teddy bear, touch the ground.
Teddy bear, teddy bear, jump up high.
Teddy bear, teddy bear, touch the sky.
Teddy bear, teddy bear, wear your shoes.
Teddy bear, teddy bear, off to school.
SESSION
WHAT IS BEHIND MY BACK?

1. #MEMORY #PERCEPTUAL-SKILLS
The teacher puts the flashcards from the previous lesson on the board in different colours.
The teacher asks the students to close their eyes while he or she removes a card from the board
before asking, ‘What is behind my back?’ The pupils try to guess what the colour and name of
the item of clothing that has been removed is.
ACTIVITY
2. #MEMORY #FOCUS
LEVEL 1
The teacher demonstrates the task. He/she picks a flashcard from a hat and acts out how he/she
would put on that item of clothing. Then asks, ‘What am I wearing?’ The students answer the
question before the teacher invites a volunteer to come up to the front and continue the activity.
LESSON 2
The teacher asks the class, ‘What is he/she wearing?’ The teacher encourages the students to
answer using full sentences (‘He/She is wearing trousers. He/She is wearing a T-shirt.’)
57
DRESS UP THE TEDDY BEAR
3.
#FOCUS
The teacher puts a picture of a naked teddy bear as well as pictures of different items
of clothing on the board (Appendix). The teacher then describes the weather: ‘Today it’s sunny.’
The students’ task is to dress up the teddy bear appropriately given the weather conditions.
The teacher and the students discuss their answers to the question:
‘What is the teddy bear wearing?’
GETTING READY
4.
#FOCUS
The teacher plays Getting Ready on the BOOKR Class Classroom app.
1. While the students listen to the story, they clap when they hear an item of clothing.
2. The students listen to the story again whilst reading the text too.
The teacher asks some questions after the students have listened to the story twice.
• What is the name of the boy? His name is Jamie.
• Has he got a dog? No, he hasn’t.
• What has he got? He has got a teddy bear.
• What is his name? His name is Mr. Teddy.
• What is the weather like in the story? It’s cold.
• Who is the woman? She is Jamie’s mother.
DIFFERENTIATION:
Depending on the learners’ language level, they can answer using different structures.
5. MR. TEDDY’S OR JAMIE’S? - ACTIVITY 2 (PAGE 19)

#DIGITAL-SKILLS
The students work in pairs. They tap and listen to the names of the items of clothing and make
sentences before grouping them. (Jamie is wearing a sweater. / Mr. Teddy is wearing a skirt.)
Checking: Then the teacher uses the BOOKR Class Classroom app to project this task.
The students say the sentences out loud.
ACTING
6. #PRESENTATION-SKILLS #CONFIDENCE
LEVEL 1
The teacher brings items of clothing that are mentioned in the book into the classroom.
One volunteer comes up to the front. The teacher says imperative sentences using “put” and the
volunteer dresses up according to the teacher’s instructions. Meanwhile, the rest of the class
acts out the instructions as well.
LESSON 2
Then, the activity continues in pairs - one student says the instructions, while the other one acts
them out. Students can use the pictures on the BOOKR Class app if they need visual help.
58
DIFFERENTIATION:
The teacher encourages the students to use different structures to narrate the pictures.
DRESS UP MR TEDDY
7.
#COLLABORATING #FOCUS #CREATIVITY
The students work in pairs. Each student receives a picture of a teddy bear and items of clothing:
a T-shirt, a skirt, a sweater, a hat, a pair of trousers, a pair of shoes, pants (see the Appendix).
The students cut out the items of clothing. First, the students design the outfit of each other’s
Mr. Teddy using imperative sentences. They can pick whichever items of clothing they want.
One student says the instructions (e.g. “Mr. Teddy, put on your T-shirt, please.”), while the other
one dresses Mr Teddy up. Then the pair switch roles. They can also name their teddy bears.
INTRODUCING MR. TEDDY

8.
#EMPATHY #PRESENTATION-SKILLS
The students mingle while holding the picture of their dressed Mr. Teddy. Their task is to ask as
many of their peers as possible what their Mr. Teddy is wearing. Their pictures can be displayed
in the classroom.
‘What is he wearing?’
‘He is wearing a skirt, a hat, etc.’
WRAP-UP
CIRCLE TIME
#FOCUS #CONFIDENCE
The teacher asks the students to form a circle out of chairs. One student stands in the middle of
the circle. Everybody chooses the name of an item of clothing and memorizes it as well as the
names of the others’ items. One student calls out a “name of an item of clothing” and the student
in the centre of the circle tries to swat the head of the student whose item of clothing has been
called out with a newspaper. The student whose item of clothing was called out tries to call out
LEVEL 1
the name of another item. He or she can’t call out the name of the item of clothing belonging to
the student standing at the centre of the circle nor of his or her own item, otherwise he or she
must change places with the student in the middle of the circle.
LESSON 2
59
EVALUATION
The teacher places 3 pictures of teddy bears at three different points in the classroom (Appendix).
One bear is naked, another is partially clothed and the third is fully dressed. The students’ task
is to stand in front of the picture that best represents how they feel. The first picture means that
they feel confident and know everything, the second that they are feeling okay and did well,
while the third Teddy is appropriately dressed for cold weather so the student feels dissatisfied
with his/her work.
LESSON 3
What are you wearing?
ICT Music Arts & crafts Literature
WARM-UP
WHAT’S MISSING?
#MEMORY #PERCEPTUAL-SKILLS
The teacher puts flashcards and word cards of the previous vocabulary items on the board.
The students say the words out loud as the teacher points to them. After some time, the teacher
asks the students to close their eyes, while he/she removes an item from the board.
Then the students open their eyes and try to work out what’s missing. They continue to play the
game until there are only two words left on the board.
SESSION
BINGO
1. #FOCUS #MEMORY
The teacher gives out a bingo card to each student (Appendix). There are six teddy bears on the
cards and these bears are wearing different items of clothing. The teacher calls out different
sentences about the pictures, e.g. ‘Mr. Teddy is wearing a sweater and a hat.’ When the pupils
hear one of their teddy bear’s described, they cross out that picture. The first pupil to cross out
all of their pictures calls out ‘Bingo!’ He or she is the winner!
60
WHAT ARE THEY WEARING? - ACTIVITY 3 (PAGE 20)
2.
#DIGITAL-SKILLS #MEMORY
Students tap on the icon and listen to a sentence before choosing the right picture.
MEMORY GAME
3.
#MEMORY #FOCUS #COLLABORATION
The teacher asks a confident student to leave the room or puts a big blanket over them before
asking the rest of the class what the missing or covered student is wearing. The students’ task is
to remember the items of clothing that the student is wearing. After everyone has guessed,
the teacher calls the student back into the classroom or takes off the blanket covering them.
The teacher then asks the question again before checking whether the pupils were right or not.
The game can be played two or three times.
WHAT IS HE OR SHE WEARING?

4.
#CONFIDENCE #PRESENTATION-SKILLS
After demonstrating the task, the teacher divides the class into groups of three. The students’
task is to describe the items of clothing each other is wearing.
‘What is he/she wearing?’
‘He/She is wearing a red T-shirt, green socks, etc.’
DIFFERENTIATION:
The students write sentences about their partners.
The teacher collects their work before reading out loud the sentences.
The rest of the class guesses who is being described.
PICTURE DICTATION
5. #HUMOUR #PRESENTATION-SKILLS #CREATIVITY #FINE-MOTOR-SKILLS
The teacher divides the class into pairs. The teacher gives out a worksheet to the students
containing two different silhouettes (Appendix). The teacher asks the students to draw
different items of clothing on the first silhouette. When the students have finished, they can
do a picture dictation in pairs. The students describe their silhouettes while their partners
draw and colour in the other silhouette based on the description given before comparing the
drawn version with the original.
DIFFERENTIATION:
Depending on the students’ language level, they can use more difficult structures
or more words. They can also write captions under the pictures.
61
FASHION SHOW
6.
#PROBLEM-SOLVING-SKILLS #CREATIVITY #PRESENTATION-SKILLS
#COLLABORATION
The teacher collects all the items of dressing-up clothing the students have brought in.
The teacher divides the class into small groups and redistributes the items of clothing so
that each group has a variety of items. The teacher tells the groups to organize a fashion show.
The extrovert students can model the clothes while others commentate by saying,
‘He/She is wearing…’
WRAP-UP
WHAT ARE YOU WEARING? GAME AND SONG

#FOCUS #CONFIDENCE
The teacher and the students sing the song together while mingling. Once they have finished
singing the song, the teacher calls out a colour, e.g. red. The students point to any ‘red’ items of
clothing that they are wearing and if they aren’t wearing any ‘red’ items, they squat down.
What are you wearing? What are you wearing?

What are you wearing today?
What are you wearing? What are you wearing?
What are you wearing today?
RED!
EVALUATION
The teacher gives out a handout to the students with a jumper on it. The students’ task is to
draw an emoticon on the sweater based on how they felt during the lesson. A happy face means
they felt fine. A tired face means they were tired so couldn’t concentrate during the lesson.
A bored face means the lesson was boring. The teacher asks the students to hold up their
handouts and encourages those students in need of reassurance based on their self-evaluation.
LEVEL 1
LESSON 3
62
Music Arts & crafts Literature ICT
WARM-UP
SING A RAINBOW
#FOCUS #CREATIVITY #CONFIDENCE
The teacher shows a picture of a rainbow to the students. The teacher elicits the names of its
colours. Then, the teacher introduces the ‘Sing a rainbow’ song. First, the students hum the tune,
then they sing it together with the teacher.
Red and yellow and pink and green,

Purple and orange and blue.
I can sing a rainbow, sing a rainbow,
Sing a rainbow too.
DIFFERENTIATION:
While singing, the students hold up a coloring pencil of the same color.
SESSION
TAP AND LISTEN - ACTIVITY 1 (PAGE 18)

1. #MEMORY
Using the BOOKR Class app, the students tap and listen to the words before repeating them.
Vocabulary items: sunglasses, trousers, sweater, T-shirt, socks, skirt
DIFFERENTIATION:
The teacher encourages the students to guess the words before tapping them.
LEVEL 1
Do they know these vocabulary items? Can they collect more items?
e.g. shoes, hat, cap, coat, jeans
CONDENSED
63
2. WHAT’S MISSING?
#MEMORY #PERCEPTUAL-SKILLS
The teacher puts flashcards and word cards of the previous vocabulary items on the board.
The students say the words out loud as the teacher points to them. After some time, the teacher
asks the students to close their eyes, while he/she removes an item from the board.
Then the students open their eyes and try to work out what’s missing. They continue to play
the game until there are only two words left on the board.
ACTIVITY
3.
#MEMORY #FOCUS
The teacher demonstrates the task. He/she picks a flashcard from a hat and acts out how he/she
would put on that item of clothing. Then asks, ‘What am I wearing?’ The students answer the
question before the teacher invites a volunteer to come up to the front and continue the activity.
The teacher asks the class, ‘What is he/she wearing?’ The teacher encourages the students to
answer using full sentences (‘He/She is wearing trousers. He/She is wearing a T-shirt.’)
DRESS UP THE TEDDY BEAR

4.
#FOCUS
The teacher puts a picture of a naked teddy bear as well as pictures of different items of
clothing on the board (Appendix). The teacher then describes the weather: ‘Today it’s sunny.’
The students’ task is to dress up the teddy bear appropriately given the weather conditions.
The teacher and the students discuss their answers to the question:
‘What is the teddy bear wearing?’
5. GETTING READY
#FOCUS
The teacher plays Getting Ready on the BOOKR Class Classroom app.
1. While the students listen to the story, they clap when they hear an item of clothing.
2. The students listen to the story again whilst reading the text too.
The teacher asks some questions after the students have listened to the story twice.
• What is the name of the boy? His name is Jamie.
• Has he got a dog? No, he hasn’t.
• What has he got? He has got a teddy bear.
• What is his name? His name is Mr. Teddy.
• What is the weather like in the story? It’s cold.
• Who is the woman? She is Jamie’s mother.
LEVEL 1
DIFFERENTIATION:
Depending on the learners’ language level, they can answer using different structures.
CONDENSED
64
MR TEDDY’S OR JAMIE’S? - ACTIVITY 2 (PAGE 19)
6.
#DIGITAL-SKILLS
The students work in pairs. They tap and listen to the names of the items of clothing and make
sentences before grouping them. (Jamie is wearing a sweater. / Mr Teddy is wearing a skirt.)
Checking: The teacher uses the BOOKR Class Classroom app to project this task. The students
say sentences out loud.
DRESS UP MR TEDDY
7.
#COLLABORATING #FOCUS #CREATIVITY
The students work in pairs. Each student receives a picture of a teddy bear and items of clothing:
a T-shirt, a skirt, a sweater, a hat, a pair of trousers, a pair of shoes, pants (Appendix).
The students cut out the items of clothing. First, the students design the outfit of each other’s
Mr Teddy using imperative sentences. They can pick whichever items of clothing they want.
One student says the instructions (e.g. “Mr Teddy, put on your T-shirt, please.”), while the other
one dresses Mr Teddy up. Then the pair switch roles. They can also name their teddy bears.
INTRODUCING MR TEDDY
8.
#EMPATHY #PRESENTATIONSKILLS
The students mingle while holding the picture of their dressed Mr Teddy. Their task is to ask as
many of their peers as possible what their Mr. Teddy is wearing. Their pictures can be displayed
in the classroom.
‘What is he wearing?’
‘He is wearing a skirt, a hat, etc.’
WRAP-UP
PLEASE MR CROCODILE
#FOCUS #COMPETITIVE-SKILLS #COOPERATION
In this game, one learner is Mr Crocodile who stands on one side of the room. The rest of the
group stands on the other side. All of the members (except for ‘Mr Crocodile’) stand side by side
on one side of the room, facing the other side. The players chant, “Please Mr Crocodile, may we
cross the river? If not, why not? What’s your favourite colour?” Mr Crocodile calls out the name
LEVEL 1
of one colour and any of the members wearing that colour are safe to cross past Mr Crocodile
to the other side of the room. For example, if Mr Crocodile calls out, “Green!” anyone wearing
green is safe to cross. Once the safe members have crossed to the other side of the room, the
members not wearing the selected colour must try to run across to the other side without being
CONDENSED
caught by Mr Crocodile. The member that is caught becomes the next Mr Crocodile and the
game starts again.
65
HOMEWORK
WHAT ARE THEY WEARING?- ACTIVITY 3 (PAGE 20)

#DIGITAL-SKILLS #MEMORY
Students tap on the icon and listen to a sentence then they choose the right picture.
EVALUATION
The teacher draws three T-shirts on the board: a small one, a medium-sized one and a large
one. Each student writes his/her name on the suitably sized T-shirt. The small one means I am
not interested in clothes or the lesson was boring, I need more help. The medium-sized one is
for those students who did well, but need to practise. Those who write their name on the large
T-shirt, if their work was excellent, can describe their own clothing as well as name the items of
clothing they are wearing and their colours.
LEVEL 1
CONDENSED
66
1. FLASHCARDS LESSON 1 Task 3.
DOWNLOAD
LEVEL 1
APPENDIX
67
LEVEL 1
APPENDIX
68
LEVEL 1
APPENDIX
69
2. FASHION COLLECTION LESSON 1 Task 7.
LEVEL 1
APPENDIX
70
3. DRESS UP THE TEDDY BEAR LESSON 2 Task 3.
LEVEL 1
APPENDIX
71
LEVEL 1
APPENDIX
72
LEVEL 1
APPENDIX
73
4. DRESS UP MR TEDDY LESSON 2 Task 7.
LEVEL 1
APPENDIX
74
4. DRESS UP MR TEDDY LESSON 2 Task 7.
LEVEL 1
APPENDIX
75
5. PICTURES FOR SELF-EVALUATION LESSON 2 Evaluation
LEVEL 1
APPENDIX
76
6. BINGO CARDS LESSON 3 Task 1.
LEVEL 1
APPENDIX
77
7. PICTURE DICTATION LESSON 3 Task 5.
LEVEL 1
APPENDIX
78
8. SELF-EVALUATION LESSON 3 Evaluation
LEVEL 1
APPENDIX
79
- LE V EL 2 -
The target group of LEVEL 2 is learners between the ages of 6 and 10 who are already familiar
with the English language, have a basic vocabulary and are able to use very simple sentences.
Therefore, the aim of Level 2 is to widen their knowledge and improve their skills in a variety of
ways while songs and rhymes are still the core of the material.
GAMES ON LEVEL 2 aim to enlarge the vocabulary of learners while chunks and useful expressions
are still of priority. Many of these tasks are picture book-like collections of words as well as
expressions and phrases based on everyday situations.
However, besides the memorization of vocabulary items, the activities also encourage learners
to produce and create simple sentences or phrases on their own. This is why certain games were
designed to familiarise learners with word sequences, e.g. adjective-noun expressions, pronoun-
verb structures and preposition-noun phrases.
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ITSY BITSY SPIDER
UNIT OVERVIEW
• RUNTIME: 2 min 31 sec FOCUS OF BUILT IN GAMES:

• WORD COUNT: 73 • vocabulary of the song
• AGE: 0-8 • listening with weather focus
• PROFICIENCY LEVEL: pre-A1, beginner • reading comprehension with grammar focus
• NARRATION: British English • comprehension check of the book

• maze
What happened to the itsy bitsy spider? Listen and find out.
TOPIC (VOCABULARY): NEEDED MATERIALS & EQUIPMENT:

nature, time and weather, directions (spider, rain, worksheets (Appendix), flashcards, scissors, glue,
weather, waterspout, wash out, prepositions of place, pencils, pictures of a spider, bamboo sticks
up, out, dry, sun, itsy bitsy, cloud, down, climb)
GRAMMAR STRUCTURES: present continuous
LEVEL 2
LESSON 1
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LESSON 1
What’s the weather like? Geography P.E.
WARM-UP
MORNING EXERCISES
#FOCUS #SELF-AWARENESS
First, the teacher plays an alarm clock sound and acts terribly sleepy. Then, the teacher asks the
learners to stand up and do some morning exercises with them.
• Move your head up and down. • Let’s jump.

• Stretch your arms, please. • Let’s hop on our right leg.
• Let’s do some jumping jacks. • Let’s hop on our left leg.
• Let’s do some squats.
Then, it’s time to go outside, but we don’t know what the weather is like.
SESSION
WEATHER CHANT & LEARNING NEW VOCABULARY

1. #MEMORY
The teacher introduces a new chant while showing pictures of the weather conditions (Appendix)
mentioned in the chant (It’s rainy. It’s windy. It’s sunny. It’s cloudy.).
What’s the weather... Is it cloudy?

What’s the weather... Is it rainy?
What’s the weather like today? Is it sunny?
Is it windy?
LEVEL 2
The teacher and the students repeat the four types of weather a couple of times while
pointing at the pictures.
LESSON 1
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PRACTISING NEW VOCABULARY - FLY SWATTER GAME
2.
#FOCUS #COMPETITIVE-SKILLS
The four pictures are on the board (It’s rainy. It’s windy. It’s sunny. It’s cloudy.). The teacher
divides the class into two smaller groups. Both groups have one person at the front holding a
fly swatter. The teacher calls a new language item (e.g.: It’s windy.) and the students’ task is to
slap the correct picture as quickly as possible. The one who slaps it first gains a point for the
team. Then, the fly swatter goes around so that everyone has a chance to
challenge themselves.
4 CORNERS GAME
3.
#HUMOUR #PERCEPTION
There is a child who is blindfolded. This student counts down from 10 to 1 loudy, while
everyone moves to one of the four corners quietly. When the student in the middle stops
counting, still blindfolded, she/he tries to guess where the others are by saying the corner’s
name. The students who are standing at that corner have to sit down. The game continues
until there’s only one student standing.
WHAT’S THE WEATHER LIKE?

4. #FINE-MOTOR-SKILLS #AUTONOMY
The teacher hands out the landscape and the weather elements worksheet (Appendix). Now
it’s the students’ turn to pick what the weather is like. The teacher asks them to cut out the
cards and glue them on the printable landscape. They can colour and draw too, if they wish.
DIFFERENTIATION:
#PRESENTATION-SKILLS
When finished, describe your partner’s picture.
What can you see? What is there in the picture?
Then, the teacher exhibits their work and asks them what the weather is like in each picture.
The others’ task is to find out which picture the artist is talking about.
The teacher can put her artwork on the board too. She can draw a little spider on their picture
to prepare for the following lesson.
5. DIFFERENTIATION (ADD-ON) :
Ask the students to work in pairs. One of the students says a sentence about the
weather (e.g.: It’s rainy.) and the other one replies with one of the following sentences
LEVEL 2
based on their personal preference:
Let’s go (outside).
Let’s stay (inside).
LESSON 1
Let’s put on a raincoat.
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WRAP-UP
AM I LYING? - FORCED CHOICE

#MEMORY
The teacher designates a true and a false corner in the classroom. She projects pictures about
different weather conditions. She says statements about the pictures, for example “It’s rainy.” If
it’s true, the students run to the true corner, when it’s false, they run to the false corner. After a
few examples the teacher asks for volunteers to take over describing the pictures.
DIFFERENTIATION:
Depending on the students’ language level they can include different structures to
make the game more exciting. For example: “There are two birds.”, or “A boy is running.”
Who is the most precise?
EVALUATION
The teacher draws a picture of a thermometer on the board. Each student receives a little
sun picture with their names. Their task is to stick these pictures next to the thermometer
depending on how well they did during the lesson. Hot weather means that it’s sunny, fine
and everything is okay. The students who placed themselves at the “bottom” of the
thermometer need empathy, encouragement and tips or additional help.
LEVEL 2
LESSON 1
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LESSON 2
Itsy Bitsy Spider Geography Music Literature Arts & crafts ICT
WARM-UP
STORM GAME
#FOCUS
The teacher forms a circle of chairs that is one fewer than the number of players. Every learner
gets a name, they are divided into three groups: It’s rainy, It’s cloudy, and It’s sunny. There is one
student standing in the middle of the circle. If she calls “It’s rainy”, everyone in that group must
get up quickly and change places. The other players remain seated. The learner who is standing
in the middle tries to sit down when the other learners swap positions.
The person in the middle can also call “It’s stormy” and everyone who is seated has to change spots.
SESSION
WHAT IS IT?
1. #CREATIVITY #GUESSING
Make your students guess the protagonist of the lesson.

“I know an animal which doesn’t like rain or storms. Can you guess the animal?”
DIFFERENTIATION:
Play the guessing game as 20 Questions.
NEW VOCABULARY
2. #COLLABORATION #MEMORY
LEVEL 2
The storm has brought a lot of new words. Open the book in the BOOKR Class app
at page 4 and listen to them.
Learners open the BOOKR Class app and open ‘Itsy Bitsy Spider’ on page 4 and listen
to the words and repeat them.
LESSON 2
Vocabulary items: sky, spider, cloud, can, rain, waterspout, sun, down, up, grass
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DIFFERENTIATION:
Encourage students to guess the words before tapping on them, or ask them to test
each other. Do they know these vocabulary items? Can they use them in sentences?
WHAT’S MISSING?
The teacher puts flashcards and word cards of the previous vocabulary on the board. The
students say the words out loud as the teacher points to them. After a while, he/she asks the
students to close their eyes, while he/she removes an item from the board. Then the students
open their eyes and try to find what’s missing. They play the game until there are only two
words on the board.
At the end the teacher gives a little spider flashcard for every learner.
STORYTELLING
4.
#FOCUS
The teacher shares a story with the learners. She uses picture cards for meaning making.
“What is this?
This is a spider.
Let me tell you a story about a spider. His name is Itsy-Bitsy spider.
One day, the Sun was shining, there were no clouds in the sky. The weather was very warm.
This little spider decided to go on an adventure.
He decided to climb up the waterspout.
He was climbing and climbing. Can you imagine a small spider on a huge waterspout?
He had a long way to go. But something just happened.
Two dark clouds appeared in the sky and it started raining. Poor Itsy-Bitsy!
The rain washed the spider out. * He was really sad.
But then, the Sun came again. It was shining again. The sun dried up all the rain, so the spider could
climb up the waterspout again.”
DIFFERENTIATION:
Set the context and let your students guess what will happen to the spider.
How will the weather change? Will he ever give up and stop trying?
Are your students happy for the spider?
INTRODUCING THE SONG

5. #FOCUS
LEVEL 2
The teacher plays the Itsy Bitsy Spider in the BookR Class application. Learners only listen to
the song. They raise their little spiders when they hear “spider”.
The teacher shows the movements for Itsy Bitsy Spider and sings the song with the learners
LESSON 2
while understanding is facilitated by TPR.
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DIFFERENTIATION:
Let your students mime the song without the teacher’s help.
How much meaning can they convey from the lyrics?
The class listens to the ‘Itsy Bitsy Spider’ in the BOOKR Class Classroom app.
They can hum the tune or sing along with the audio if they’d like.
SEQUENCING
6. #DIGITAL-SKILLS
Task 4 in the BOOKR Class app ( page 6) - “What happens to the spider? Put the pictures in the
correct order.”
Learners sequence the pictures in the correct order. When they tap on the pictures they hear the
sentences belonging to them.
DIFFERENTIATION:
Let the students narrate the pictures while doing the exercise.
The teacher uses the BOOKR Class Classroom app to project this task. Learners say the
sentences belonging to the pictures by heart.
7. ITSY BITSY PUPPETS

#FINE-MOTOR-SKILLS
The students use their spider cards (Appendix). Learners colour them, then tape them on
bamboo sticks. When they are ready, they can use the puppets to present the song to each other.
DIFFERENTIATION:
Use the karaoke version of the song to make it more difficult for the learners or let
them come up with new adventures for the itsy bitsy spider.
WRAP-UP
RAIN IMITATION
#FOCUS
LEVEL 2
The teacher is the leader, learners follow her movements.
1. First, the teacher silently claps two fingers together.

LESSON 2
2. The teacher claps silently.

3. The teacher rubs her hands together.
4. The teacher claps loudly.
5. The teacher claps loudly and stomps her feet.
6. Then, do it in reverse until it gets silent.
87
EVALUATION
Place cards with the mood adjectives (happy, sad, okay, fine, tired) around the classroom and
ask your students how the spider must feel now, after the lesson. Then, ask your students to
give positive feedback on their achievement.
LESSON 3
The Adventures of Itsy Bitsy
Geography PE
WARM-UP
SHAKE IT UP
#CONCENTRATION
Let’s dance! Let’s jump!

Let’s walk! Let’s climb.
Let’s run!
DIFFERENTIATION:
Invite your students to a game of ‘Simon says’.
Encourage them to join in with their own ideas.
ITSY BITSY SPIDER - SONG

#FOCUS
The students have their spider puppets and they sing the song. If they did good, the teacher’s
spider puppet appears on the board.
SESSION
WHAT IS ITSY BITSY DOING?

1. #GUESSING
The teacher uses the spider puppet, the waterspout picture, the sun and the rain pictures
(Appendix). The teacher moves Itsy Bitsy around and the students’ task is to form sentences
using “He is …..ing.” The teacher includes these verbs in this activity: to dance, to walk,
to run, to jump, to climb.
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DIFFERENTIATION:
Students can also suggest ideas on the activities of Itsy Bitsy activating their vocabulary
of movement verbs. Now it’s the teacher’s or another student’s task to try to execute the
movement with the spider puppet.
ACTIVITY GAME
2.
#COLLABORATION #MEMORY
The teacher has some pictures printed. The pictures have the movement types on them.
One student comes to the front, picks a picture and acts it out. The others guess using
“He/She is ….ing.” After a few examples the teacher forms groups of threes or fours,
and the students continue the activity in these smaller groups. The teacher monitors the task.
PREPARING FOR STORY WRITING

3.
#COOPERATION
Learners are divided into three groups. Their task is to match the pictures to the words and to
finish the sentences. Every group has a different task (Appendix): one group is working with
verbs (to climb, to jump, to run, to walk, to dance), one with adjectives (happy, sad, okay, fine,
tired), and one is working with short sentences related to weather(It is sunny., It is windy.,
It is cloudy., It is rainy.)
The teacher demonstrates the task of connecting the pictures and the expressions
and then the sentence formation.
GROUP 1 - WHAT IS THE LITTLE SPIDER DOING? (WORKSHEET 1)
The little spider is climbing. The little spider is walking.

The little spider is jumping. The little spider is dancing.
The little spider is running.
GROUP 2 - HOW DOES HE FEEL? (WORKSHEET 2)
He is happy. He is fine.
He is sad. He is tired.
He is okay.
GROUP 3 - WHAT’S THE WEATHER LIKE? (WORKSHEET 3)

LEVEL 2
It is sunny. It is rainy.
It is windy. It is stormy.
It is cloudy.
LESSON 3
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DIFFERENTIATION:
Students might not need the sentences because they are able to formulate them in their
groups. Make sure they are able to express their ideas and add further vocabulary and content
if they can, e.g. add some descriptive sentences.
Checking: Learners connect the expressions with the pictures at the Smart Board/computer.
STORY WRITING
4. #CREATIVITY #HUMOUR
The teacher regroups the students, every new group has a member from Group 1, 2 and
3. Students invent and illustrate a story that they write themselves. They can combine the
sentences from the previous task. First, they pick which sentences to use to create a meaningful
story, and decide who illustrates which scene, e.g. ”It’s sunny. The spider is climbing. He’s
happy.”.
When they finish drawing and writing the sentences, they glue the pages together and create a
comic book.
The teacher monitors the learners’ work during the task.
PRESENTATION
5. #PRESENTATION-SKILLS
The groups present their stories and illustrations in front of the group.
DIFFERENTIATION:
Students present another group’s project to make it more challenging.
WRAP-UP
THE EXHIBITION
#WHOLE-GROUP-PERCEPTIVE-SKILLS #EMPATHY
Put every story on the wall when the presentation is over. Make sure the comics are available
for everyone. Have the students give feedback on the stories.
LEVEL 2
EVALUATION
Draw a waterspout on the board and ask your students to pick their place on it. Are they at the
LESSON 3
top because they did an excellent job? Are they climbing it because they are getting better and
better? Are they at the bottom for some reason? Do they need some help?
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Geography Music Literature ICT
WARM-UP
4 CORNERS GAME
#HUMOUR #PERCEPTION
There is a child who is blindfolded. This student counts down from 10 to 1 loudy, while
everyone moves to one of the four corners quietly. When the student in the middle stops
counting, still blindfolded, she/he tries to guess where the others are by saying the corner’s
name. The students who are standing at that corner have to sit down. The game continues until
there’s only one student standing.
SESSION
1. WHAT’S THE WEATHER LIKE?

#FINE-MOTOR-SKILLS #AUTONOMY
The teacher hands out the landscape and the weather elements worksheet (Appendix). Now it’s
the students’ turn to pick what the weather is like. The teacher asks them to cut out the cards
and glue them on the printable landscape. They can colour and draw too, if they wish.
DIFFERENTIATION:
#PRESENTATION-SKILLS
When finished, describe your partner’s picture.
What can you see? What is there in the picture?
Then, the teacher exhibits their work and asks them what the weather is like in each picture. The
others’ task is to find out which picture the artist is talking about.
The teacher can put her artwork on the board too. She can draw a little spider on their picture to
prepare for the following lesson.
LEVEL 2
2. WHAT IS IT?
#CREATIVITY #GUESSING
CONDENSED
Make your students guess the protagonist of the lesson.

“I know an animal which doesn’t like rain or storms. Can you guess the animal?”
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DIFFERENTIATION:
NEW VOCABULARY
The storm has brought a lot of new words. Open the book in the BOOKR Class app at page 4
and listen to them.
Learners open the BOOKR Class app and open ‘Itsy Bitsy Spider’ on page 4 and listen to the
words and repeat them.
Vocabulary items: sky, spider, cloud, can, rain, waterspout, sun, down, up, grass
DIFFERENTIATION:
[PW] Encourage students to guess the words before tapping on them, or ask them to test each
other. Do they know these vocabulary items? Can they use them in sentences?
WHAT’S MISSING?
The teacher puts flashcards and word cards of the previous vocabulary on the board. The
students say the words out loud as the teacher points to them. After a while, the teacher asks
the students to close their eyes, while an item from the board is removed. Then the students
open their eyes and try to figure out what’s missing. They play the game until there are only two
words left on the board.
At the end, the teacher gives a little spider flashcard to every learner.
INTRODUCING THE SONG

5. #FOCUS
The teacher plays the ‘Itsy Bitsy Spider’ in the BOOKR Class app. Learners only listen to the
song. They raise their little spiders when they hear “spider”.
The teacher shows the movements for ‘Itsy Bitsy Spider’ and sings the song with the learners
while understanding is facilitated by TPR.
DIFFERENTIATION:
Let your students mime the song without the teacher’s help.
How much meaning can they convey from the lyrics?
LEVEL 2
The class listens to the ‘Itsy Bitsy Spider’ in the BOOKR Class Classroom app.
They can hum the tune or sing along with the audio if they’d like.
CONDENSED
92
SEQUENCING
6.
#DIGITAL-SKILLS
Task 4 in the BOOKR Class app ( page 6) - “What happens to the spider? Put the pictures in the
correct order.”
Learners sequence the pictures in the correct order. When they tap on the pictures they hear the
sentences belonging to them.
DIFFERENTIATION:
Let the students narrate the pictures while doing the exercise.
The teacher uses the BOOKR Class Classroom app to project this task. Learners say the
sentences belonging to the pictures by heart.
GROUP WORK PART I

7. #COOPERATION
Learners are divided into three groups. Each group gets three different worksheets (Appendix)
with sentences and pictures. The students’ task is to match them.
WORKSHEET 1 - WHAT IS THE LITTLE SPIDER DOING?
The little spider is climbing. The little spider is walking.

The little spider is jumping. The little spider is dancing.
WORKSHEET 2 - HOW DOES THE LITTLE SPIDER FEEL?
He is happy. He is fine.
He is sad. He is tired.
He is okay.
WORKSHEET 3 - WHAT’S THE WEATHER LIKE?
It is sunny. It is rainy.
LEVEL 2
It is windy. It’s stormy.

It is cloudy.
DIFFERENTIATION:
CONDENSED
Students might not need the sentences because they are able to formulate them in their groups.
Make sure they are able to express their ideas and add further vocabulary and content if they can,
e.g. add some descriptive sentences. The teacher monitors the task.
93
GROUP WORK PART II
8.
#CREATIVITY #RESPONSIBILITY
Each group needs to come up with three scenes (each scene contains at least 3 sentences,
possibly one from each worksheet). They write their sentences on a blank page. They can
switch pages if they wish to.
HOMEWORK
#CREATIVITY #FINE-MOTOR-SKILLS
The students draw illustrations to the scene. As the next lesson’s follow-up activity, the class
can put together their scenes and create the whole adventure of the Itsy Bitsy Spider.
EVALUATION
Draw a waterspout on the board and ask your students to pick their place on it. Are they at the
top because they did an excellent job? Are they climbing it because they are getting better and
better? Are they at the bottom for some reason? Do they need some help?
LEVEL 2
CONDENSED
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1. WHAT’S THE WEATHER LIKE? LESSON 1 Task 4.
DOWNLOAD
LEVEL 2
APPENDIX
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1. WHAT’S THE WEATHER LIKE? LESSON 1 Task 4.
LEVEL 2
APPENDIX
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2. WHAT’S MISSING? LESSON 2 Task 3.
LEVEL 2
APPENDIX
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LEVEL 2
APPENDIX
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LEVEL 2
APPENDIX
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LEVEL 2
APPENDIX
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LEVEL 2
APPENDIX
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3. ITSY BITSY, THE PUPPET LESSON 2 Task 7.
LEVEL 2
APPENDIX
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3. ITSY BITSY, THE PUPPET LESSON 2 Task 7.
LEVEL 2
APPENDIX
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4. PREPARING FOR STORY WRITING LESSON 3 Task 3.
The little spider is climbing.
The little spider is jumping.

LEVEL 2
The little spider is walking.

APPENDIX
The little spider is dancing.
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He is happy.
He is sad.
He is okay.
LEVEL 2
He is fine.
APPENDIX
He is tired.
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It is sunny.
It is windy.
It is cloudy.
LEVEL 2
It is rainy.
APPENDIX
It is stormy.
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ARE PEOPLE THE BEST?
UNIT OVERVIEW

• WORD COUNT: 162 • Vocabulary - Let’s + verb
• AGE: 6-10 • Listening - can (interrogative)
• PROFICIENCY LEVEL: Level 2 / pre-A1 / beginner • Vocabulary - grouping body parts
Two aliens argue whether people or animals are the best. Let’s listen to them!
TOPIC (VOCABULARY): GRAMMAR STRUCTURES:

nature, people, wild animals, kangaroo, jump, present simple, modals (can)
cheetah, run, activities, movements, swim, parrot, NEEDED MATERIALS & EQUIPMENT:
fly, abilities projector, computer, tablets, animal flashcards,
animal pictures, bamboo stick, glue,
worksheets (Appendix)
LEVEL 2
LESSON 1
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LESSON 1
What can animals do?
(animals and activities vocabulary) Biology P.E. Arts & crafts Drama
WARM-UP
ANIMAL SHOW GAME

#FOCUS #COGNITIVE-SKILLS #IMITATION
The teacher projects the animal flashcards on the board (Appendix). The students name the
animals: “It’s a parrot.”, “It’s an elephant.” If they don’t know the animals, they learn their
names: “It’s a walrus.”, “It’s a seal.” When the students know all the animals, they stand up
and imitate the movements of the animals.
SESSION
OK GAME
1.
#ATTENTION #REFLECTION #IMITATION
The teacher says, “Let’s jump!” and he/she jumps up, and the students repeat,
“OK! Let’s jump up!”, and they do jump up.
After a few examples the teacher asks the students to take over his/her role.
JUMP LIKE A RABBIT!

2. #CREATIVITY
The teacher gives a new instruction:

LEVEL 2
T: “You are a rabbit. Jump like a rabbit. What other animal can jump?”
S: “A frog.”
T: “Yes, a frog can jump. You are a frog. Jump like a frog.”
LESSON 1
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CAN YOU DO IT? - ACTIVITY 1 (PAGE 11)
The teacher projects the activity in the BOOKR Class Classroom app. The teacher asks:
“What can these animals do? What do they say?” The students tell their opinion: “The cheetah
can run. The parrot can fly.” “Yes, the parrot can fly, but can it do anything else?” “Yes, it can talk.”
Then the teacher clicks on the pictures. Let’s listen to what the animals say. Who is right?
The teacher gives the truth to those students who say: “The parrot can fly.”, or “The dolphin
can dive”. Then the teacher asks the students to act out the activities.
RESCUE GAME
4. #PROBLEM-SOLVING-SKILLS #PRESENTATION-SKILLS #EMPATHY
The teacher divides the students into two smaller groups: A and B. They stand in two far away
places in the classroom. Group A is in a safe place, but group B is in danger. Group A’s task is to
rescue group B.
A: Who are you?

B: I am a bird.
A: Fly to me.
B: Ok, I can fly. (And the student flies to A.)
When each animal is safe, the game is over or the two groups swap roles.
.
FIND OUT THE RULE
5. #SOFT-SKILLS #COGNITIVE-KILLS #COLLABORATION
The teacher has got two sets of cards (Appendix): the animal flashcards, activity cards and
the other set with word cards (of animals and activities). There are about as many cards as
the number of students in the class. The teacher asks the students to take a card then stick
them to the board. The students’ task is to find out the rule without instruction and find how
the cards match. The teacher monitors the task and helps only if it is necessary.
More solutions can be accepted.
DIFFERENTIATION:
The two types of the cards give a chance to the students to choose the ones they are aware of.
In this task everybody can find his/her personality: they can help, lead, ask, answer the others.
If the job is done, they deserve a big clap.
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WHO IS THIS? - ACTIVITY 2 (PAGE 12)
The teacher opens the activity in the BOOKR Class Classroom app.
First, the students listen to the audio, they make a guess, then they check their answer together
by clicking on the chosen picture.
WHO AM I?
7. #LOGICAL-THINKING
The teacher sticks an animal card on each student’s back (Animal flashcards). Their task is
to find out who they are. They walk around the classroom and ask questions, and the others
answer them. Those students who have found their identity, can sit down.
A: “Can I run?” B: “No, you can’t.”

A: “Can I swim?” B: “Yes, you can.”
A: “Am I a shark?” B: “Yes, you are.”
DIFFERENTIATION:
Fast finishers can get a new card, and they can continue the game.
WRAP-UP
PUPPET CREATION
#ATTENTION #ARTS-AND-CRAFTS
The teacher has got three kinds of animal pictures, the students can choose one of them
(Appendix). They colour them and stick them on a bamboo stick.
EVALUATION
LEVEL 2
The teacher draws a podium and the students can put their puppets on the podium based on
how they did during the lesson. The teacher encourages the students if needed.
LESSON 1
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LESSON 2
Are People the Best?
(reading and listening, parts of the body) Drama Literature P.E. Biology
WARM-UP
MORNING EXERCISES
#FOCUS #SELF-AWARENESS
The teacher asks the students to do some exercises. The students copy the teacher.
(Example exercises: “Jump up.”, “Let’s run.”) Then, the teacher introduces the same exercises
using adjectives. (“Swim fast.”, “Stomp hard.”) The teacher demonstrates the activities to make
meaning. The teacher praises those students who can jump high, run fast. The teacher gives
a small picture to each student.
SESSION
VOCAB RECAP
1.
#MEMORY
The teacher shows the animal flashcards and asks the students what animals they are and what
they can do.
LET’S FIND THE REASON WHY!

2. #REASONING
The teacher sticks the animals flashcards to the board. The teacher makes the students aware
of the connection between the animals’ abilities and their special parts of the body.
T: “Look at the kangaroo, he can jump very high. Why?”

LEVEL 2
S: “Because he has got long legs.”

LESSON 2
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PEOPLE OR ANIMALS? - ACTIVITY 3 (PAGE 13)
3.
#COGNITIVE-SKILLS
Do people and animals have the same body? What is the difference between people and
animals? The students give their opinion. (“Birds have got wings. People haven’t.”)
Then, the students open the BOOKR Class app, they work in pairs on their tablets.
Then, the students tell what ‘new’ parts of the body they have learned from the game
(for example paw). The students can get a picture for their good work.
DIFFERENTIATION:
The students can add more special parts of the body: fin, horn, etc.

4.
#FOCUS #COGNITIVE-SKILLS #PROBLEM-SOLVING-SKILLS
The teacher sticks animal flashcards to the board. There are more animals than in the story:
kangaroo, frog, shark, dolphin, cheetah, horse, rhino, elephant, seal, walrus, bird, penguin,
parrot, duck, monkey. Then, the teacher plays Are People the Best in the BOOKR Class
Classroom app two times, using only the audio but not the screen.
For the first listen the students’ task is to identify which animals are in the story.
After listening they remove those animals from the blackboard that are not in the story.
For the second listen the students put the pictures in the right order and match them
with the activities.
DIFFERENTIATION:
The teacher stops the story after each page so that the students can follow the story.
GUESSING GAME: WHO IS TELLING THE STORY?

5.
#CREATIVITY
The teacher asks the students to form small groups to guess who tells the story.
The groups share their ideas. The teacher doesn’t tell who is right.
Then, the students read the story, and now they can see who the characters are.
The students who are right receive a picture.
DIFFERENTIATION:
The teacher gives alternatives (Appendix): they are scientists, students in
a science lesson, aliens, etc.
112
DO YOU REMEMBER?
6.
#COGNITIVE-SKILLS
The teacher asks questions: “What is the story about? About animals? Only animals?”
“No, about people.” Then the teacher sticks the pictures to the board: one with animals and
one with people. “What animals is the story about?” And the teacher adds the animals’
picture to the board as the students mention them. “What can they do?” “The cheetah can run”
The teacher sticks the picture of the activity to the board too (Appendix).
The pictures form a chart. The students receive a picture for their good work.
ACTIVITY PEOPLE ANIMALS

jump ✓ ✓ kangaroos very high
swim ✓ ✓ dolphins very well
run ✓ ✓ cheetah very fast
stomp their feet ✓ ✓ rhinos very hard
dive ✓ ✓ seals really nicely
fly x ✓ lots of birds
x penguins
talk ✓ ✓ parrots
write ✓ ✓ monkeys
DIFFERENTIATION:
The students receive the same chart on a handout. They write down the animals’
names on their worksheets. Those students who have a higher language level,
complete the chart with the adverbs: fast, well, hard, high, nicely
ADD ON:
The students form sentences based on the chart. (Rhinos can stomp their
feet., Seals can dive.)
WRAP-UP
LEVEL 2
THE NOISY GAME

#FUN #HUMOUR #SITUATIONAL-AWARENESS
The teacher and the students revise the sound of cats ( meow), dogs (woof), and cows ( moo).
LESSON 2
The teacher divides the class into small groups: they are cats, dogs and cows. They scatter in
the classroom, their eyes are closed and they walk around, utter their sounds and listen to the
others’ sound. Their task is to find their animal groups. Be careful! It’s a really noisy game!
Those animals who can find their group, receive a picture.
113
EVALUATION
The students have received pictures for their work during the lesson. At the end of the lesson
they can count how many pictures they have collected. The more pictures they have, the more
abilities they have gained. The teacher encourages those students who need it.
LESSON 3
Drama play and personal opinion
Music Drama Biology P.E.
WARM-UP
SONG: HEAD, SHOULDERS…

#FOCUS
The teacher asks the students to stand up and sing the song together pointing to the parts of
the body. Then, the students receive an empty card, and they are asked to think about an animal
and to start drawing it, first its head.
DIFFERENTIATION:
The teacher asks the students to imagine that they are birds and to make the necessary changes
while singing the song e.g. beak instead of mouth, etc.
SESSION
HAVE YOU GOT A GOOD MEMORY?

1.
#MEMORY #LEADERSHIP
LEVEL 2
The teacher designates a true and a false corner in the classroom and says statements about
animals based on the Are People the Best story. For example “The kangaroo can dive.” If the
statement is true, the students run to the true corner, if it is false, they run to the false corner.
LESSON 3
After a few examples the teacher encourages the students to take over the teacher’s task.
The teacher asks the students to sit down, and those who did this task well, can go on with
their drawings, and they can draw the animal’s body.
114
2. ARE PEOPLE THE BEST?
#FOCUS
The teacher plays the story again, then asks the students to read the story. First, they read
together, then they read in pairs taking the two characters’ roles. Those students who read
the story can continue drawing their picture.
ACTING
3.
#PRESENTATION-SKILLS #CONFIDENCE #PATIENCE
#TIME-MANAGEMENT-SKILLS
The teacher makes smaller groups. The students’ task is to act out the story. Students with
higher language skills can take the main characters roles. The other students have got the
animals’ flashcards in their hands indicating who they are. The groups have got time to practice
then they act out the story. while the others watch them. Who acted out his/her sentences the
best? After acting the teacher asks the students if they are satisfied with themselves. If they are,
they can go on with their pictures.
DIFFERENTIATION:
The groups can add other animals and abilities too. For example: People can sing.,
Birds can sing, too.
WHO IS THE BEST? PEOPLE OR ANIMALS?

4. #EMOTIONAL-INTELLIGENCE #PERSUASION #RESPECT
#ACCEPTANCE #ETHICS
The teacher sticks two pictures to the board: a person and an animal and asks the students,
‘Who is the best?’ The students can vote and give their opinions. Everybody should respect and
accept others’ opinions. Then, the students can finish their pictures.
WRAP-UP
WHAT DID YOU DRAW?

#CREATIVITY
LEVEL 2
The teacher asks the students to show their completed pictures. “What animal have you got?”
“I’ve got a seal.” “Where does your seal live?” “In the sea.” “Can you draw the sea on the board?”
“Yes, I can.” “Whose animal lives in the sea?” “Come here and place your animals in the sea.
What other animal have you got?” “I’ve got a monkey.” “Where does your monkey live?”
LESSON 3
“In the jungle.” The activity goes on until everyone can place their animal pictures.
115
EVALUATION
The teacher evaluates the students’ efforts and emphasises their strengths and positive attitude.
Are People the Best?
Literature P.E. Biology
WARM-UP
OK GAME
#ATTENTION #REFLECTION #IMITATION
The teacher says, “Let’s jump!” and he/she jumps up and the students repeat, “OK! Let’s jump
up!” and they do jump up. After a few examples the teacher asks the students to take over his/
her role.
JUMP LIKE A RABBIT!

#CREATIVITY
The teacher gives a new instruction:
T: “You are a rabbit. Jump like a rabbit. What other animal can jump?”
S: “A frog.”
T: “Yes, a frog can jump. You are a frog. Jump like a frog.”
LEVEL 2
CONDENSED
116
SESSION

1. #FOCUS #COGNITIVE-SKILLS #PROBLEM-SOLVING-SKILLS
The teacher sticks animal flashcards to the board. There are more animals than in the story:
kangaroo, frog, shark, dolphin, cheetah, horse, rhino, elephant, seal, walrus, bird, penguin,
parrot, duck, monkey. Then, the teacher plays Are People the Best in the BOOKR Class
Classroom app two times, using only the audio but not the screen.
For the first listen the students’ task is to identify which animals are in the story.
After listening they remove those animals from the blackboard that are not in the story.
For the second listen the students put the pictures in the right order and match them
with the activities.
DIFFERENTIATION:
The teacher stops the story after each page so that the students can follow the story.
GUESSING GAME: WHO IS TELLING THE STORY?

2. #CREATIVITY
The teacher asks the students to form small groups to guess who tells the story. The groups
share their ideas. The teacher doesn’t tell who is right.
Then, the students read the story, and now they can see who the characters are. The students
who are right receive a picture.
DIFFERENTIATION:
The teacher gives alternatives (Appendix): they are scientists, students in a science lesson,
aliens, etc.
DO YOU REMEMBER?
The teacher asks questions: “What is the story about? About animals? Only animals?”
“No, about people.” Then the teacher sticks the pictures to the board: one with animals and one
with people. “What animals is the story about?” And the teacher adds the animals’ picture to
the board as the students mention them. “What can they do?” “The cheetah can run”
The teacher sticks the picture of the activity to the board too (Appendix).
The pictures form a chart. The students receive a picture for their good work.
117
ACTIVITY PEOPLE ANIMALS
jump ✓ ✓ kangaroos very high
swim ✓ ✓ dolphins very well
run ✓ ✓ cheetah very fast
stomp their feet ✓ ✓ rhinos very hard
dive ✓ ✓ seals really nicely
✓ lots of birds
fly x
x penguins
talk ✓ ✓ parrots
write ✓ ✓ monkeys
DIFFERENTIATION:
The students receive the same chart on a handout. They write down the animals’ names on their
worksheets. Those students who have a higher language level, complete the chart with the
adverbs: fast, well, hard, high, nicely
ADD ON:
The students form sentences based on the chart. (Rhinos can stomp their feet., Seals can dive.)
WHO IS THE BEST? PEOPLE OR ANIMALS?

4. #EMOTIONAL-INTELLIGENCE #PERSUASION #RESPECT
#ACCEPTANCE #ETHICS
The teacher sticks two pictures to the board: a person and an animal and asks the students,
‘Who is the best?’ The students can vote and give their opinions. Everybody should respect and
accept others’ opinions. Then, the students can finish their pictures.
LEVEL 2
CONDENSED
118
WRAP-UP
THE NOISY GAME

#FUN #HUMOUR #SITUATIONAL-AWARENESS
The teacher and the students revise the sound of cats ( meow), dogs (woof), and cows ( moo).
The teacher divides the class into small groups: they are cats, dogs and cows. They scatter in
the classroom, their eyes are closed and they walk around, utter their sounds and listen to the
others’ sound. Their task is to find their animal groups. Be careful! It’s a really noisy game!
Those animals who can find their group, receive a picture.
HOMEWORK
The activities in the BOOKR Class app.
EVALUATION
The teacher gives an animal picture for everyone. The teacher draws a landscape on the board.
She/he asks the students to place their pictures in the landscape and tell how they feel.
(sea - they need encouragement, top of the hill - they are confident, they learned much).
The teacher evaluates the students’ efforts and emphasizes their strengths and positive attitude.
LEVEL 2
CONDENSED
119
1. ANIMAL FLASHCARDS Lesson 1 Warm-up
DOWNLOAD
LEVEL 2
APPENDIX
120
LEVEL 2
APPENDIX
121
LEVEL 2
APPENDIX
122
2. WORD CARDS Lesson 1 Activity 5.
KANGAROO BIRD
PARROT DOLPHIN
CHEETAH MONKEY
LEVEL 2
RHINO ELEPHANT
APPENDIX
123
SEAL PENGUIN
JUMP FLY
SWIM RUN
LEVEL 2
STOMP DIVE
APPENDIX
124
TALK WRITE
LEVEL 2
APPENDIX
125
3. PUPPET CREATION Lesson 1 Wrap-up
LEVEL 2
APPENDIX
126
3. PUPPET CREATION Lesson 1 Wrap-up
LEVEL 2
APPENDIX
127
4. ACTIVITY CARDS Lesson 2 Activity 5.-6.
LEVEL 2
APPENDIX
128
LEVEL 2
APPENDIX
129
LEVEL 2
APPENDIX
130
5. GUESSING GAME Lesson 2 Activity 5.
LEVEL 2
APPENDIX
131
5. GUESSING GAME Lesson 2 Activity 5.
LEVEL 2
APPENDIX
132
- LE V EL 3 -
LEVEL 3 provides the well-known quality of BOOKR Class books for learners between the ages of
8 and 12 including a variety of genres, accurate illustrations and fun activities. However, a transition
also occurs at this level. There is a shift from simpler, shorter storylines to more complicated and
extended texts using the unique linguistic features of storytelling. The topics and style of the texts
were produced in a way that is suitable for the age group who is entering adolescence. This more
complex and greater input enables the learners to further develop their comprehension skills and
also demands a greater level of concentration and more consciousness in the activities at the end
of the books.
GAMES: Level 3 focuses on the gradual transition from acquisition and memorization to conscious
learning as well as the combination of language items and structures.Therefore, besides the
familiar types of games, explicit grammar-based activities are included and the manipulation of
words is practised, e.g. in multiple-choice or gap-filling activities.
As the texts are longer than on previous levels, there is a greater emphasis on global comprehension
and the understanding of situations, which, for instance, can be checked with the help of ordering. The
situations presented in the books also play a significant role in the development of communicative
skills, especially in the practice of sentences and the choice of reactions to a given input.
133
DAD’S PLAN
UNIT OVERVIEW

• WORD COUNT: 454 • Reading comprehension - matching
• AGE: 8-12 • Grammar - word ordering (sentences with
• PROFICIENCY LEVEL: Level 3 / A1 / beginner going to)
• NARRATION: American English • Vocabulary - matching adjectives and nouns

to form phrases
• Vocabulary - matching
• Reading comprehension - grouping
Dad has got some exciting plans! Are theothers as enthusiastic as he is? Let’s find out.

present simple, going to projector, tablet, Wild Animals flashcard set,
TOPIC (VOCABULARY): flashcard of the new vocabulary, handout, word
travelling, to plan, to visit, valley, mountain, foggy, cards, evaluation scale, emoji faces
comfortable, raincoat, trash, map, compass,
to get lost, to get injured, tourist, safe, binoculars,
waterfall, forest, bridge, rafting, amazing,
aquarium, to rent, cabin, adventure
LEVEL 3
LESSON 1
134
LESSON 1
The Wilderness
( nature vocabulary) Geography Biology
WARM-UP
ANIMAL ACTIVITY
#PERCEPTION #SOFT-SKILLS #COGNITIVE-SKILLS #PRESENTATION-SKILLS
The teacher uses flashcards of wild animals (Wild Animals flashcard set) that the students
already know. First, the teacher chooses one and starts to describe the animal. The student
who can guess it right takes the teacher’s place and continues the activity.
DIFFERENTIATION:
For younger students, teachers can give hints like: colour, size, special body parts, abilities
(swim, fly, hop...), habitat, while kinesthetic learners can act out the animals.
SESSION
GROUP THE ANIMALS

1.
#MEMORY #FOCUS #COGNITIVE-SKILLS
The teacher says a category, and students say animals that fit in that category.
(Possible categories: insects, birds, sea animals, etc.) The teacher tells the students that they
are going to read a story about an adventure, and they might meet forest animals. Let students
guess which animals might appear in the story.
DIFFERENTIATION: ODD ONE OUT

LEVEL 3
Teacher projects a chart about the animals and their categories (3-5 categories, 4 pictures/words in
each column depending on the students’ language level.) Without knowing the categories, students
have to find the odd one out. After that, students guess which category those animals belong to.
Then, the group discusses the odd words together. What do they have in common? The odd words are
LESSON 1
typical American animals.
135
Example:
Insects Sea animals Mammals Reptiles Birds

(living in water)
ladybug bison fox snake flamingo
spider octopus frog crocodile racoon
(grizzly) bear shark bald eagle moose robin
grasshopper seahorse bunny turtle pigeon
WHAT KIND OF PLAN DOES DAD HAVE?

2. #CONFIDENCE #REASONING
The teacher starts the BOOKR Class Classroom app, students only see the cover. They guess
what kind of plan Dad might have, and name as many things in the picture as they can.
The teacher can introduce new vocabulary - if there’s any - by saying: “I can see a map/
compass/backpack/ticket.” “Where is it?” “Can you show us in this picture?”
STORY PREDICTION
3. #FOCUS #ATTENTION
The teacher shows the students the second page of the book in the BOOKR Class Classroom
app. The teacher starts a conversation about the Great Smoky Mountains National Park.
“Where do you think it is?” Teacher and class discuss the meaning of “hiking – go on a hike.”
Students collect related words that come to their minds. The teacher uses a ball to keep it quick:
throws the ball to a student who raised their hands, then the student says an idea and throws
the ball back. The teacher throws it further to another student as long as they have ideas.
DIFFERENTIATION:
The teacher can help with guiding questions. “What do you need for hiking?
What kind of landscape can you imagine?”
GUESS THE WORD

4. #MEMORY
Students work in pairs and get handouts with pictures and words to match (Appendix).
While they are working, the teacher puts flashcards and word cards on the board ( mountain,
valley, cliff, mountain range, trail, river, waterfall, bridge). The teacher checks the students by
solving the task at the blackboard. The teacher helps with the pronunciation and the meaning
with examples if necessary.
DIFFERENTIATION:
The teacher can add more words, for example: hill, cave, lake, sea, island.
136
ADJECTIVES AND NOUNS - ACTIVITY 3 (PAGE 19)
5. #SOFT-SKILLS #COGNITIVE-SKILLS
Students work individually. They think of possible pairs, then they check themselves by
matching the nouns to the adjectives.
The teacher asks “How are these words related to the story in your opinion?”
The teacher encourages the students to make sentences with the expressions.
STORY
6. #FOCUS #ATTENTION
The teacher and the students read the story in the BOOKR Class Classroom app. The teacher
stops playing at page 11. The teacher and the students discuss whether the students’
assumptions are right about dad’s plans. Then, the teacher asks “What happens next?”
The teacher stops playing the book on the 13th page. They discuss how the mother, the dad
and the students feel about sleeping in the cabin.
WRAP-UP
WHAT WOULD YOU CHOOSE?

#DECISION-MAKING-SKILLS #ASSERTIVENESS #EMOTIONAL-INTELLIGENCE
How do you feel about sleeping in a cabin in the forest? Do you like the idea? Why? Why not?
The teacher tells the students to choose. Those who would like to sleep in the cabin go to the
right side, the others to the left.
EVALUATION
The father is in the planning phase, and he is very happy with his plans. He feels ready.
How do you feel? Are you ready for the next English lesson, or do you need a bit of revision for
LEVEL 3
next time? Are you only at the beginning of the trail, because you were too tired to concentrate
or you don’t even want to go on this adventure?
LESSON 1
137
LESSON 2
Dad’s Plan
Story with grammar focus Literature
WARM-UP
HOW HIGH IS OUR MOUNTAIN?

#COOPERATION #CONFIDENCE #OPTIMISM
“What do you remember from Dad’s plans? What words or ideas come to your mind?”
Students gather around the teacher’s desk and try to build a “mountain” (tower) from Jenga
Blocks (or pens/pencils). Students take turns. They can place a block if they can say a word
or phrase related to the story.
SESSION
QUICK RECAP
1. #SOFT-SKILLS #REFLECTION #REASONING #AUTONOMY #EMPATHY
The teacher plays the story for students, then asks students about their feelings and opinion
about this trip. “Do you like the idea of a trip like this? Would you like to take part? Do you think
Mum and the kids like this plan? Why? Why not? Which are the programs/destinations you like/
don’t like?”
The class collects positive-negative adjectives that come to mind (boring, long, scary,
exhausting, exciting, dangerous,etc.), and the teacher writes them on the blackboard.
The teacher encourages students to form sentences, giving reasons, and helps them with
vocabulary if needed.
Then, students listen to and read the story again and note the positive/negative expressions
that appeared in the story.
LEVEL 3
DIFFERENTIATION:
The teacher can ask Yes/No questions, and gives 1-2 examples for simple sentences,
LESSON 2
miming the adjectives to make it easier.
138
WORD ORDERING - ACTIVITY 2 (PAGE 16-18.)
2.
#FOCUS #MEMORY #ATTENTION
The teacher projects page 2 and draws attention to the sentences. What’s similar in them? The
teacher draws attention to the sentences containing ‚going to’. Then, students play the game.
The teacher asks the students to look at the question on page 16. They discuss together what’s
different in the word order. Students then do the exercises on page 17-18. The teacher asks
them to find something similar in all three sentences.
GOING TO
3.
#SOFT-SKILLS #COGNITIVE-SKILLS #ATTENTION #FOCUS
The teacher and the students discuss the time together. “Where are they now?
When is the trip? It is a PLAN. It refers to the future.”
Teacher writes 2-3 sentence endings, (eg: ______________ write a test. ______________
eat pizza. ______________ get lost., etc.) and puts all the word cards in different colors
(Appendix) on the board, so students can choose. The teacher invites students to come
to the board and form 3 or 4 correct sentences, then asks them to try to form questions
and negatives, too.
I SHE AM GOING TO
DAD YOU IS NOT
WE THE KIDS ARE
NORTH AMERICA – ACTIVITY 4 (PAGE 20)

4. #MEMORY
The whole group does the activity together in the BOOKR Class Classroom app, and the
students say a few sentences about the plans related to the places, using ‘going to’.
For example “Dad is going to cross the bridge.”
DIALOGUE
5. #COOPERATION #SELF-MANAGEMENT #ATTENTION #REASONING
Students work in groups of 3-4. Their task is to act out smaller parts from the story, as dad,
mum and the kids. The teacher gives pages to the group to act out, but students can use some
sentences from the general plan, too ( pages 2-5). Their acting can have an alternative ending,
the family can decide whether they want to take part on a holiday that dad planned.
LEVEL 3
Pages for the groups to act out
GROUP 1: GROTTO FALLS - PAGE 8

GROUP 2: WHITE-WATER RAFTING - PAGE 9
LESSON 2
GROUP 3: RIPLEY’S AQUARIUM - PAGE 11

GROUP 4: DARK ISLAND SWINGING BRIDGE - PAGE 9
GROUP 5: STAYING IN A CABIN - PAGE 13
139
WRAP-UP
PRESENTATION
#PRESENTATION-SKILLS #COOPERATION #EMPATHY
The groups listen to each other’s presentation, and see who is going to visit the Great Smoky
Mountains National Park.
EVALUATION
The teacher projects a scale (Appendix) with pictures on the ends (1:exhausted family
6:enthusiastic dad) and asks students to choose a number on the scale based on how they
felt, if they are satisfied with their own progress or not.
LEVEL 3
LESSON 2
140
LESSON 3
Let’s travel!
(story writing) Literature
WARM-UP
ALPHABET GAME
#FOCUS #IMPROVISATION #HUMOUR #CREATIVITY
The students’ task is to find words of given categories beginning with a certain letter.
They draw a chart in their exercise books and write the categories. A student starts the ABC,
continues in silence, another student stops him/her. He/she says which letter to start with.
verb animal an object adjective a place food
DIFFERENTIATION:
The teacher can give fewer categories.
ADD-ON:
Students work in groups of three. They write sentences where most words begin with the same
letter. They can use the chart, but if they find new words with the same initial, they can use them
as well. The sentences should be grammatically correct, but be prepared for crazy, funny sentences.
SESSION
LISTENING
1. #FOCUS #ATTENTION #REASONING #PERCEPTION
LEVEL 3
Students listen to the story on their tablets and continue with the reading comprehension
exercises in the app.
LESSON 3
141
2. READING COMPREHENSION - ACTIVITY 5 (PAGE 21), ACTIVITY 1 (PAGE 15)
Students start with the exercise on page 21 individually. Then, the whole group checks the
answers together at the blackboard by forming sentences with “going to”. (For example “Dad is/
not going to pack a torch.”) Then, students continue working on page 15. When checking page
15, the teacher asks the students if they have any questions, do they understand and agree.
STORY WRITING
3. #REASONING #PERSUASION #IMPROVISATION #COLLABORATION #PLANNING
Students work in groups of 3-4 and plan a different trip. Their task is to write about 6-12
sentences. The destination does not have to be real, they can use their imagination. They can also
use the previous exercise as a guideline (feelings, things to pack, activities, place to stay), and the
teacher reminds them that they are planning and encourages them to use “going to”. The teacher
tells them to include adjectives and possibly new vocabulary discussed in the previous lessons.
Teacher monitors, helps only if needed.
DIFFERENTIATION:
A. Brainstorming - The group collects words/expressions together to make it easier,
for example possible destination, activities, places to stay, weather, etc. The teacher can also
write an example sentence on the blackboard using “going to”.
B. The students should not write a new plan, but they should try to find key parts, summarize the
story, keeping dad as the speaker. They can also add mum’s and the kids’ reactions.
PRESENTATION
4. #PRESENTATION-SKILLS #COLLABORATION #EMOTIONAL-INTELLIGENCE
One group presents their plan, other students listen and vote if they would join or not.
WRAP-UP
ACTIVITY
The teacher and the students play the activity game using the new vocabulary.
LEVEL 3
(Students use a dice to decide whether to describe, draw, or act out the word.
For example:: 1-2: act out, 3-4: describe, 5-6: draw.)
LESSON 3
142
EVALUATION
Teacher sticks 3 smiley faces to three different parts of the classroom: a happy face, a neutral,
and a sad one (Appendix). Then, the teacher asks the students to think of how they felt, if they
are satisfied with their own progress or not, and also to go to one of the smiley faces.
The teacher should give positive feedback.
Biology Geography
WARM-UP
SNOWMAN
#ATTENTION #FOCUS
(Same as Hangman, but students draw a snowman instead.) Students have 2 rounds with
words of their own choice. The teacher has the third round, the solution is TRAVEL.
SESSION
GUESS THE WORD

1. #MEMORY
Students work in pairs and get handouts (Appendix) with pictures and words to match.
While they are working, the teacher puts flashcards and word cards on the board ( mountain,
valley, cliff, mountain range, trail, river, waterfall, bridge). The teacher checks the students by
solving the task at the blackboard. The teacher helps with the pronunciation and meaning with
examples if necessary.
DIFFERENTIATION:
The teacher can add more words, for example: hill, cave, lake, sea, island.
143
PREDICTION
2.
#FOCUS #ATTENTION
The teacher shows the students the second page of the book in the BOOKR Class Classroom
app. The teacher starts a conversation about the Great Smoky Mountains National Park.
“Where do you think it is?” Teacher and class discuss the meaning of “hiking – go on a hike.”
Students collect related words that come to their minds. The teacher uses a ball to keep it quick:
throws the ball to a student who raised their hands, then the student says an idea and throws
the ball back. The teacher throws it to another student as long as they have ideas.
DIFFERENTIATION:
The teacher can help with guiding questions. “What do you need for hiking?
What kind of landscape can you imagine?”
DAD’S PLANS
3. #REASONING #AUTONOMY #EMPATHY
The teacher plays the story for students, then asks students about their feelings and opinion
about this trip. “Do you like the idea of a trip like this? Would you like to take part? Do you think
Mum and the kids like this plan? Why? Why not? Which are the programmes/destinations you
like/don’t like?”
WORD ORDERING - ACTIVITY 2 (PAGE 16-18.)

4. #FOCUS #MEMORY #ATTENTION
The teacher projects page 2 and draws attention to the sentences. What’s similar in them?
The teacher draws attention to the sentences containing ‚going to’. Then, students play the
game. The teacher asks students to look at the question on page 16. They discuss together
what’s different in the word order. Students then do the exercises on page 17-18.
Teacher asks them to find something similar in all three sentences.
GOING TO
5. #SOFT-SKILLS #COGNITIVE-SKILLS #ATTENTION #FOCUS
The teacher and the students discuss the time together. “Where are they now?
When is the trip? It is a PLAN. It refers to the future.”
Teacher writes 2-3 sentence endings, (eg: ______________ write a test. ______________
eat pizza. ______________ get lost., etc.) and puts all the word cards in different colors
(Appendix) on the board, so students can choose. The teacher invites students to come
to the board and form 3 or 4 correct sentences, then asks them to try to form questions
and negatives, too.
I SHE AM GOING TO
DAD YOU IS NOT
WE THE KIDS ARE
144
6. READING COMPREHENSION - ACTIVITY 5 (PAGE 21), ACTIVITY 1 (PAGE 15)
Students start with the exercise on page 21 individually. Then, the whole group checks the
answers together at the blackboard by forming sentences with “going to”. (For example “Dad is/
not going to pack a torch.”) Then, students continue working on page 15. When checking page
15, the teacher asks the students if they have any questions, do they understand and agree.
DIALOGUE
7.
#COOPERATION #SELF-MANAGEMENT #ATTENTION #REASONING
Students work in groups of 3-4. Their task is to act out smaller parts from the story, as dad,
mum and the kids. The teacher gives pages to the group to act out, but students can use some
sentences from the general plan, too ( pages 2-5). Their acting can have an alternative ending,
the family can decide whether they want to take part on a holiday that dad planned.
Pages for the groups to act out
GROUP 1: GROTTO FALLS - PAGE 8

GROUP 2: WHITE-WATER RAFTING-PAGE 9
GROUP 3: RIPLEY’S AQUARIUM- PAGE 11
GROUP 4: DARK ISLAND SWINGING BRIDGE -PAGE 9
GROUP 5: STAYING IN A CABIN- PAGE 13
WRAP-UP
WOULD YOU GO ON THAT TRIP?

#REASONING
The teacher asks the groups if they agreed on going on the trip together, or not. What parts of
the programs do they stick to, and why? The teacher encourages students to use adjectives.
HOMEWORK
Students do the rest of the activities in the BOOKR Class app.
DIFFERENTIATION:
A. Students write affirmative/negative sentences using “going to” - based on the activity
on page 21.
B. Students find and copy affirmative/negative sentences and questions from the story.
145
EVALUATION
The teacher projects a scale (Appendix) with pictures on the ends (1:exhausted family-
6:enthusiastic dad) and asks students to choose a number on the scale based on how they
felt, if they are satisfied with their own progress or not.
LEVEL 3
CONDENSED
146
1. WILD ANIMALS FLASHCARD SET Lesson 1 Warm-up
DOWNLOAD
LEVEL 3
APPENDIX
147
1. WILD ANIMALS FLASHCARD SET Lesson 1 Warm-up
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APPENDIX
148
2. NEW VOCABULARY Lesson 1 Activity 4.
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APPENDIX
149
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APPENDIX
150
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APPENDIX
151
MOUNTAIN
VALLEY
CLIFF
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APPENDIX
152
MOUNTAIN
RANGE
TRAIL
RIVER
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APPENDIX
153
WATERFALL
BRIDGE
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APPENDIX
154
3. MATCH THE WORDS TO THE PICTURES Lesson 1 Activity 4
Match the words to the pictures.
WATERFALL
MOUNTAIN
MOUNTAIN
BRIDGE
VALLEY
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RANGE
RIVER
TRAIL
CLIFF
APPENDIX
155
4. GOING TO Lesson2 Activity 3.
I DAD
WE SHE
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APPENDIX
156
YOU THE
KIDS
AM IS
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APPENDIX
157
ARE GOING
TO
NOT
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APPENDIX
158
5. EVALUATION SCALE Lesson 2 Evaluation
1.
2.
3.
4.
5.
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APPENDIX
6.
159
6. EVALUATE YOURSELF Lesson 3 Evaluation
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APPENDIX
160
THE STONE SOUP
UNIT OVERVIEW

• WORD COUNT: 400 • Vocabulary (stone, pot, meat, carrot,
• AGE: 6-10 old lady, salt, pepper, potato, soldier)
• PROFICIENCY LEVEL: Level 3 / A1 / beginner • Reading comprehension, sequencing
• NARRATION: British English the ingredients
• Reading comprehension, sequencing
the story
• Reading, grouping (Who could have said it?)
The hungry soldier only had a stone, but he could cook a delicious soup. How?
Read the story and find out.

past simple, quantifiers (some, any) food and drink, soldier, village, stone soup,
trick, cooking, ingredients, recipe, peel, kitchen,
winter, poor
Appendix (cards, worksheets), notebook, pen
LEVEL 3
LESSON 1
161
LESSON 1
What’s in the shopping bag? Biology Economics
WARM-UP
SHOPPING SPREE
#SITUATIONAL-AWARENESS, #FOCUS
The teacher places pictures of food items (Appendix) in the classroom and tells the students
that everything is free so they can each take two items from the classroom store.
SESSION
NAME THE FOOD ITEMS

It was a false alarm, so we have to put everything back! The teacher places a set of cards on the
board with the names of the food items. The students go up to the board one by one and match
their picture(s) to the name(s) of the food item(s).
The food items: celery, carrot, tomato, chicken, beef, salt, pepper, oregano, basil, onion, banana, chocolate, milk,
cheese, bread, spaghetti, banana, apple, salmon, potato, grapes, corn, yogurt, rice.
DIFFERENTIATION:
If a student is not familiar with his or her food item(s), the teacher can ask
the other students to help.
LEVEL 3
CATEGORIES
2. #ORGANIZATION #LOGICAL-THINKING
The teacher writes the following categories on the board: fruit & vegetables, meat & fish, dairy
LESSON 1
products, grains. The students copy the food items into their notebooks according to which
category they belong to. Then, they complete the chart on the board with the teacher and
brainstorm more food items.
162
SURVEY
3. #FOCUS #ANALYSIS
The teacher projects five jumbled sentences onto the board and asks the students to put
the words into the correct order. The teacher elicits the meaning of the words ‘healthy’ and
‘ingredients.’
The sentences:
What is your favorite food item?
Is it cheap or expensive?
Are there any food items you don’t like?
Name a food item which you think is healthy.
What do you put in a sandwich?
MINGLE
4. #COOPERATION #SELF-EXPRESSION #TIME-MANAGEMENT
The students write down the questions by putting the words into the correct order and leaving
some space for names and answers. The teacher tells them to write down one more question
(Do you like ?) and finish it with their favorite food item. The students mingle and
carry out the survey by asking each other. The teacher asks some follow-up questions about
their answers and whether the students have found anything they have in common.
DIFFERENTIATION:
The teacher can help the answers to be collected by giving an example.
QUESTION NAME ANSWER
What is your favorite food item?
Is it cheap or expensive?
Are there any food items you don’t like?
Name a food item which you think is healthy.
What do you put in a sandwich?
Do you like ?
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LESSON 1
163
SHOPPING LIST
5. #COOPERATION #SELF-EXPRESSION
The teacher elicits some answers about spaghetti bolognese:

• Whose favourite dish is spaghetti bolognese?
• Who doesn’t like it?
• Is it cheap or expensive to prepare?
• Do you think it’s healthy?
Today, I want to make a delicious spaghetti bolognese for dinner, but I need to buy the
ingredients! Can you help me, please?
The students form groups before the teacher asks each group to collect the ingredients and
write a shopping list in order to prepare a spaghetti bolognese. The groups compare their lists
and agree on the final version with the teacher.
The ingredients: celery, carrot, tomato, chicken, beef, salt, pepper, oregano, basil, onion.
SHOPPING RACE
6. #COOPERATION #SITUATIONAL-AWARENESS #PERCEPTION
While the students are writing their shopping lists, the teacher erases the categories from
the board and shuffles all the pictures. He or she can place the cards at different locations all
around the classroom to make the game harder. When the students know all the ingredients
they need for the spaghetti bolognese, each group goes to the “shop” and has one minute to
collect all the ingredients. When a group finishes, they count the number of ingredients.
The teacher places the cards back and another group goes to the “shop” to get all of the
ingredients according to the recipe. The group with the most ingredients wins the shopping race.
COUNTABLE AND UNCOUNTABLE ITEMS

7. #ORGANIZATION #ANALYSIS #FOCUS
The teacher explains countable and uncountable nouns with the help of the collected
ingredients before putting two baskets on the desk and asking the students to put the picture
cards into the correct basket.
DIFFERENTIATION:
For more practice, the students can sort more picture cards into the categories
from the first activity.
LEVEL 3
LESSON 1
164
DOMINOES
8. #FOCUS #PATIENCE #COMPETITIVE-SKILLS
The teacher explains the rules before dividing the domino pieces (Appendix) among the
members of the group and placing one domino piece face up on the middle of the table.
The first student can only place a domino piece next to another domino piece that matches
the picture or word on it before the next student continues. If the student can’t put down any
of his/her dominoes, it’s the next player’s turn. The student who puts down all of his or her
dominoes first wins.
DIFFERENTIATION:
This game can be played in smaller groups with more sets of dominoes as well to practise
the vocabulary items as well as countable and uncountable nouns.
THERE’S SOME RICE IN THE PANTRY

9. #COLLABORATION #ANALYSIS
The students work in pairs to practise the countable and uncountable nouns. The teacher puts
the three incomplete sentences on the board before eliciting the rules and asking the students
to fill in the gaps with the given words.
banana / bread / bananas

There is a … in the pantry.
There are five … in the pantry.
There is some … in the pantry.
There is or there are? A / an or some?

… an apple in my bag. I have … chocolate in my lunchbox.
… some milk in the fridge. We need … egg for the cake.
… some rice on the floor. We usually put … chicken in the soup.
… ten tomatoes in the basket. I would like ... pepper on my avocado toast.
… an onion in the soup. … potato is not enough for dinner.
… some cheese in my sandwich As a snack, I usually have … yogurt and … apple.
WHAT’S IN THE PANTRY?

10. #COLLABORATION #PERCEPTIVE-SKILLS
The teacher pairs up the students and hands out pictures of pantries. Students A & B and C & D
work together in pairs. There are four different versions (A-D) of the same pantry but each one
contains 10 differences. Students work in pairs and, based on the example sentences from the
previous exercises, describe their pantry and try to figure out all the differences. Once they find
a difference, they add or cross food items out. If the sentence applies to both pantries, they tick
that part of both pictures.
165
DIFFERENTIATION:
If students have found the 10 differences, they can swap partners and do the same
activity with another student who has a different picture, e.g. Student A can work with
student C or D.
After finishing the activity, the students present the differences they have found, e.g.
There are three oranges in Matt’s pantry, but there are six in my pantry.
WRAP-UP
WOULD YOU RATHER

#SELF-EXPRESSION #DECISION-MAKING
The teacher gives each group of 3 students a set of Would you rather…? cards (Appendix).
The students read and answer the questions.
Would you rather…

eat everything with ketchup OR eat everything with mayo?
only eat fish OR only eat chicken?
eat cheese all the time OR eat chocolate all the time?
give up sugar OR give up salt?
only drink water OR only drink soda?
never eat cake OR never eat ice cream?
eat breakfast for dinner OR dinner for breakfast?
Students might want to take notes of their answers in their exercise book or on the card.
DIFFERENTIATION:
The teacher can encourage students to mingle and gain information about other students
in the classroom. This way they can get to know their peers better and their memory is
also improved.
The teacher elicits some answers from one student about the preferences of the group, e.g.
In our group, Amy would rather eat everything with ketchup, but Tim would rather eat verything
with mayo.
LEVEL 3
EVALUATION
The teacher draws three shopping baskets. The students who feel confident about the new
LESSON 1
vocabulary items and believe that they have learnt everything stand next to the one which is
full, those who are still in need of some practice stand next to the one which is half full and the
ones for whom this is very new stand next to the basket with only a few items in it.
166
LESSON 2
The Stone Soup Literature History
WARM-UP
MISTY FOREST
#COOPERATION #ATTENTION #FOCUS #PRECISION
Today we’re going on a trip to a village! To get to the village, we have to go through a cold
forest. The teacher divides the class into pairs. One pair comes up to the front of the classroom,
while the rest of the class pretends to be trees. The teacher blindfolds one of the students and
the other has to guide him or her through the forest without touching any of the trees by only
following the verbal instructions received. If the student touches a tree, he or she is out and
another pair comes up to the front.
DIFFERENTIATION:
The class might want to revise some instructions before starting the game:
Stop, Turn to the left, Go straight, etc.
SESSION
SETTING
1. #INTERPRETATION #INTUITION
The teacher projects two pictures (Appendix) onto the board and asks the students to describe
the settings. Half of the class describes the forest and the other half the kitchen. They can write
down an adjective or a sentence describing how someone would feel in that place on sticky notes.
After writing down their thoughts, they place these sticky notes around the pictures.
DIFFERENTIATION:
The teacher asks students to compare the two settings.
167
THE CHARACTERS
2. #CRITICAL-THINKING-SKILLS #CREATIVITY
The teacher opens the BOOKR Class Classroom app and projects page 6 onto the board
without the narration or text-highlighting. Then the teacher asks the following questions:
• Who are the people? How old are they? Where are they from? (The students guess.)
• Where is the soldier coming from? Why is he hungry? (The soldier is coming from
a battle or a war.)
• Why is the village poor? (They have already given everything to the soldiers. / They couldn’t
go and cultivate the land. / It’s the end of the winter and they have eaten everything up.)
• Where are they? What is their relationship with each other? (The students guess.)
• What are they doing? What are they cooking? What else are they preparing?
Why are they doing that? (The students guess.)
THE TRICK
3. #SITUATIONAL-AWARENESS #ATTENTION
The teacher opens the BOOKR Class Classroom app and starts the story with illustration and
narration. At the end of page 3, the teacher elicits some ideas about how the soldier might trick
someone. At this point, the students are expected to deduce that the old lady is just a villager
and doesn’t know the soldier.
STONE SOUP
4. #FOCUS #CONCENTRATION
The teacher gives each student a picture card, which they have already used in the first lesson.
The teacher tells the story and mimes the unfamiliar actions in it. At the point when the soldier
asks for the ingredients, the teacher asks the students to give their ingredients to him or her.
DIFFERENTIATION:
The teacher might open the BOOKR Class Classroom app and further facilitate understanding
with the help of the illustrations. Before continuing with page 4, the teacher should modify
the settings and turn off narration as the teacher will be the one telling the story.
ADD-ON: PAST SIMPLE

#COOPERATION #ATTENTION #MEMORY
The teacher tells the story again but this time stops before certain verbs and only mimes
LEVEL 3
the action. The students have to tell the verb using the past simple.
The verbs: begged, knocked, put, tasted, chopped, served.
The teacher might need to put the words in the present tense on the board for students
to help their choice.
LESSON 2
168
INGREDIENTS
5.
#MEMORY #DIGITAL-SKILLS
The teacher asks the students what the soldier put in the soup. The students form pairs and
try to reconstruct the list of ingredients of the Stone soup recipe. After the students list the
ingredients, as a check they do the ingredient sequencing activity from the BOOKR Class
Classroom app ( page 14).
DIFFERENTIATION:
The students might need a second listening of the story before the activity.
In that case, the teacher opens the BOOKR Class Classroom app and has the students
listen and read the story.
SOME AND ANY

6. #PROBLEM-SOLVING #ATTENTION #ANALYSIS
The students read the sentences from the worksheet (Appendix), then the teacher plays the
story from the BOOKR Class Classroom app. The students fill in the gaps.
“Do you have any salt and pepper?” ( page 6)

“The old lady remembered she had some carrots and potatoes in the cellar.” ( page 8)
The teacher explains the use of some and any before the students do the practice task from
the worksheet.
• We use some in affirmative (positive) sentences but any in negative sentences and questions.
• When the noun is countable, it is used in its plural form, because we are referring to more
than one item. If the noun is uncountable, we cannot use the plural as it doesn’t have a
plural form.
• If the noun is countable and in the plural form, we use there are. If the noun is uncountable,
we use there is.
Answers:
Have you got any tomatoes?
I need some milk.
There isn’t any salt in the soup.
I can’t find any bananas.
We should put some potatoes in the soup.
169
ON THE PLATE, THERE’S A/AN...
7. #COOPERATION #CULTURAL-AWARENESS
The teacher projects a picture of six dishes onto the board: sandwich, hamburger, hot dog,
salmon salad, apple pie, chicken with fries (Appendix). The students match the pictures of the
dishes to their names. The teacher elicits the origin of these dishes, e.g.
The apple pie is a famous American dish. People in the USA eat it on the 4th of July, when they
celebrate the country’s birthday. They usually have a barbecue that day and eat hamburgers as
well as hot dogs.
In the United Kingdom, people have a sandwich for lunch. This is why students only pack
a lunchbox. They don’t eat cooked meals or three-course meals for lunch. They also have a
famous dish, but it’s not chicken with fries. Do you know the most popular British dish? Yes, it is
fish and chips! What’s the difference between chips and fries?
WE WANT TO MAKE A/AN…

8. #COMMUNICATIVE-SKILLS #SITUATIONAL-AWARENESS #ASSERTIVENESS
The teacher places all of the flash cards (that were previously used) around the classroom,
even two sets of them if possible. The students form groups based on what dish they would
choose (sandwich, hot dog, hamburger, etc.).
They have 90 seconds to collect the flash cards based on the ingredients they need.
After 90 seconds, the teacher asks the students to quickly grab the remaining flash cards and
take a seat. Now the groups check what they have, what they need and what they don’t need.
After this discussion, the students mingle and try to collect the missing ingredients from the
other groups, e.g.:
We want to make a sandwich. Do you have any lettuce?
Yes, I have some lettuce.
Can I have that card?
Yes, of course. / No, I’m sorry.
At the end of the activity, the teacher asks the students to say what they have for their chosen
dish and what is missing. The winning group is the one who has the most ingredients.
However, the teacher might elicit other ingredients which could be added to the dishes in order
to revise vocabulary.
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LESSON 2
170
WRAP-UP
ROLE-PLAY
#COOPERATION #PERCEPTION
The old lady wants to make another soup but this time she really doesn’t have any ingredients,
so she asks us to ask around for them amongst the villagers.
The students get a role-play card with their pantry in the picture and a list of ingredients they
need to collect for the old lady (Appendix). In the first round, Student A asks his or her partner
what they have in their pantry. If Student B has the needed ingredient, Student A ticks it, but if
not, he or she crosses it out. Once the pair has gone through the list, they swap roles.
Now it’s Student B’s task to find out what ingredients their partner has for the soup.
Could they find everything? What kind of soup will they make? What is left in the pantries?
EVALUATION
Imagine you’re the ingredients in the pot. The students stand in a line: the ones who feel like
they understand everything stand at the top to signify that they’re ready, those who are still
processing what they’ve learnt stand somewhere in the middle, while the learners who feel like
they’ve just been put in the hot water and don’t really get it stand at the bottom.
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LESSON 2
171
LESSON 3
Sharing is caring
Drama Arts & crafts
WARM-UP
FRIDGE DRAWING
#PERCEPTION #ATTENTION
The teacher draws a fridge in three steps. After each step, he or she asks the students to guess
what it is. How quickly can the students name what is being or what has been drawn?
SESSION
ABC FOOD ITEMS

1. #TIME-MANAGEMENT #ATTENTION #CREATIVITY
The students form small groups. The teacher writes the letters of the alphabet on the board.
The groups have four minutes to write down as many food items as they can. The group which
uses the most letters of the alphabet wins.
WHO SAID WHAT?

2. #MEMORY #HIGHER-ORDER-THINKING-SKILLS
The students do the grouping activity from the BOOKR Class Classroom app (page 16).
The last sentence is “I have a secret.” The teacher asks the class what the secret is. (If we share
our things, we can survive together.)
SHARING
3. #SELF-EXPRESSION #EMOTIONAL-INTELLIGENCE #EMPATHY
LEVEL 3
The teacher asks the students to think of a time when someone didn’t share something with them.
How did that make them feel? The teacher then asks them to form pairs and discuss why it is
important to share.
LESSON 3
172
RECIPE FOR THE STONE SOUP
4. #ATTENTION #MEMORY #CREATIVITY
There are recipes which we hand down from generation to generation in our families in order to
keep and share our traditions! Let’s take a closer look at this one!
The students match the verbs in bold to the pictures (Appendix) before forming pairs and
collecting food items that go with these words. For each item, they receive a point and the
pair with the most points wins.
ONE AFTER THE OTHER

5. #SEQUENCING #LOGICAL-THINKING
Now the teacher writes “first,” “after that,” “next” and “finally” on the board before eliciting that
“after that” and “next” are interchangeable. The students complete the sentences (Appendix)
using the following words:
First, put the stone in the pot and fill it up with water.
After that, season it with some salt and pepper.
Next, add the meat and stir the soup.
Finally, peel some carrots and potatoes then chop them up before putting them into the soup.
Cook it for 30 minutes and serve it in a bowl.
ADD-ON:
The students can act out following the recipe as if they were in a cooking show.
RECIPE WRITING
6. #COLLABORATION #CREATIVITY
The students form pairs before writing their own version of the recipe for the stone soup with
ingredients of their choice. Finally, the students write down the instructions of the recipe.
ADD-ON:
The students can illustrate the recipes.
During the writing process, the teacher monitors the students’ work and helps them
formulate grammatically correct sentences. At the end of the activity, the recipes are displayed
in the classroom.
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LESSON 3
173
WRAP-UP
MY STONE
#SELF-EXPRESSION #SELF-REFLECTION
Not only can we share food items like vegetables but we can help others. This is why we’re such
a great team. The teacher gives each student a stone-shaped piece of paper and asks them to
write down something positive about themselves or something they’re good at. How can they
help the others? What can they share?
DIFFERENTIATION:
The teacher can share some sentence starters to help the students: I’m good at…, I can…, I’m…
EVALUATION
The students go up to the board, say what they wrote and share it with the class.
They glue every stone on a big paper chart which they can use as a reminder all year long.
LEVEL 3
LESSON 3
174
Biology Literature
WARM-UP
WHAT’S IN THE POT?

The teacher draws a pot on the board and asks the students what could be put in it.
The students brainstorm as many ingredients as possible. In the end, the teacher writes
the word “stone” on the board and asks the students if they’ve heard about stone soup.
SESSION
STONE SOUP
1.
#FOCUS #CONCENTRATION
The teacher gives each student a picture card (Appendix). The teacher tells the story and
mimes the actions in it. At the point when the soldier asks for the ingredients, the teacher asks
the students to give their ingredients to him or her.
DIFFERENTIATION:
The teacher might open the BOOKR Class Classroom app and further facilitate
understanding with the help of the illustrations. Before continuing with page 4,
the teacher should modify the settings and turn off narration as the teacher will be
the one telling the story.
INGREDIENTS
2. #MEMORY #DIGITAL-SKILLS
LEVEL 3
The teacher asks the students what the soldier put in the soup. Students form pairs and
try to reconstruct the list of ingredients in the Stone soup recipe. After the students list the
ingredients, as a checking they do the ingredient-sequencing activity from the BOOKR Class
CONDENSED
Classroom app ( page 14).
175
COUNTABLE AND UNCOUNTABLE ITEMS
3. #ORGANIZATION #ANALYSIS #FOCUS
The teacher explains countable and uncountable nouns with the help of the collected words
from the warm-up activity. Then the teacher writes the two categories on the board and asks
the students to sort the words into them.
SOME AND ANY

4. #PROBLEM-SOLVING #ATTENTION #ANALYSIS
The students read the sentences from the worksheet, then the teacher plays the story from
the BOOKR Class Classroom app. The students fill in the gaps.
“Do you have any salt and pepper?”

“The old lady remembered she had some carrots and potatoes in the cellar.”
The teacher explains the use of some and any before the students do the practice task from
the worksheet.
1. We use some in affirmative ( positive) sentences, but any in negative sentences

and questions.
2. When the noun is countable, it is used in its plural form because we are referring
to more than one item. If the noun is uncountable, we cannot use the plural as the
noun doesn’t have a plural form.
3. If the noun is countable and in its plural form, we use there are. If the noun is
uncountable, we use there is.
Have you got any tomatoes?

I need some milk.
There isn’t any salt in the soup.
I can’t find any bananas.
We should put some potatoes in the soup.
ROLE-PLAY
5. #COOPERATION #PERCEPTION
The old lady wants to make another soup but this time she really doesn’t have any ingredients,
so she asks us to ask around for them amongst the villagers.
The students get a role-play card with their pantry in the picture and a list of ingredients they
need to collect for the old lady (Appendix). In the first round, Student A asks his or her partner
what they have in their pantry. If Student B has the needed ingredient, Student A ticks it,
but if not, he or she crosses it out. Once the pair has gone through the list, they swap roles.
Now it’s Student B’s task to find out what ingredients their partner has for the soup.
Could they find everything? What kind of soup will they make? What is left in the pantries?
176
WHO SAID WHAT?
6. #MEMORY #HIGHER-ORDER-THINKING-SKILLS
The students do the grouping activity from the BOOKR Class Classroom app ( p. 16). The last
sentence is “I have a secret.” The teacher asks the class what the secret is. (Sharing)
WRAP-UP
MY STONE
#SELF-EXPRESSION #SELF-REFLECTION
Not only can we share food items like vegetables but we can share our values and abilities to
collaborate as members of a team. The teacher gives each student a stone-shaped piece of
paper and asks the students to write down something positive about themselves or something
they’re good at.
DIFFERENTIATION:
The teacher can share some sentence starters to help the students: I’m good at…, I can…, I’m…
EVALUATION
The students go up to the board, say what they wrote and share it with the class.
They glue every stone onto a big paper chart which they can use as a reminder all year long.
LEVEL 3
CONDENSED
177
1. SHOPPING SPREE LESSON 1 Warm-up
DOWNLOAD
LEVEL 3
APPENDIX
178
LEVEL 3
APPENDIX
179
LEVEL 3
APPENDIX
180
LEVEL 3
APPENDIX
181
LEVEL 3
APPENDIX
182
RICE
LEVEL 3
APPENDIX
183
SALT
LEVEL 3
APPENDIX
184
LEVEL 3
APPENDIX
185
2. DOMINOES LESSON 1 Task 8.
A BANANA AN ONION (SOME)

CHOCOLATE
(SOME) AN APPLE (SOME)

MILK BEEF
(SOME) A CARROT (SOME)

CHEESE BREAD
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APPENDIX
186
2. DOMINOES LESSON 1 Task 8.
A YOGURT A POTATO (SOME)

TOMATOES
(SOME) (SOME) (SOME)

CHICKEN CELERY RICE
RICE
(SOME) (SOME)
APPLES ONIONS
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APPENDIX
187
3. WHAT’S IN THE PANTRY? LESSON 1 Task 10.
What is in the pantry? Work in pairs and find the 10 differences.
Example:
A: There are five tomatoes in my pantry.
B: There are two tomatoes in my pantry. Let me draw 3 more tomatoes there.
A: There is some spaghetti in my pantry.
B: Oh, I don’t have that. Let me draw some spaghetti.
A: There’s a celery in my pantry.
B: Yes, that’s okay. Me too.
PANTRY A
salt
PANTRY B
salt
LEVEL 3
APPENDIX
188
3. WHAT’S IN THE PANTRY? LESSON 1 Task 10.
PANTRY C
PANTRY D
LEVEL 3
APPENDIX
189
4. WOULD YOU RATHER…? LESSON 1 Wrap-up
Would you rather…

1. eat everything with ketchup OR eat everything with mayo?
2. only eat fish OR only eat chicken?
3. eat cheese all the time OR eat chocolate all the time?
4. give up sugar OR give up salt?
5. only drink water OR only drink soda?
6. never eat cake OR never eat ice cream?
7. eat breakfast for dinner OR dinner for breakfast?
Would you rather…

Would you rather…

Would you rather…

LEVEL 3
APPENDIX
190
5. SETTING LESSON 2 Task 1.
LEVEL 3
APPENDIX
191
5. SETTING LESSON 2 Task 1.
LEVEL 3
APPENDIX
192
6. SOME AND ANY LESSON 2 Task 6.
1. SOME OR ANY?
“Do you have salt and pepper?”
“The old lady remembered she had carrots and potatoes in the cellar.”
2. SOME OR ANY?
1. Have you got tomatoes?
2. I need milk.
3. There isn’t salt in the soup.
4. I can’t find bananas.
5. We should put in potatoes.
1. SOME OR ANY?
2. SOME OR ANY?
2. I need milk.
1. SOME OR ANY?
2. SOME OR ANY?
2. I need milk.
1. SOME OR ANY?
LEVEL 3
2. SOME OR ANY?
APPENDIX
2. I need milk.
193
7. ON THE PLATE, THERE’S A / AN … LESSON 2 Task 7.
LEVEL 3
APPENDIX
194
LEVEL 3
APPENDIX
195
HAMBURGER
SANDWICH
HOT DOG
LEVEL 3
APPENDIX
196
SALMON SALAD
APPLE PIE
CHICKEN
WITH FRIES
LEVEL 3
APPENDIX
197
EXAMPLE: HAVE YOU GOT ANY…? 8.
Ingredients:
salt
▢ carrots
ROLE PLAY
▢ potatoes
▢ meat
▢ basil pepper
▢ salt and pepper
198
EXAMPLE: HAVE YOU GOT ANY…?
salt
Ingredients:
▢ carrots
▢ potatoes
LESSON 2
▢ celery pepper
▢ salmon
Wrap-up
▢ salt and pepper
APPENDIX LEVEL 3
9. THE RECIPE FOR THE STONE SOUP LESSON 3 Task 4.
Read the recipe of the stone soup and fill in the gaps.
dotted line: serve, fill up, peel, season with, chop up, stir
line: after that, finally, first, next
Recipe: Stone soup
Ingredients:
5 potatoes
4 carrots
500g of beef
some salt and pepper
water
Instructions:
, put the stone in the pot and it
with water.
, it some salt and pepper.
, add the meat and the soup.
, some carrots and potatoes then
them before putting them into the soup.
Cook it for 30 minutes and it in a bowl.
Read the recipe of the stone soup and fill in the gaps.
dotted line: serve, fill up, peel, season with, chop up, stir
line: after that, finally, first, next
Recipe: Stone soup
Ingredients:
5 potatoes
4 carrots
500g of beef
some salt and pepper
water
LEVEL 3
Instructions:
, put the stone in the pot and it
with water.
, it some salt and pepper.
APPENDIX
, add the meat and the soup.

, some carrots and potatoes then
them before putting them into the soup.
Cook it for 30 minutes and it in a bowl.
199
- LE VEL 4 -
On LEVEL 4, besides world-famous classical literature, learners between the ages of 10 and 14
can find fact-based educational content which is related to the target culture. Some of these books
resemble encyclopaedia entries while others are dialogues between teenagers, some rhyme while
others are descriptions. The use of different types of texts helps learners to differentiate between
the objectives and styles of various texts, thus indirectly developing their writing skills. Content and
language integrated learning (CLIL) is emphasised more on this level because it offers a pleasant
combination of authenticity, information and language input. The topics were selected to engage
teenagers, transmit cultural knowledge and provide useful information for future international
experiences. Using the books is a great way to raise consciousness, stimulate discussion and
encourage learners to think critically.
Level 4 is designed for basic users of English. The aim of games for basic users of English, at this
level, is to develop skills, especially comprehension, encourage production and present different
genres and stylistic variations of the language. Therefore, besides global comprehension checks,
many activities are included to practise reading for specific information and games to make sure
students understand stylistically different linguistic items and structures.
There is also a greater focus on explicit grammar and vocabulary practice than before to help
learners identify and practise certain structures from the books. Drawing attention to such
elements aims to make their learning process more conscious and efficient while they can still
enjoy the playful layout and encouraging feedback.
200
HOUSEWORK MY WAY
UNIT OVERVIEW

• WORD COUNT: 442 • vocabulary matching
• AGE: 6-10 • verb + noun matching
• PROFICIENCY LEVEL: Level 4 / A2 / elementary • grammar (word ordering in present perfect)
• NARRATION: British English • grammar quiz with communicative focus
Emily doesn’t want to do any housework during the school holidays but then she realizes that
she has got someone to help.
TOPIC (VOCABULARY): housework, cleaning, GRAMMAR STRUCTURES: present perfect, can

tidy, robot, help, household chores, home, wash, NEEDED MATERIALS & EQUIPMENT:
dishes, mop, fold, iron, vacuum, carpet, dirty, sink, Sharing the Housework flashcard set, Appendix
sharing, bucket, cleaner, polite requests, need, (worksheets, cards, sentences), coloring pencils
favour, asking, place of living
LEVEL 4
LESSON 1
201
LESSON 1
Who’s in the house? Economics Ethics and
Philosophy
WARM-UP
COHABITATION
#REASONING #CRITICAL-THINKING #EMPATHY
The teacher asks the students if they would all like to live together or not and what their
arguments are for and against cohabitation.
SESSION
NECESSITIES
1. #MEMORY #REASONING #COLLABORATION
The teacher asks the students to imagine that they all live together in one household.
The students in pairs have 2 minutes to come up with some items they would need in their
shared home before before they check their ideas.
The teacher asks 4 students to take notes on the board and for the others to add the new items
to their lists. Each student is responsible for the items belonging to one of the categories:
• rooms in the house
• furniture and items
• household appliances
• other
E.g.:
FURNITURE HOUSEHOLD
ROOMS OTHER
AND ITEMS APPLIANCES
LEVEL 4
kitchen curtains TV Jacuzzi

dining room carpets PlayStation pets
attic (bunk) beds security camera plants
garage sofa fridge fruit trees
LESSON 1
cellar mirrors freezer garden

pantry dining table iron terrace
bathroom armchair washing machine lawn
202
WE’RE ALL IN THIS TOGETHER
2.
#DECISION-MAKING #COOPERATION
The teacher asks the students to decide how many of these items they would need.
Students should work in small groups and write the numbers after each item. Once finished,
they should come up with a name for their home, e.g. The Palace of ,
The Mansion, The Castle of .
After 4 minutes, the students share their ideas and the teacher asks them to vote on the items
they need as well as their quantity. Helpful questions while voting:
HOW MANY ... DO YOU NEED? IS THERE … IN YOUR HOME?
• bedrooms • a garden
• toilets • a Jacuzzi
• bathrooms • a security camera
• dining tables • a washing machine
• fridges • a pantry
During the discussion and whilst voting, the teacher makes a note of the number of votes
each item receives.
At the end, the students pick the best name for their home.
WORK, WORK, WORK, WORK, WORK

3. #COMMUNICATIVE-SKILLS
Now that their mansion has been created, the students need to share the housework.
First, the teacher asks the students about the best and worst household chores before putting
them on the board.
Then, the teacher hands out flashcards with household chores on them. The cards are cut in
half so that some students have a picture of the chore, while others have the vocabulary item.
The following items on the set of “Sharing the Housework” flashcards are handed out:
1. to make the bed 12. to water the plants

2. to mop the floor 13. to rake the leaves
3. to do the vacuuming 14. to change a light bulb
4. to set the table 15. to dust the furniture
5. to tidy the room 16. to cook
6. to do the shopping 17. to mow the lawn
7. to take out the rubbish 18. to feed the pets
LEVEL 4
8. to do the ironing 19. to wash the clothes

9. to sweep the floor 20. to fold the laundry
10. to clean the windows 21. to do the dishes
11. to clean the toilet
LESSON 1
203
Some students have pictures of the chores, while others have their vocabulary items.
Their task is to match the pictures to the vocabulary items and sit down together in pairs.
ADD-ON:
With students who need more help, the teacher can open the BOOKR Class Classroom
app and go through the flashcards with the students.
They can show their flashcards, discuss their meaning and repeat the expressions.
WHO’S RESPONSIBLE?
4. #DECISION-MAKING #REASONING #COLLABORATION #RESPONSIBILITY
The teacher asks three pairs of students to merge into a group and hands out a worksheet
(Appendix) to each student.
The students in small groups show each other their flashcards and discuss their 3 chores:
• the meaning of the expression;
• how often it has to be done in their shared household;
• choose a responsible person to do the chore.
They fill in the first three rows of their own chart based on what they have discussed and
decided on.
DIFFERENTIATION:
If necessary, the teacher revises the expressions of frequency with the class.
In less advanced classes, it is helpful to have these expressions written on the board
during the discussion:
every day once a day

every week twice a week
every month three times a month
every year four times a year
Then the teacher asks the students to mingle and find out how the other groups decided to
share the housework while taking notes of the different chores and filling in the rest of the rows.
The teacher makes sure that the students change partners after filling in each row and lead
the discussion in English. After 4 minutes, the teacher stops the activity.
DIFFERENTIATION:
To speed up the activity, the teacher could hand out a worksheet that already has the names
of the chores written on it.
204
HOUSEHOLD RULES
5. #COMMUNICATIVE-SKILLS #REASONING #REFLECTION
The teacher asks the students to give feedback on the household rules while taking notes and
making sure all the chores are done.
T: Name a chore!
S: Doing the dishes.
T: Oh, washing up. Okay, how often do you have to wash up?
S: I need to do the dishes twice a week.
T: Really? Are you sure? There are 20 of you in your household.
S. Okay, then maybe every day.
T: Who’s responsible for this chore?
S: Carol.
T: Are you okay with this, Carol?
S: Yes! / No!
In case a student’s answer is “no”, the teacher should ask for a reason and assure the student
that he/she can come up with other possible solutions.
WRAP-UP
CHALLENGES
#EVALUATION #PREFERENCES #SELF-REFLECTION
The teacher asks the students to get out different coloring pencils and color-code their complete
list of household chores.
1. Circle in blue the housework that is difficult to do.

2. Circle in purple the housework that is easy to do.
3. Underline in green the housework that you like doing.
4. Underline in orange the housework that you hate doing.
5. Circle in red the expressions that are new to you.
6. Circle in black the expressions that are difficult to remember.
After each round, the teacher asks for some examples and encourages the students to use full
sentences as well as justify their answers. More time should be allocated to the last two rounds
and the teacher should also draw attention to their pronunciation.
LEVEL 4
DIFFERENTIATION:
If needed, before color-coding, the teacher can open the BOOKR Class Classroom app and go
through the set of flash cards entitled “Sharing the Housework.”
LESSON 1
The students can listen to and repeat the expressions as well as make any comments (e.g. it
is easy/difficult to do, it is a good/bad chore, the expressions are easy/difficult to remember).
205
EVALUATION
The teacher asks the students to reflect on the lesson by standing in one of four corners in the
classroom.
Round 1: Did your group cooperate well? Are you okay with your responsibilities?
Round 2: Do you understand the different household chores? Do you remember the vocabulary items?
Corner 1: Yes, absolutely.

Corner 2: They’re okay. I’m fine with them.
Corner 3: No, not really.
Corner 4: I have no idea what happened.
LESSON 2
Housework My Way
Economics Literature
WARM-UP
SHARED RESPONSIBILITIES
#MEMORY #RESPONSIBILITY
The teacher asks the students for the name of their home and to recall the household chore
they were assigned to do there. Then the students stand up and once they have described their
chore, they take a seat.
SESSION
HOUSEWORK MY WAY
1. #COLLABORATION #GUESSING #CREATIVITY
LEVEL 4
The teacher opens the BOOKR Class Classroom app and jumps to Activities 1 and 2 on pages
15 and 16. The students are encouraged to first match the pictures to the expressions (Activity 1)
LESSON 2
before pairing the two parts of the expressions (Activity 2).

Then the teacher tells the students that the title of the book is “Housework My Way” and that
they need to guess what “my way” means.
Answer: my way - in a special way that is somehow different from the usual
206
WHAT WAYS?
2.
#CREATIVITY #HUMOUR
The teacher puts the students into groups of 3 and asks them to come up with ideas on how to
do the chores “my way,” e.g.:
• wash the dishes - without a sponge;
• mop the floor - with mops on your feet;
• vacuum the carpet - while dancing;
• iron the shirts - while wearing them;
• fold the clothes - with the help of a machine.
After 3 minutes, the students share their ideas and vote for the best chore done ‘my way.’
EMILY’S WAY OF DOING THE HOUSEWORK

3. #GUESSING #CREATIVITY #CONCENTRATION
The teacher opens the BOOKR Class Classroom app and shows the students the cover of the book.
Do the students have any idea what the story is about?
The teacher starts the audio recording of the book and has the students listen to the story from
page 1 to 10. When the teacher stops the recording at the end of page 10, the students are
encouraged to guess who the other character is.
What is Emily’s way of doing the chores?
The teacher starts the story again, but this time with the visuals until the middle of page 13.
Why hasn’t Robbie done his chores?
The teacher finishes the book with the students.
Was Robbie right? What was the problem with how they communicated?
• Can you iron the shirts? - Yes, I can. / Of course.
• I will iron the shirts. - I promise to do that some time.
COMMUNICATION PROBLEMS
The teacher jumps to page 20 in the BOOKR Class app and asks the students to do the quiz on
page 20. After each question, they discuss their choices.
PRESENT-PERFECT PRESENTATION
5. #COLLABORATION #ANALYSIS #CONCENTRATION
The teacher hands out the worksheet (Appendix), explains that two of the items from the
previous activity are included on it and encourages the students to guess the meaning of them.
Have you mopped the floor? - Yes, I have.

The sink is empty. - I have washed the dishes.
207
The students work in pairs and circle the correct answers to determine the rules of the use of the
present perfect. Then the teacher asks for some feedback and explains the point of this verb tense.
Do we know what happened? Yes. / No.

Do we know when it happened? Yes. / No.
We use the present perfect to talk about actions that happened in the future / past, but we
don’t know or don’t care when they happened, that is, the time / action is not important.
The teacher draws attention to the form of the present perfect. An explanation is given for the
example as well as first and second rows. The students then fill in the remaining gaps in the chart.
SUBJECT AUXILIARY VERB PAST PARTICIPLE ...

I have washed the dishes.
1 We have done it.
2 She hasn’t cooked.
3 They have started working.
4 I haven’t seen him recently.
Then the teacher allocates some time for the students to complete the second chart and
transform the sentences in pairs.
(+) (-) (?)

I haven’t washed Have you washed Yes, I have. /
the dishes. the dishes? No, I haven’t.
Yes, she has. /
She has cooked. She hasn’t cooked. Has she cooked?
No, she hasn’t.
They have started They haven’t started Have they started Yes, they have. /
working. working. working? No, they haven’t.
I haven’t seen Have you seen Yes, I have. /

I have seen him recently.
him recently. him recently? No, I haven’t.
DIFFERENTIATION:
High-achieving students can work on their own, slower students might prefer
to work in smaller groups and some students might want to work with the teacher.
LEVEL 4
If the charts have been completed, the class checks the answers and draws the conclusion that:
• the auxiliary verb changes in the case of he / she / it into has;
• the auxiliary verb takes the negative form and becomes haven’t / hasn’t;
LESSON 2
• the auxiliary verb moves to the beginning of the sentence in the case of questions and,
therefore, the auxiliary verb appears in the short answer.
208
The teacher elicits that the third form of the verb in the sentences never changes. The students
should understand that the third form of some verbs is the same as its past-simple form, while
for others its form is irregular. Then they connect the regular verbs with a blue pen, the irregular
ones with a red pen.
mop mopped mopped
wash washed washed
cook cooked cooked
do did done
see saw seen
hear heard heard
catch caught caught
swim swam swum
cut cut cut
read read read
HAVE YOU … ?
6. #COLLABORATION #ANALYSIS #CREATIVITY
The teacher asks the students to work in pairs and open the BOOKR Class app on page 17.
The students should work on Activity 3 on the app and unscramble the words to form sentences.
ADD-ON:
High-achieving students might want to create their own version of scrambled sentences.
The teacher should encourage the students to write sentences using the present perfect
on the board and challenge their peers.
WHAT HAVE YOU DONE RECENTLY?

Students are paired up and discuss what has happened over the last few weeks.
The teacher hands out different cards (Appendix) with activities on them, one for Student A
and the other for Student B.
After a while, the students change partners so that both two Student A’s and two Student B’s
work together to form questions too.
209
STUDENT A STUDENT B
clean the house play cards with Robbie

go on a trip help your mum
meet your grandparents meet your friends
play computer games go swimming
watch your favourite TV show sleep a lot
do some homework chill in the living room
go out with your parents ask Robbie to help
read a book go cycling
DIFFERENTIATION:
Students who find it difficult to create sentences on their own or in pairs might
need the teacher to help. In this case, the teacher helps students with the third form
of the verbs and in the formation of questions.
With high-achieving students, it might be unnecessary to write down the sentences.
WRAP-UP
THE INTERVIEW
#PREFERENCES #COOPERATION
Once the students have finished forming the questions, they ask and answer the questions
with their original partners (one Student A with one Student B). The teacher asks the
students to put a tick or a cross after the questions depending on the answers given.
At the end of the speaking activity, the teacher elicits some feedback from the students.
• Teacher: Amy, I know your partner was Pete. Has he done some homework?
• Amy: Yes, he has. / No, he hasn’t.
• Teacher: Now Amy, please ask someone.
• Amy: Okay. Kate, has Ben met his grandparents?
• Teacher: No, he hasn’t.
• Amy: Ben, it’s your turn to ask someone.
EVALUATION
LEVEL 4
The teacher asks the students to pick a sentence that evaluates their performance.
• I have no idea what the present perfect is.
• I more or less understand the present perfect.
LESSON 2
• I understand the present perfect.

• I understand the present perfect very well.
210
LESSON 3
A green household
Biology Economics
WARM-UP
THE CINDERELLA OF THE HOUSE

#SELF-REFLECTION #EVALUATION
The teacher reminds the students of their first lesson and how they established the household
rules concerning the housework. Ask them to find the Cinderella of the house. Put the questions
on the board before asking them to mingle and interview each other.
What chores can you do in our home?

For how many hours per week do you do housework?
What chores can you do well?
After two minutes, the students need to pick the Cinderella of the house, that is, they need to
discuss who is the most knowledgeable, experienced and hard-working person in the group.
SESSION
THE GREEN CINDERELLA

1.
#GUESSING #ENVIRONMENTAL-CONSCIOUSNESS
Now the chosen Cinderella is the leader of the group. She is responsible for making the
household green. The teacher asks the students what it means to have a green household
and if they can give some examples of environmentally friendly tips.
HOW TO GO GREEN
2. #CRITICAL-THINKING #EVALUATION
The Cinderella of the house hands out strips of paper with sentences written on them
(Appendix). First, the students work in pairs and discuss why such actions might be important
for the environment.
Then, the students should summarize their sentences and assumptions. Meanwhile, the teacher
places the sentences on the board.
211
1. When you set the table, use cloth napkins.
2. Clean the bathroom with vinegar.
3. Water the plants with rainwater.
4. Collect the rubbish selectively.
5. Place biodegradable rubbish into a compost bin.
6. Don’t leave the water running when you do the dishes.
7. Replace old light bulbs with green ones.
8. When you do the shopping, buy locally produced items.
9. When you cook, use up everything.
10. When you wash clothes, wait until the washing machine is full.
11. Switch off the lights when you are not in a room or at home.
12. When you shop, use your own fabric bags instead of plastic ones.
13. Plant some trees in the garden.
WHAT FOR?
3.
#REASONING #CAUSE-EFFECT-RELATIONSHIP #EVALUATION
The students work in pairs and group the sentences based on why they are great tips for
a better world. There are 3 categories and one extra sentence.
• saving resources / energy: 1, 3, 6, 7, 8, 9

• environmentally friendly materials: 2, 10, 11
• reuse / recycle: 4, 5, 12
• + 13
Before doing the activity, the teacher elicits the meaning of the three categories.
While checking the meanings, the teacher makes sure the students understand the
consequences of each action and the cause-effect relationships.
CALL TO ACTION
4.
#CREATIVITY #TIME-MANAGEMENT #COOPERATION #DECISION-MAKING
The teacher explains to the students what the purpose of a “call to action” is.
This is a marketing strategy to make people react immediately. It is actually a kind of instruction
or request that they follow such as “Learn more!” “Join us!” “Start now!”
In groups of three, the students’ task is to choose one of the 13 ideas and create a poster which
encourages Emily and her friends to do something for the environment as well as be more
conscious of and responsible for planet Earth.
Before starting the activity, the class collects ideas that would make a great poster such as:
LEVEL 4
• a message or motto (a catchy phrase)

• a CTA (call to action) instruction
• colours
• illustrations
LESSON 3
as well as sets a time limit and plans a schedule, e.g.:

• brainstorming ideas: texts and decorations;
• planning the layout;
• creating the poster.
212
Then the teacher hands out sheets of paper and lets the students work on their posters whilst
monitoring their progress as well as providing feedback and ideas. It is important to remind the
students now and again how much time they have left for each phase of the project.
JUST DO IT!
5. #PRESENTATION-SKILLS #REFLECTION
The students share the responsibilities involved in creating the presentation.

• Who reads and explains the message / motto?
• Who describes the illustration and design of the poster?
• Who talks about teamwork? (Were they successful? Could they finish in time?
Could they agree with each other?)
Then the teacher asks the students to present their posters. After each presentation, the posters
are placed on the board and the teacher provides constructive feedback.
WRAP-UP
HOW EFFECTIVE ARE THE POSTERS?

#EVALUATION #CRITICAL-THINKING
The teacher places a Post-it note with a letter written on it under each poster (starting with A)
and asks the students to choose the best poster. The students have 3 minutes to walk around
the classroom to see all the posters before giving 3 points for the best one, 2 for the second
best and 1 for the third best, e.g.:
• 3 points for Poster A
• 2 points for Poster D
• 1 point for Poster H
After having walked around the classroom, the students take a seat and the teacher counts
the votes. The teacher calls out “Poster A” and all the students who gave points for this poster
tell the teacher so that its final score can be calculated. The teacher should make sure that the
students whose posters are not given any points are also praised.
EVALUATION
LEVEL 4
Students stand in a line based on how much they could grasp from the idea of an
environmentally friendly household. The teacher asks the students how motivated they feel
LESSON 3
about going green. At one end of the line, the most motivated student stands, while at the other
end, the least interested one stands.
The teacher should give positive feedback on how motivated they feel and try to come up with
some reasons that might motivate the less excited students.
213
WARM-UP
COHABITATION
#REASONING #CRITICAL-THINKING #EMPATHY
The teacher asks the students if they would all like to live together or not and what their
arguments are for and against cohabitation.
SESSION
WORK, WORK, WORK, WORK, WORK

First, the teacher hands out flashcards with household chores on them. The cards are cut in
half so that some students have a picture of the chore, while others have the vocabulary item.
The following items on the set of “Sharing the Housework” flashcards are handed out:
1. to make the bed 12. to water the plants

2. to mop the floor 13. to rake the leaves
3. to do the vacuuming 14. to change a light bulb
4. to set the table 15. to dust the furniture
5. to tidy the room 16. to cook
6. to do the shopping 17. to mow the lawn
7. to take out the rubbish 18. to feed the pets
8. to do the ironing 19. to wash the clothes
9. to sweep the floor 20. to fold the laundry
10. to clean the windows 21. to do the dishes
11. to clean the toilet
LEVEL 4
Some students have pictures of the chores, while others have their vocabulary items.
Their task is to match the pictures to the vocabulary items and sit down together in pairs.
CONDENSED
ADD-ON:
With students who need more help, the teacher can open the BOOKR
Class Classroom app and go through the flashcards with the students.
They can show their flashcards, discuss their meaning and repeat the expressions.
214
WHO’S RESPONSIBLE?
2.
#DECISION-MAKING #REASONING #COLLABORATION
#RESPONSIBILITY
The teacher asks the pairs of students to discuss the following two questions:
• How often does the chore have to be done in their shared household?
• Who would be the perfect person / people for the task?
HOUSEHOLD RULES
3.
#COMMUNICATIVE-SKILLS #REASONING #REFLECTION
The teacher asks the students to give feedback on the household rules while taking notes and
making sure all the chores are done.
T: Name a chore!
S: Doing the dishes.
T: Oh, washing up. Okay, how often do you have to wash up?
S: I need to do the dishes twice a week.
T: Really? Are you sure? There are 20 of you in your household.
S. Okay, then maybe every day.
T: Who’s responsible for this chore?
S: Carol.
T: Are you okay with this, Carol?
S: Yes! / No!
In case a student’s answer is “no,” the teacher should ask for a reason and assure the student
that he/she can come up with other possible solutions.
HOUSEWORK MY WAY
4. #COLLABORATION #GUESSING #CREATIVITY
The teacher opens the BOOKR Class Classroom app and jumps to Activities 1 and 2 on pages
15 and 16. The students are encouraged to first match the pictures to the expressions (Activity 1)
before pairing the two parts of the expressions (Activity 2).
Then the teacher tells the students that the title of the book is “Housework My Way” and that
they need to guess what “my way” means.
Answer: my way - in a special way that is somehow different from the usual
EMILY’S WAY OF DOING THE HOUSEWORK

5.
LEVEL 4
#GUESSING #CREATIVITY #CONCENTRATION
The teacher opens the BOOKR Class Classroom app and shows the students the cover of the book.
CONDENSED
Do the students have any idea what the story is about?

The teacher starts the audio recording of the book and has the students listen to the story
from page 1 to 10. When the teacher stops the recording at the end of page 10, the students
are encouraged to guess who the other character is.
215
What is Emily’s way of doing the chores?
The teacher starts the story again, but this time with the visuals until the middle of page 13.
Why hasn’t Robbie done his chores?

The teacher finishes the book with the students.
Was Robbie right? What was the problem with how they communicated?
• Can you iron the shirts? - Yes, I can. / Of course.
• I will iron the shirts. - I promise to do that some time.
COMMUNICATION PROBLEMS
The teacher jumps to page 20 in the BOOKR Class app and asks the students to do the quiz on
page 20. After each question, they discuss their choices.
PRESENT-PERFECT PRESENTATION
7. #COLLABORATION #ANALYSIS #CONCENTRATION
The teacher hands out the worksheet (Appendix), explains that two of the items from the
previous activity are included on it and encourages the students to guess the meaning of them.
Have you mopped the floor? - Yes, I have.

The sink is empty. - I have washed the dishes.
The students work in pairs and circle the correct answers to determine the rules of the use of
the present perfect. Then the teacher asks for some feedback and explains the point of this
verb tense.
Do we know what happened? Yes. / No.

Do we know when it happened? Yes. / No.
We use the present perfect to talk about actions that happened in the future / past, but we don’t
know or don’t care when they happened, that is, the time / action is not important.
The teacher draws attention to the form of the present perfect. An explanation is given for
the example as well as first and second rows. The students then fill in the remaining gaps
in the chart.

1 We have done it.
2 She hasn’t cooked.
3 They have started working.
4 I haven’t seen him recently.
216
Then the teacher allocates some time for the students to complete the second chart and
transform the sentences in pairs.
(+) (-) (?)

I haven’t washed the Have you washed the Yes, I have. /
dishes. dishes? No, I haven’t.
Yes, she has. /
She has cooked. She hasn’t cooked. Has she cooked?
No, she hasn’t.
They have started They haven’t started Have they started Yes, they have. /
working. working. working? No, they haven’t.
I haven’t seen him r Have you seen him Yes, I have. /
I have seen him recently.
ecently. recently? No, I haven’t.
DIFFERENTIATION:
High-achieving students can work on their own, slower students might prefer
to work in smaller groups and some students might want to work with the teacher.
If the charts have been completed, the class checks the answers and draws the conclusion that:
• the auxiliary verb changes in the case of he / she / it into has;
• the auxiliary verb takes the negative form and becomes haven’t / hasn’t;
• the auxiliary verb moves to the beginning of the sentence in the case of questions and,
therefore, the auxiliary verb appears in the short answer.
The teacher elicits that the third form of the verb in the sentences never changes. The students
should understand that the third form of some verbs is the same as its past-simple form, while
for others its form is irregular. Then they connect the regular verbs with a blue pen, the irregular
ones with a red pen.
mop mopped mopped
wash washed washed
cook cooked cooked
do did done
see saw seen
hear heard heard
catch caught caught

LEVEL 4
swim swam swum
cut cut cut
read read read

CONDENSED
217
HAVE YOU … ?
8.
#COLLABORATION #ANALYSIS #CREATIVITY
The teacher asks the students to work in pairs and open the BOOKR Class app on page 17.
The students should work on Activity 3 on the app and unscramble the words to form sentences.
ADD-ON:
High-achieving students might want to create their own version of scrambled sentences.
The teacher should encourage the students to write sentences using the present perfect
on the board and challenge their peers.

Students are paired up and discuss what has happened over the last few weeks.
The teacher hands out different cards (Appendix) with activities on them, one for Student A
and the other for Student B.
After a while, the students change partners so that both two Student A’s and two Student B’s
work together to form questions too.
STUDENT A STUDENT B
clean the house play cards with Robbie

go on a trip help your mum
meet your grandparents meet your friends
play computer games go swimming
watch your favourite TV show sleep a lot
do some homework chill in the living room
go out with your parents ask Robbie to help
read a book go cycling
DIFFERENTIATION:
Students who find it difficult to create sentences on their own or in pairs might need
the teacher to help. In this case, the teacher helps students with the third form of the
verbs and in the formation of questions. With high-achieving students, it might be
unnecessary to write down the sentences.
LEVEL 4
CONDENSED
218
WRAP-UP
THE INTERVIEW
#PREFERENCES #COOPERATION
Once the students have finished forming the questions, they ask and answer the questions with
their original partners (one Student A with one Student B). The teacher asks the students to put
a tick or a cross after the questions depending on the answers given.
At the end of the speaking activity, the teacher elicits some feedback from the students.
• Amy, I know your partner was Pete. Has he done some homework?
• Yes, he has. / No, he hasn’t.
• Now Amy, please ask someone.
• Okay. Kate, has Ben met his grandparents?
• No, he hasn’t.
• Ben, it’s your turn to ask someone.
EVALUATION
The teacher asks the students to pick a sentence that evaluates their performance.
• I have no idea what the present perfect is.
• I more or less understand the present perfect.
• I understand the present perfect.
• I understand the present perfect very well.
CONDENSED
CONDENSED LEVEL
3 IN 1 LEVEL 44
219
1. WHO’S RESPONSIBLE? LESSON 1 Task 4.
DOWNLOAD
the worksheets here! Rules of
Household chores
Discuss the following questions in groups.
• What does the expression mean? Can you describe the process of this household chore?
• How often do you have to do this household chore?
• Who would be the perfect person or people to do this chore?
Decide on the last two questions together and fill in the first three rows of the table.
NAME OF THE HOUSEHOLD CHORE HOW OFTEN DO YOU NEED TO DO IT? RESPONSIBLE PERSON / PEOPLE
10
11
12
13
14
15
16
LEVEL 4
17
18
19
APPENDIX
20
21
220
2. PRESENT PERFECT LESSON 2 Task 5.-6.
Example sentences:
• Have you mopped the floor? - Yes, I have.
• The sink is empty. - I have washed the dishes.
1. Use:
Circle the correct option. What is the present perfect about?
• Do we know what happened? Yes. / No.
• Do we know who did it? Yes. / No.
• Do we know when it happened? Yes. / No.
We use the present perfect tense to talk about actions that happened in the future / past, but we
don’t know or don’t care when they happened. The time / action is not important.
2. Form
Look at the chart and put the parts of the following sentences in the chart.
• We have done it.
• She hasn’t cooked.
• They have started working.
• I haven’t seen him recently.
Now let’s see how it works. Complete the chart with the sentences. If necessary, transform them.
(+) (-) (?)
She hasn’t cooked. No, she hasn’t.
Have they started working?

LEVEL 4
I haven’t seen him recently. Yes, I have.

APPENDIX
221
2. PRESENT PERFECT LESSON 2 Task 5.-6.
3. Past participle
What is the past participle form?
• The first form of the verb, the infinitive: go
• The second form of the verb, the past simple form: went
• The third form of the verb, the past participle: gone.
Some verbs have the same form as their past simple form, while others have irregular forms.
Draw a blue line between the three forms of regular verbs and a red line between the three forms
of irregular verbs.
mop heard
cut
mopped
washed
cook swam
do
heard mopped
cooked
saw
caught
wash cut
did hear
cooked
swum
see caught washed
done cut
LEVEL 4
swim
seen catch
APPENDIX
222
3.
STUDENT A STUDENT B STUDENT A STUDENT B
clean the house play cards with Robbie clean the house play cards with Robbie
go on a trip help your mum go on a trip help your mum
meet your grandparents meet your friends meet your grandparents meet your friends
play computer games go swimming play computer games go swimming
watch your favourite TV show sleep a lot watch your favourite TV show sleep a lot
do some homework chill in the living room do some homework chill in the living room
go out with your parents ask Robbie to help go out with your parents ask Robbie to help
read a book go cycling read a book go cycling
223
STUDENT A STUDENT B STUDENT A STUDENT B
clean the house play cards with Robbie clean the house play cards with Robbie
go on a trip help your mum go on a trip help your mum
meet your grandparents meet your friends meet your grandparents meet your friends
play computer games go swimming play computer games go swimming
watch your favourite TV show sleep a lot watch your favourite TV show sleep a lot
do some homework chill in the living room do some homework chill in the living room
LESSON 2
go out with your parents ask Robbie to help go out with your parents ask Robbie to help
read a book go cycling read a book go cycling
Task 7.
APPENDIX LEVEL 4
4.
HOW TO GO GREEN
CLEAN THE BATHROOM WITH VINEGAR.
224
WHEN YOU SET THE TABLE, USE CLOTH NAPKINS.
LESSON 3
Task 2.
APPENDIX LEVEL 4
4.
HOW TO GO GREEN
COLLECT THE RUBBISH SELECTIVELY.
225
WATER THE PLANTS WITH RAINWATER.
LESSON 3
Task 2.
APPENDIX LEVEL 4
4.
HOW TO GO GREEN
DON’T LEAVE THE WATER RUNNING WHEN

YOU DO THE DISHES.
226
PLACE BIODEGRADABLE RUBBISH INTO
A COMPOST BIN.
LESSON 3
Task 2.
APPENDIX LEVEL 4
4.
HOW TO GO GREEN
WHEN YOU DO THE SHOPPING, BUY LOCALLY

PRODUCED ITEMS.
227
REPLACE OLD LIGHT BULBS WITH GREEN ONES.
LESSON 3
Task 2.
APPENDIX LEVEL 4
4.
HOW TO GO GREEN
WHEN YOU WASH CLOTHES, WAIT UNTIL

THE WASHING MACHINE IS FULL.
228
WHEN YOU COOK, USE UP EVERYTHING.
LESSON 3
Task 2.
APPENDIX LEVEL 4
4.
HOW TO GO GREEN
WHEN YOU SHOP, USE YOUR OWN FABRIC

BAGS INSTEAD OF PLASTIC ONES.
229
SWITCH OFF THE LIGHTS WHEN YOU ARE NOT
IN A ROOM OR AT HOME.
PLANT SOME TREES IN THE GARDEN.

LESSON 3
Task 2.
APPENDIX LEVEL 4
ZEUS THE GOD
OF THUNDER
UNIT OVERVIEW

• WORD COUNT: 850 • Reading comprehension
• AGE: 8-12 ( matching of gods and goddesses)
• PROFICIENCY LEVEL: Level 4 / A2 / elementary • Reading comprehension
• NARRATION: American English (labeling a family tree)
• Grammar (word ordering)
• Writing (time expressions for sequencing)
• Reading comprehension
(life events sequencing)
• Word search
What’s Zeus’ story? Read about the Gods of Ancient Greece and how they are related.
GRAMMAR STRUCTURES: past simple NEEDED MATERIALS & EQUIPMENT:

TOPIC (VOCABULARY): worksheets, slips of papers, markers, projector,
people, titans, king, queen, to rule, rules, smartboard, ball, shaving cream, water, jar,
throne, to survive, to make a plan, to hide, food coloring
mythology, goddess, underworld, thunder,
lightning, god, Olympus, marriage, youth,
nymph, to steal, symbol
LEVEL 4
LESSON 1
230
LESSON 1
Gods and Goddesses History
WARM-UP
MYTHOLOGICAL MINGLE
#CONFIDENCE #HUMOUR
Each student gets a role card (Appendix) which contains information about a Greek god
or goddess. The students read their cards and start to mingle. Greek instrumental music
could be played in the background. The students should introduce themselves to as many
other students as possible while trying to memorize the information they receive from the
others. Once the students have sat down, they collect all the information about the gods and
goddesses in their notebooks with the help of the teacher who asks the following questions:
Which gods and goddesses did you meet? What do you know about each one?
Then the teacher opens the BOOKR Class Classroom app and the students complete the
matching activity (on page 20).
DIFFERENTIATION:
The students can write down the information they receive from the others while they mingle.
ADD-ON:
The students can come up with symbols for each god and draw them in their notebooks.
SESSION
A GOD IS SOMEONE WHO…

1. #SELF-EXPRESSION
LEVEL 4
The teacher writes the following sentence-starter on the board: A god is someone who …
The students brainstorm possible endings.
LESSON 1
231
CAN YOU IMAGINE?
2.
#PERCEPTION #ATTENTION #IMAGINATION
The teacher reads out the description of Mount Olympus and the underworld before asking the
students: “Can you name the places which were mentioned in the description?”
Then the teacher draws the top of the mountain on the board and writes ‘Mount Olympus’
above it before asking:
“If Mount Olympus is here, where is the underworld? Can you draw it? How would you describe
the underworld? How would you describe Mount Olympus?”
The students come up to the board and draw some additional details based on what they
remember from the listening activity. The students place their gods and goddesses on
the picture.
The description: Bright Mount Olympus is the home of the Greek gods and goddesses.
There are marble and gold palaces where the gods and goddesses sit on their thrones except
when they fight, listen to music or enjoy a feast. Under Mount Olympus, there is a dark place
called the underworld where the souls of those who have died go after their death. This is why
it is also known as the Kingdom of the Dead. It’s not a coincidence that all the titans live there.
The sun never shines and five rivers run through it.
ADD-ON:
The students form two groups: the Olympians and the Titans. Both groups portray
the possible gestures and movements of their members in a still-life picture.
PAST SIMPLE
3.
#COLLABORATION
Since what we’ve just discussed happened in the past, we have to talk about it using the
past-simple tense. The teacher projects the text from the listening activity on the board before
reading it again and stopping at every word which should be put in the past-simple tense.
The teacher asks the students for the past-simple form of the word.
ACT IT OUT
4.
#IMPROVISATION
The students read their role-play cards again and put their texts into the past-simple tense.
Each card includes a word in bold. The teacher elicits how we ask questions using the
LEVEL 4
past-simple tense as well as makes sure they form questions using “be,” “could” and “did.”
The teacher asks a volunteer to come up to the front and act out or mime the verb in bold.
The other students ask questions in the past-simple tense. If the question is formulated
correctly, he or she gets a point. If they can recall which god or goddess carried out the action,
LESSON 1
they get an extra point.
232
WHAT WOULD BE YOUR SUPERPOWER?
5. #CREATIVITY #SELF-EXPRESSION
The students discuss the following question in pairs: If you could have a superpower, what
would it be? Then the teacher asks a few students to share their superpower and elaborate
on why they chose it.
ADD-ON:
If the students find it difficult to come up with superpowers, the teacher can encourage them
to pick a god or goddess from the previous activities or combine their powers. Brainstorming
superpowers might also be useful before making a choice.
CREATION
6. #CREATIVITY #IMPROVISATION #SELF-EXPRESSION
Each pair creates their own god or goddess. They should come up with the following information:
name, appearance, superpower and how they got their superpower, before writing a brief
story (in 8-10 sentences) including all the information above. One student from each pair
introduces their god or goddess and starts telling his or her story. The other students should
interrupt the story as many times as possible by asking questions related to it.
The two students answer the questions.
DIFFERENTIATION:
The students can draw their god or goddess.
WRAP-UP
PANDORA’S BOX
#CREATIVITY #CRITICAL-THINKING-SKILLS #EMPATHY #SELF-EXPRESSION
The teacher shows a box and makes students guess what could be in it. Then the students
write one thing they enjoyed and one thing they didn’t like during the lesson as well as one
thing they are hopeful about (write them in different colors). After discussing their comments,
they place them into Pandora’s box.
EVALUATION
LEVEL 4
The students stand on Mount Olympus if they feel confident about their skills development and
LESSON 1
by the underworld if they feel like they need to practise more.

Who is the most precise?
233
LESSON 2
Zeus the God of Thunder Literature History
WARM-UP
ECHO VOCABULARY
#ATTENTION
The teacher says the definition of a word (use the words in bold on the role-card from the first
lesson). The first row of students shout out the word, while the second and third rows repeat
the word after each other as an echo. Then the teacher says another definition, but this time the
students in the last row shout out the word before the rows closer to the front repeat it.
The teacher asks the students: “Can you recall what we have done? What do we call this?” (Echo)
SESSION
STORY IN PIECES
1. #CREATIVITY #REASONING
The teacher gives each student a slip of paper with one of the following words on it (the
number of slips should be adjusted to match the number of students): king, throne, rock, cave,
soldiers, lightning bolt, mountain, rain, big brown bear, snake, bird, flowers, olive tree, lion, golden
apples, fire, box.
The cards should be numbered in order. The students draw the words and put them on the
board. The students form groups of three and look at the pictures to make predictions about the
upcoming story. The teacher asks the groups about their predictions. After the predictions have
been made, the teacher collects the word cards and redistributes them.
ZEUS, THE GOD OF THUNDER

2. #ATTENTION #COLLABORATION
The teacher writes the title on the board but leaves the ending (Thunder) out, before asking the
LEVEL 4
students if they can complete it. If they can’t, the teacher asks them to make predictions before
playing the story from the BOOKR Class Classroom app. After the story has been played, they
complete the gap-filling activity (on page 25).
LESSON 2
234
EXPANDING THE SUMMARY
3.
The teacher asks the students to complete the brief summary of the gap-filling activity with
more details using their word cards. The student with the first card comes up to the board,
matches his or her word card to a picture on the board and adds the additional detail to
the summary. As they add more details, they should put the pictures next to each other in
chronological order. Once they have finished, the teacher asks a volunteer to start summarizing
the whole story based on the pictures. After a while, the teacher stops the first student and asks
another to continue.
STORY CHAIN
4. #CREATIVITY #IMPROVISATION
In Ancient Greece, the gods and goddesses used to sit around a table and tell stories to each
other while eating and drinking. The teacher invites the students to sit in a circle before asking
them: “Can someone tell me what a myth is? Why do people tell such stories? Do you know any
myths?” Once the teacher has elicited the meaning of the word ‘myth,’ he or she asks a volunteer
to tell a myth.
The teacher projects the following time expressions on the board: after, as soon as, earlier,
when, before, eventually, finally, just then, just at that moment, meanwhile, later, next, several
months later, suddenly, one day, during and about a hundred years ago, before writing the
following categories on the board:
• non-specific time expressions for starting a narrative;

• time expressions for ordering events;
• time expressions for bringing a narrative to an end.
The students sort the time expressions into the aforementioned categories.
Answer:
Non-specific time expressions for starting a narrative: one day, about a hundred years ago.
Time expressions for ordering events: after, as soon as, earlier, when, before, just then, just at
that moment, meanwhile, later, next, several months later, suddenly, during.
Time expressions for bringing the narrative to an end: eventually, finally.
The teacher gives each student a word card with a time expression on it. The whole group
stands up and the teacher starts telling a story before passing a ball to a student who has to
continue the story using the word from the word card. Once a student has contributed,
he or she sits down.
LEVEL 4
LESSON 2
235
STORY OF MY LIFE
5.
#CREATIVITY #CRITICAL-THINKING-SKILLS
The students do the sequencing activity (on page 26) from the BOOKR Class app. Once they
have finished, a volunteer reads out the whole text. The teacher asks: “Who is this passage
about?” (Zeus) Then the students form pairs before the teacher gives each pair the name of a
god or goddess. The pairs write a paragraph similar to the one on the app without mentioning
the name of the god or goddess in the text. (They can do some quick research using the Internet
to add more details.) Each pair reads out their passage and the other pairs guess who it is about.
The gods and goddesses: Cronus, Poseidon, Hades, Hera, Aphrodite, Athena
WRAP-UP
FAMILY TREE
#MEMORY
Now let’s place your pair’s god or goddess on the family tree!
The teacher opens the family tree activity (on page 21) on the BOOKR Class Classroom app.
The pairs place their god or goddess on the family tree before place the remaining gods and
goddesses together.
ADD-ON:
The students can examine the relationships between the gods and goddesses by drawing
lines that depict the relationship between them on the interactive whiteboard,
e.g. an arrow with a heart between Hera and Zeus.
EVALUATION
The students stand in a line (which could form a lightning bolt): the most confident student
who could strike stands at the tip of the bolt, while the most insecure one stands at the other
end safely holding one of the hands of Zeus.
LEVEL 4
LESSON 2
236
LESSON 3
Rainy Battle
Science
WARM-UP
HOT LIGHTNING BOLT

#ATTENTION
The students stand in a circle. The teacher gives them a lightning bolt which they pass around.
When the teacher stops the timer, the student holding the lightning bolt has to say the past-
simple form of the verb shown. If a student doesn’t know the correct form, he or she has to sit
down. The last one standing gets to be Zeus.
The verbs: begin, rule, learn, swallow, grow up, hurt, survive, make, give, tell, hide, take, cry, hear, fight, send, see,
wake up, know, have, find, choose, catch, steal.
DIFFERENTIATION:
If the teacher runs out of verbs, he or she can start playing music and the one who is
holding the lightning bolt when the music stops has to sit down.
SESSION
RAIN CLAP
1. #ATTENTION
The students sit in a circle. When the teacher starts doing an action, the students follow him
or her in a circle.
The teacher:
• rubs his hands together;
• softly claps;
• clicks his or her fingers;
• starts clapping again;
• claps more loudly;
LEVEL 4
• stomps his or her feet whilst clapping.
After the last action, the teacher does them in reverse order.
LESSON 3
237
CLASSROOM THUNDER
2.
#HIGHER-ORDER-THINKING-SKILLS
The teacher asks the students: “What is Zeus’ power? What is thunder?” The teacher elicits the
word ‘rain’ before asking if there’s anyone in the group who can explain why it rains.
Next, the teacher says: “Now we’re going to do a little experiment.”
The teacher fills a third of a jar a third full with water spraying shaving cream on the top of it
and pouring a little blue food coloring on it. The teacher asks students to predict what is going
to happen before explaining to them that as the shaving cream gets heavier, the food coloring
falls into the water just like rain. After carrying out the experiment, the students write down
sentences about what has just happened starting as follows:
First, we ...
Then ...
After ...
The shaving cream ...
Finally, ...
TOURNAMENT
3. #FOCUS #ATTENTION #COLLABORATION #COOPERATION #LEADERSHIP
#SITUATIONAL-AWARENESS
The teacher draws a tournament bracket on the board:
Then, he or she places the name of gods and goddesses which the students created during the
first lesson on the bracket before saying:
“It looks like we will have to deal with a big flood and we need a god or goddess to protect us.
Through a series of battles, we’re going to choose the wisest one! Are you ready?”
PREPARATION:
Students pair up and choose a god or goddess from the book or from the ones they created
during the first lesson. They collect the reasons why their choice is the best and why he or she
should be their savior.
LEVEL 4
THE FIRST BATTLE:

Why is your god or goddess the best? The pairs come up with as many arguments as possible
in two minutes and write them down. Then the pairs compete against each other, two against
LESSON 3
two. The pair with more arguments advances to the next battle.
238
THE SECOND BATTLE:
The winning pairs once again compete against each other based on the tournament bracket.
The pairs who lost in the first battle get word cards. They go up to the board one by one and
draw the word while two pairs have to guess what it is. The pair who is first to guess correctly
wins a point. The pair which earns the two points advances to the next battle.
The words: lightning bolt, bird, snake, bear, flower, apple, fire.
THE FINAL BATTLE:

The students write down as many sentences as possible in one minute using the past-simple
tense. The sentences have to start with ‘Zeus…’ If a sentence is true of Zeus (e.g. Zeus freed his
siblings from their father’s stomach), it is worth 10 points. If a sentence is false but grammatically
correct, it is worth 4 points. The students who lost in the previous battles check how correct the
sentences are. The pair which writes down the most correct sentences wins.
If the final battle ends in a draw, the two remaining pairs compete for the final victory in the
activity on page 27 of the BOOKR Class Classroom app. The first pair to find all the hidden
words wins.
HOPE FROM PANDORA’S BOX

4.
#EMPATHY #EMOTIONAL-INTELLIGENCE #SELF-EXPRESSION
Some of you lost the battle, but remember that Pandora’s box not only contains challenges but
hope as well. The teacher opens the box (which only contains the cards about hope) and each
student picks a card. Then, the students read what’s on their card and guess who wrote it.
The student who wrote it can explain why he or she did so.
WRAP-UP
QUOTATIONS
The students do the word-ordering activity on the BOOKR Class app (on page 22).
After checking the sentences, the students brainstorm what they’ve learned from the story.
EVALUATION
LEVEL 4
The students each get a Post-it note and write down a takeaway from the previous lessons,
which could be a word, a fact or even a life lesson, before sticking it on the board. top because
LESSON 3
they did an excellent job? Are they climbing it because they are getting better and better?
Are they at the bottom for some reason? Do they need some help?
239
History
WARM-UP
A GOD IS SOMEONE WHO…

#SELF-EXPRESSION
The teacher writes the following sentence-starter on the board: A god is someone who …
The students brainstorm possible endings.
SESSION
MYTHOLOGICAL MINGLE
1.
#CONFIDENCE #HUMOUR
Each student gets a role card (Appendix) which contains information about a Greek god
or goddess. The students read their cards and start to mingle. Greek instrumental music
could be played in the background. The students should introduce themselves to as many
other students as possible while trying to memorize the information they receive from the
others. Once the students have sat down, they collect all the information about the gods and
goddesses in their notebooks with the help of the teacher who asks the following questions:
Which gods and goddesses did you meet? What do you know about each one? Then the
teacher opens the BOOKR Class Classroom app and the students complete the matching
activity (on page 20).
DIFFERENTIATION:
The students can write down the information they receive from the others while they mingle.
ADD-ON:
The students can come up with symbols for each god and draw them in their notebooks.
240
PAST SIMPLE
2.
#COLLABORATION
Since what we’ve just discussed happened in the past, we have to talk about it using the
past-simple tense. The teacher projects the text from the listening activity on the board before
reading it again and stopping at every word which should be put in the past-simple tense.
The teacher asks the students for the past-simple form of the word.
ZEUS THE GOD OF THUNDER

3.
#ATTENTION #COLLABORATION
The teacher writes the title on the board but leaves the ending (Thunder) out, before asking
the students if they can complete it. If they can’t, the teacher asks them to make predictions
before playing the story from the BOOKR Class Classroom app. After the story has been
played, they complete the gap-filling activity (on page 25).
STORY CHAIN
4. #CREATIVITY #IMPROVISATION
In Ancient Greece, the gods and goddesses used to sit around a table and tell stories to
each other while eating and drinking. The teacher invites the students to sit in a circle before
asking them: “Can someone tell me what a myth is? Why do people tell such stories?
Do you know any myths?” Once the teacher has elicited the meaning of the word ‘myth,’
he or she asks a volunteer to tell a myth.
The teacher projects the following time expressions on the board: after, as soon as, earlier,
when, before, eventually, finally, just then, just at that moment, meanwhile, later, next, several
months later, suddenly, one day, during and about a hundred years ago, before writing the
following categories on the board:
• non-specific time expressions for starting a narrative;
• time expressions for ordering events;
• time expressions for bringing a narrative to an end.
The students sort the time expressions into the aforementioned categories.
Answer:
LEVEL 4
Non-specific time expressions for starting a narrative: one day, about a hundred years ago.
Time expressions for ordering events: after, as soon as, earlier, when, before, just then, just at that
moment, meanwhile, later, next, several months later, suddenly, during.
Time expressions for bringing the narrative to an end: eventually, finally.
LESSON 3
The teacher gives each student a word card with a time expression on it. The whole group stands
up and the teacher starts telling a story before passing a ball to a student who has to continue
the story using the word from the word card. Once a student has contributed, he or she sits down.
241
STORY OF MY LIFE
5. #CREATIVITY #CRITICAL-THINKING-SKILLS
The students do the sequencing activity (on page 26) from the BOOKR Class app. Once they
have finished, a volunteer reads out the whole text. The teacher asks: “Who is this passage
about?” (Zeus) Then the students form pairs before the teacher gives each pair the name of a
god or goddess. The pairs write a paragraph similar to the one on the app without mentioning
the name of the god or goddess in the text. (They can do some quick research using the Internet
to add more details.) Each pair reads out their passage and the other pairs guess who it is about.
The gods and goddesses: Cronus, Poseidon, Hades, Hera, Aphrodite, Athena
WRAP-UP
HOT LIGHTNING BOLT

#ATTENTION
The students stand in a circle. The teacher gives them a lightning bolt which they pass around.
When the teacher stops the timer, the student holding the lightning bolt has to say the
past-simple form of the verb shown. If a student doesn’t know the correct form, he or she has
to sit down. The last one standing gets to be Zeus.
The verbs: begin, rule, learn, swallow, grow up, hurt, survive, make, give, tell, hide, take, cry, hear, fight, send, see,
wake up, know, have, find, choose, catch, steal.
DIFFERENTIATION:
If the teacher runs out of verbs, he or she can start playing music and the one
who is holding the lightning bolt when the music stops has to sit down.
HOMEWORK
The students can choose one from the following tasks:

LEVEL 4
THAT’S GREEK TO ME
Look up the origin and meaning of the expressions below and make a dictionary.
What is their connection to Greek mythology?
LESSON 3
242
Achilles heel the Midas touch narcissism
spill the beans sour grapes resting on his laurels
Adonis Oedipus complex atlas
wrong end of the stick phobia cereal
JOURNAL
Imagine a Greek god or goddess who lives among us for a week. How do they feel?
What are they doing? What’s new to them? Write a short journal entry (5-6 sentences) every
day for a week from their point of view.
MYTHOLOGICAL MOVIES
Watch a movie which is connected to Greek mythology and write a half-page long reflection.
What was the movie like? How did you like it?
What parts of Greek mythology could you identify?
EVALUATION
The teacher draws a quick sketch of Mount Olympus and the underworld. The students stand
on Mount Olympus if they feel confident about their skills development and by the underworld
if they feel like they need to practise more.
LEVEL 4
LESSON 3
243
1. MYTHOLOGICAL MINGLE LESSON 1 Warm-up
DOWNLOAD
CRONUS RHEA
I’m the Titan king of the world. I’m the Titan queen of the
My wife is Rhea. world. My husband is Cronus.
When my children are I want to save my son from his
born I swallow them. father. I clean the palace
I have a nice beard. occasionally.
POSEIDON GAIA
I'm the god of the sea. I’m the goddess of the Earth.
My favorite animals are fishes I’m one of the first gods. I plant
and dolphins. I swim very often. a lot of trees and flowers.
HADES ARES
I’m the god of the underworld. I’m the god of war.

I have a three-headed dog My mother is Hera. My brother
Cerberus. I never laugh. is Hephaestus and my sister
is Hebe. I pointlessly fight
with everyone.
HERA HEBE
I’m the goddess of family and I’m the goddess of youth. My

marriage. I have a few children,
mother is Hera. I have two
including Ares, Hebe and Hephaestus.
I’m very jealous of my husband, brothers, Ares and Hephaestus.
because he’s always cheating on me. I dance a lot.
I have a cow which I milk every day.
APHRODITE HEPHAESTUS
I’m the goddess of love and I’m the god of fire. My mother is
beauty. I have a crush on Hera. My brother is Ares and
Adonis who is a handsome my sister is Hebe.
man. I run a lot to keep my
perfect shape.
ATHENA PERSEPHONE
LEVEL 4
I’m the goddess of war. I’m my I’m the goddess of the under-
dad’s favorite daughter. world. I eat a pomegranate
I protect the people of Greece. daily, because it is the fruit of
In my freetime I read a lot, the underworld..
APPENDIX
because it makes me wiser.
244
- LE V EL 5 -
In accordance with the diversity of Level 4, for learners between the ages of 12 and 16, Level 5 also
offers a great variety of topics, genres and writing styles which provide an excellent context for the
presentation of miscellaneous linguistic elements and structures. Besides its challenging linguistic
features, which are beyond the actual environment of the learners, the books were designed to
develop linguistic and language-learning skills further, e.g. one of the main characteristics of books
on this level is their extended length. This not only requires comprehension, concentration and
memory skills but also enables readers to hypothesize while reading, deduce content or guess the
meaning of new expressions from the linguistic context. Even though the opportunity for these
cognitive processes is not exclusive to Level 5, on this level, learners need to rely more on the text
and less on illustrations, thus stimulating their development.
THE GAME sections in the books of Level 5 provide exercises that help learners engage with the
thematic and linguistic content of the books. Besides the classic comprehension check exercises,
there is a great focus on vocabulary-building activities often in the form of matching, gap-filling
and grouping including separate vocabulary items as well as expressions, collocations and useful
phrases. Certain grammatical structures, e.g. verb tenses and modal verbs, are also highlighted and
extracted as games for focused practice.
Suggestions of writing and speaking activities also appear to encourage learners to express
themselves, their experiences and opinions, thus activating the structures and vocabulary they are
already able to recognize and understand. Therefore, besides extensive input, extended outputs
gains importance.
245
ON A SHOPPING TRIP
UNIT OVERVIEW

• WORD COUNT: 1025 • Reading comprehension check (true or false)
• AGE: 10-14 • Vocabulary building ( matching synonymous
• PROFICIENCY LEVEL: Level 5 / B1 / intermediate adjectives)

• Vocabulary and grammar practice
(gap-filling)
• Vocabulary building (word search)
Join George and Sarah-Jane on their shopping trip. What do you think of their choices?
GRAMMAR STRUCTURES: department, scruffy, rips, silk, casual, checked,

adjectives and adverbs, modals, present tenses, long-sleeved, hooded, tight, match, lend,
perfect tenses, future tenses bargain, worth, this one, so, much, how, quite,
TOPIC (VOCABULARY): a bit, intensifiers
clothes, fashion, looks, money, style, design, NEEDED MATERIALS & EQUIPMENT:
pattern, second hand shop, take off, put on, papers, marker, the printed worksheets,
shopping trip, fitting room, pay, fits , suit, small, computer, projector
medium, large, opinion, trendy, smart, underwear,
rails, coat hanger, pile of, ground floor,
LEVEL 5
LESSON 1
246
LESSON 1 #
Style and Fashion Communication

and Media
WARM-UP
LOST OBJECT
#COGNITIVE-SKILLS #BRAINSTORMING
The teacher tells the students that someone has lost their belongings and writes the following
adjectives on the board: expensive, smart, black. Then, they ask the students to guess what it
could be and write their answers on the board. Multiple clothing items can be accepted as an
answer: trousers, shirt, polo shirt, etc. The teacher erases any non-clothing related words and
writes ‘clothes’ on the board. The students collect as many clothing items as they can while the
teacher expands the word web with them.
DIFFERENTIATION:
If students’ guesses don’t include clothing related words, give another adjective (striped)
to help them move in the desired direction.
SESSION
MATCHING
1. #COLLABORATION #DECISION-MAKING
The teacher opens the On a Shopping Trip book on page 18 from the BOOKR Class
Classroom app. The students do the word matching together. Then, the teacher asks the
students to match the adjectives from the activity with the clothing items they’ve collected
on the board previously.
LEVEL 5
DIFFERENTIATION:
The teacher can ask the students to collect even more adjectives.
LESSON 1
247
WORDS WITHOUT VOWELS
2.
#ATTENTION #COGNITIVE-SKILLS
The teacher puts a set of words on the board without vowels. The students complete the words
with the missing vowels and define the meaning of the words.
The set of words: fit, suit, worth, wear, take off, put on, zip up, try on
ONCE UPON A TIME…

3. #CREATIVITY #COLLABORATION
The students form trios. The teacher projects a set of words onto the board. Then, the students
write a fictional story using as many words from the set as they can. Different sets of words are
worth a different amount of points:
Category #1 (10 points): try on, belt, baggy, underwear, checked

Category #2 (25 points): suit, fit, coat hanger, smart, casual
Category #3 (50 points): worth, take off, retro, hooded, scruffy
Category #4 (100 points): pattern, department, pile of, vintage, cotton
The trios read their stories, the one with the most points wins.
DIFFERENTIATION:
The teacher can give a story prompt to the students like
“Emira was about to get ready for a party. She went to her closet, but she couldn’t open the door.”
FACTS ABOUT FASHION

4. #21ST-CENTURY-SKILLS #CRITICAL-THINKING-SKILLS
The teacher asks the students: What is fashion? What clothes are fashionable at the moment?
The teacher draws attention to the fact that fashion can seem very strange sometimes.
Then, the students visit fashion-related websites (Harper’s Bazaar, Vogue, Cosmopolitan, etc.)
in pairs and write five statements based on what they’ve read (eg.: Banana print shirts are
in fashion now.) They should also include a statement which is false. After they finish,
the teacher asks each pair to read out a sentence and the rest of the class has to guess whether
it’s true or false.
LEVEL 5
LESSON 1
248
INFLUENCERS
5.
#MEDIA-LITERACY #HUMOUR #CREATIVITY #COLLABORATION
The teacher projects three captions (Appendix) onto the board. Students fill in the gaps with
the correct words. Then, the teacher shows the three pictures (Appendix), so the student can
match them with the captions. After completing the matching exercise, students form groups
(with six students in each) and the teacher gives each group six pictures (Appendix) faced
down. The students choose a picture and write a caption which describes the outfit of the
influencer. They put back their pictures faced down and after a quick shuffle, they turn them
to see all the influencers. The students read their captions one by one and the others guess
which influencer’s caption it is.
DIFFERENTIATION:
The teacher can ask students to collect the features of the genre (Instagram ad):
exaggeration, hashtags, call to action, etc. so students can use these expressions when
they write their caption.
I looked through rails of dresses at Montegoue when I spotted this

beautiful skirt. I immediately took it off of the coat hanger and fell in
love with the leopard-print pattern on it. 🐆 In my opinion it’s worth any
amount of money, because it fits perfectly! 😍 It goes perfectly with my
brown fanny pack too. Is there a good party in town? ‍♀️👯
#OOTD #partytime #raaaaawr #montegoue #ad
You won’t believe it, guys! I’ve got this cute shirt with a pink design on it
from the kids department at P&P! 💄 How cute! 🥺 When I went into the
☝
fitting room and tried it on, I knew it was the right choice! ️
Since I was there I’ve also grabbed this fancy red jacket and these
👖
laid-back blue trousers as well. I never want to take this outfit off!
Can I get an amen?! 💋
#YouGoGurl #OOTD #ad
The craaaaaziest thing happened yesterday! We went on a shopping

trip yesterday to celebrate my birthday, but I left my wallet at home and
I had only 10$ in my pocket. 😭 All of a sudden, we spotted a HUGE
sale at Clare & Colors. 🤩 So I bought this cute beige hoodie (available
in small, medium or large sizes too) and a pair of new shoes in a color
which matches my hair! 👟 Which item is your favorite?
#sale #fashion #clareandcolors #ad
LEVEL 5
LESSON 1
249
WRAP-UP
WHERE AM I GOING?
#CREATIVITY #COLLABORATION #SITUATIONAL-AWARENESS
The students are sitting in a U-shape. The teacher writes the word ‘school’ on the board and
asks the students for advice on what can be worn by teachers in general. Then, the teacher asks
for a volunteer or calls a student to sit on a chair in front of the others. The student chooses a
paper without checking the word(s) on it. The teacher holds up the paper behind the student
and tells the others: It’s time to give advice on what should *student’s name* wear.
Based on your suggestions he/she has to guess where he/she is going or what is the occasion.
The occasions/places: wedding, playground, beach, gym, club, funeral, shopping, mountain climbing, ski trip...
DIFFERENTIATION:
The students go in order giving advice, so every student has a chance to speak.
EVALUATION
Students pick and line up next to their #OOTDs (Outfit Of The Day), according to how
confident they feel about their skill development and the new content.
LEVEL 5
LESSON 1
250
LESSON 2
On a Shopping Trip
Ethics and
Philosophy
WARM-UP
QUICK BINGO
#ATTENTION #DECISION-MAKING
The teacher writes the following clothing items on the board: t-shirt, high heels, boots, denim
jacket, coat, suit, dress, underwear, socks, long-sleeve shirt, hat, chinos, bracelet, sweater,
skirt. The students write down five of them. The teacher defines the following words, one by
one: long-sleeve shirt, chinos, suit, dress, high heels. While the teacher reads out the words,
students cross them off their list. If a student crosses three off, he or she can shout ‘Bingo’.
As a follow-up, the teacher asks the students:
• Are these clothing items rather formal or casual?
• Can you guess for what occasion someone would dress up in these?
The teacher elicits the word ‘wedding’.
DIFFERENTIATION:
The teacher can show the clothing items on flashcards or by projecting them.
SESSION
ON A SHOPPING TRIP
1. #PERCEPTION #COMPREHENSION #DECISION-MAKING
Today we’re going to listen to a story of two friends, George and Sarah-Jane. They’re going on a
LEVEL 5
shopping trip, because Sarah-Jane needs a dress for a wedding. Let’s see if she can find one.
The teacher plays the story from the BOOKR Class Classroom app. After listening to the story
the teacher asks the students:
1. Did she manage to find one? (Yes.)
LESSON 1
2. Where? (At the second-hand shop.)

3. What do you think of her choice? Was it worth their time?
251
TRUE OR FALSE
2.
#COMPREHENSION #DECISION-MAKING #COLLABORATION
The students do the true or false activity in the BOOKR Class Classroom app together on the
board ( page 17). After each false item, the teacher asks the students for a correction.
DIFFERENTIATION:
The students can look back at the story on their own devices if help is needed when
correcting their mistakes
The teacher projects the task and elicits the reason for the correct answer.
VOCABULARY EXPANSION
3.
#AUTONOMY #PERCEPTION
The teacher hands each student a worksheet (Appendix). Students read the sentences from
the first task. The teacher tells them to listen carefully, because this time they won’t see the
text. The teacher plays parts of the story ( pages 3, 12-14) from the BOOKR Class Classroom
app with the projector turned off. Then, the students check their answers with the teacher.
Answers:
Your birthday money will be spent soon. ( p. 3) ( must be burning a hole in your pocket)
I can give you $10. ( p. 12) (lend)
You can usually find some great deals there. ( p. 13) (bargains)
I think I’ll ask them to keep my dress for a certain amount of time and maybe I’ll find something better there.
( p. 13) ( put my dress on hold)
At the second hand shop the friends start searching. ( p. 14) (browsing)
INTENSIFIERS
4. #PERCEPTION #CRITICAL-THINKING-SKILLS
The students do the second activity on the worksheet (Appendix) and fill in the gaps with the
correct intensifiers. Then, they listen to the story again and check their answers with the teacher.
There are several possible options at this point. The students listen to the whole text one more
time and fill in the gaps with the correct intensifiers. Then, they check their answers with the
teacher. After checking their answers, the teacher asks them to turn to their pair and match each
quote to the piece of clothing it’s about. Then, they put the clothing items in order according to
how much George and Sarah-Jane fancies them. (The students might have different rankings in
terms of the first and second items - according to George, Sarah-Jane looks stunning in the red
and white striped dress, but she eventually bought the green dress.)
DIFFERENTIATION:
The students can scan through the story on their own devices for the matching part.
252
Answers:
(5) “I think it makes you look much older.” - [a checked shirt]
(3) “Look at this one, it’s really nice!” - [a t-shirt with design on it]
(2) “You look stunning! Wow! I’ve never seen you look so elegant.” - [ red and white striped dress]
(4) “It’s a bit unusual and quite cool.” - [a hooded t-shirt]
(1) “I love it! And also, as it’s so much cheaper I can get these jeans and t-shirts too.” - [a green dress]
LET ME HELP YOU

5.
#ROLE-PLAY #CREATIVITY #PRESENTATION-SKILLS
The students form pairs and look at the collection of a clothing shop. Each student gets a role:
student A takes the role of a friend who gives advice, while student B takes the role of a friend
who needs advice. Student A must convince Student B to buy at least three items from the role
card (Appendix).
WRAP-UP
OPINION LINE
#CRITICAL-THINKING-SKILLS #SELF-EXPRESSION #REASONING
The teacher explains to the students that they are going to hear controversial statements and
they should line up according to the degree they agree or disagree, nobody can stay in the
middle. Then, the teacher points to the imaginative line in the classroom eg.:
If you stand next to the window, it means that you 100% agree; if you stand next to the door,
it means you 100% disagree with the statement. When you’re telling us your opinion, try to use
the intensifiers from the previous activity.
The statements:
• I’m influenced by the appearance of people I follow on social media.
• I’d make changes in my appearance to fit into a group.
• Beauty is on the inside not the outside.
• A first impression determines a relationship.
• Your appearance shows who you are.
• Expensive clothes are worth their price.
• A stunning outfit costs a lot.
• Wearing uniforms at school has its benefits.
LEVEL 5
DIFFERENTIATION:
The students write down their arguments before they position themselves, so they are
not influenced by other students’ decisions and when the teacher asks them about their point,
they have an argument already.
LESSON 1
253
EVALUATION
The teacher draws a staircase on the board, labeling the bottom part with ’Kid’s Department’
and the top with ’Women’s & Men’s Clothes’. The students place themselves according to how
confident they feel about their skill development and the new content:
If you feel like you haven’t even started understanding, stand in the Kid’s Department, if you
feel some progress, stand somewhere next to the stairs, and if you feel like you’ve mastered
everything, stand next to the first floor.
LESSON 3
Outfits Drama Biology
WARM-UP
SPEED DATING
#SELF-EXPRESSION #TIME-MANAGEMENT
The students form pairs. Each pair receives a set of words (Appendix). First, they have to put
the words in the correct order, so they get a question. Then, they check the questions with the
teacher. After checking a question, the student responds to it. The teacher leaves the
questions on the board. Then, the students form an inner and an outer circle. The students in
the inner circle have one minute to ask the questions. After one minute, the outer circle moves
to the right and students have another round of Q and A, but this time the outer circle asks
the questions. The questions:
• What are you wearing now?
• What kind of clothes do you usually wear?
• Do you like shopping for clothes?
• What is the biggest fashion sin?
• Where do you usually buy your clothes?
• What do you do with the clothes you don’t need anymore?
• Have you ever been to a second-hand shop? If so, what was it like?
After the students finish, the teacher asks them about their responses to the last question:
Stand next to the windows if you’ve been to a second-hand shop, and stand next to the door
if you haven’t.
Then, the teacher asks the students about their experiences:
What was it like? What are the reasons you haven’t been? What are the advantages and
disadvantages?
254
While the students answer the questions, the teacher takes notes of the advantages and
disadvantages on the board.
SESSION
SECOND-HAND SHOPPING
1. #CRITICAL-THINKING-SKILLS #COMPREHENSION #SOCIAL-AWARENESS
#RESPONSIBILITY
Now, we’re going to learn more about second-hand shops. Open the book from the BOOKR
Class app and do the activity on page 19.
The teacher asks a student to read out the whole passage from page 19, then asks the whole
class if they can add more advantages or disadvantages from it to the list they started.
What ideas weren’t in the text?
After students collect the advantages and disadvantages, they discuss the following questions
in pairs:
• Which part of the text do you agree / disagree with?
• Which is the catchiest idea for you?
• Does it motivate you to visit a second-hand shop?
DIFFERENT FORMS OF FASHION

2.
#ETHICS #CRITICAL-THINKING-SKILLS
The teacher projects the chunks below on the board and the students sort them into the
following categories: ethical fashion, fast fashion, sustainable fashion.
Ethical fashion: swapping clothes with friends, second-hand shopping

Fast fashion: mass production, on-trend but cheap clothes, production chains
Sustainable fashion: made from recycled or organic materials, supports animal rights, eco-friendly production
FASHION SHOW
3.
#DRAMA #CREATIVITY #CONFIDENCE #SELF-EXPRESSION #IMPROVISATION
We’re opening our own second hand shop with the clothes you’re wearing. The teacher forms
LEVEL 5
groups of fives. Each group prepares a fashion show using the clothes they’re wearing.
Be creative or ironic and feel free to exaggerate on small details like ‘Notice the fancy glow of the
grease stain on the t-shirt.’
Students have about 10 minutes to write the text together. The teacher makes some space for
LESSON 1
a catwalk in the classroom. (Optionally, the teacher can play ‘catwalk instrumental music’)
Then, one student from each group starts reading the text while the other members of the
group walk up and down on the catwalk.
255
DIFFERENTIATION:
The teacher can give students some chunks they can use: Notice…,
...it’s worth mentioning..., Look at the…, ...straight from the magazine…,
...following the newest trends…, etc.
WRAP-UP
VOTING
#DRAMA #CREATIVITY #CONFIDENCE #SELF-EXPRESSION #IMPROVISATION
After all groups present their fashion show, students vote for their favorite. The winners perform
the show again.
EVALUATION
Each student gets a piece of paper which they use as a scoreboard as a judge at a fashion
show. They write a score from 1-10, according to how confident they feel about their skill
development and the new content.
LEVEL 5
LESSON 1
256
#
Communication
and Media
WARM-UP
SPEED DATING
#SELF-EXPRESSION #TIME-MANAGEMENT
The students form an inner and an outer circle. The teacher asks a question and the students
have one minute to talk about it. After one minute, the outer circle moves to the right and the
teacher asks the other question. The questions:
• What are you wearing now?
• What kind of clothes do you usually wear?
• Do you like shopping for clothes?
• Where do you usually buy your clothes?
• Have you ever been to a second-hand shop?
SESSION
WORD WEB & MATCHING

1. #COLLABORATION #DECISION-MAKING
The teacher writes the word ‘clothes’ in the middle of the board and asks students to collect
as many clothes as they can. Then, the teacher opens the On a Shopping Trip book on page 18
from the BOOKR Class Classroom app. The students do the word matching together.
Then, the teacher asks students to match the adjectives from the activity to the clothing items
they’ve collected on the board previously.
DIFFERENTIATION:
LEVEL 5
The teacher can ask the students to collect even more adjectives.
LESSON 1
257
INFLUENCERS
2.
#MEDIA-LITERACY #HUMOUR #CREATIVITY #COLLABORATION
The teacher projects three captions (Appendix) onto the board. Students fill in the gaps with
the correct words. Then, the teacher shows the three pictures (Appendix), so the student can
match them with the captions. After completing the matching exercise, students form groups
(with six students in each) and the teacher gives each group six pictures (Appendix) faced
down. The students choose a picture and write a caption which describes the outfit of the
influencer. They put back their pictures faced down and after a quick shuffle, they turn them
to see all the influencers. The students read their captions one by one and the others guess
which influencer’s caption it is.
DIFFERENTIATION:
The teacher can ask students to collect the features of the genre (Instagram ad):
exaggeration, hashtags, call to action, etc. so students can use these expressions when
they write their caption.
I looked through rails of dresses at Montegoue when I spotted this

beautiful skirt. I immediately took it off of the coat hanger and fell in
love with the leopard-print pattern on it. 🐆 In my opinion it’s worth any
amount of money, because it fits perfectly! 😍 It goes perfectly with my
brown fanny pack too. Is there a good party in town? ‍♀️👯
#OOTD #partytime #raaaaawr #montegoue #ad
You won’t believe it, guys! I’ve got this cute shirt with a pink design on it
from the kids department at P&P! 💄 How cute! 🥺 When I went into the
☝
fitting room and tried it on, I knew it was the right choice! ️
Since I was there I’ve also grabbed this fancy red jacket and these
👖
laid-back blue trousers as well. I never want to take this outfit off!
Can I get an amen?! 💋
#YouGoGurl #OOTD #ad
The craaaaaziest thing happened yesterday! We went on a shopping

trip yesterday to celebrate my birthday, but I left my wallet at home and
I had only 10$ in my pocket. 😭 All of a sudden, we spotted a HUGE
sale at Clare & Colors. 🤩 So I bought this cute beige hoodie (available
in small, medium or large sizes too) and a pair of new shoes in a color
which matches my hair! 👟 Which item is your favorite?
#sale #fashion #clareandcolors #ad
LEVEL 5
LESSON 1
258
ON A SHOPPING TRIP
3.
#PERCEPTION #COMPREHENSION #DECISION-MAKING
Today we’re going to listen to a story of two friends, George and Sarah-Jane. They’re going on
a shopping trip, because Sarah-Jane needs a dress for a wedding. Let’s see if she can find one.
The teacher plays the story from the BOOKR Class Classroom app. After listening to the story
the teacher asks the students:
1. Did she manage to find one? (Yes.)
2. Where? (At the second-hand shop.)
3. What do you think of her choice? Was it worth their time?
TRUE OR FALSE
4. #COMPREHENSION #DECISION-MAKING #COLLABORATION
The students do the true or false activity in the BOOKR Class Classroom app together on the
board ( page 17). After each false item, the teacher asks the students for a correction.
DIFFERENTIATION:
The students can look back at the story on their own devices if help is needed when
correcting their mistakes
The teacher projects the task and elicits the reason for the correct answer.
INTENSIFIERS
5. #PERCEPTION #CRITICAL-THINKING-SKILLS
The students do the second activity on the worksheet (Appendix) and fill in the gaps with the
correct intensifiers. Then, they listen to the story again and check their answers with the
teacher. There are several possible options at this point. The students listen to the whole text
one more time and fill in the gaps with the correct intensifiers. Then, they check their answers
with the teacher. After checking their answers, the teacher asks them to turn to their pair and
match each quote to the piece of clothing it’s about. Then, they put the clothing items in order
according to how much George and Sarah-Jane fancies them. (The students might have
different rankings in terms of the first and second items - according to George, Sarah-Jane
looks stunning in the red and white striped dress, but she eventually bought the green dress.)
DIFFERENTIATION:
The students can scan through the story on their own devices for the matching part.
Answers:
(5) “I think it makes you look much older.” - [a checked shirt]
(3) “Look at this one, it’s really nice!” - [a t-shirt with design on it]
(2) “You look stunning! Wow! I’ve never seen you look so elegant.” - [ red and white striped dress]
(4) “It’s a bit unusual and quite cool.” - [a hooded t-shirt]
(1) “I love it! And also, as it’s so much cheaper I can get these jeans and t-shirts too.” - [a green dress]
259
WRAP-UP
WHERE AM I GOING?
#CREATIVITY #COLLABORATION #SITUATIONAL-AWARENESS
The students are sitting in a U-shape. The teacher writes the word ‘school’ on the board and
asks the students for advice on what can be worn by teachers in general. Then, the teacher asks
for a volunteer or calls a student to sit on a chair in front of the others. The student chooses a
paper without checking the word(s) on it. The teacher holds up the paper behind the student
and tells the others: It’s time to give advice on what should *student’s name* wear.
Based on your suggestions he/she has to guess where he/she is going or what is the occasion.
The occasions/places: wedding, playground, beach, gym, club, funeral, shopping, mountain climbing, ski trip...
DIFFERENTIATION:
The students go in order giving advice, so every student has a chance to speak.
HOMEWORK
Students can choose from the following homework options:
Environmentally Conscious Fashion

Do the activity from page 19 in the BOOKR Class app. Then, do research on the internet about
environmentally conscious fashion. What is it about? How does the environment benefit from
it? What are the advantages and disadvantages? Write a short essay ( max. two pages) or make
an illustrated poster with the key pieces of information.
Fashion Through the Decades

Choose a time period which particularly interests you and do some research to find information
about the fashion of the time.
What did people wear back then? What was trendy? Are those trends still present today?
Make a poster with print-outs or illustrate it with your own drawings.
Outfits of the Week

Take a photo of your outfit every day for a week and write a caption describing it. You can be
creative (with your outfit choices and captions as well) or look for inspiration on the internet.
You don’t have to post them, just save and collect them in a folder.
EVALUATION
Students pick and line up next to their #OOTDs (Outfit Of The Day), according to how confident
they feel about their skill development and the new content. (Appendix.)
260
1. COMPLETE THE CAPTIONS WITH THE WORDS BELOW. 1. COMPLETE THE CAPTIONS WITH THE WORDS BELOW.
pattern, fitting room, fits, shopping trip, department, rails, design, coat pattern, fitting room, fits, shopping trip, department, rails, design, coat
hanger, medium, coat hanger, matches, worth hanger, medium, coat hanger, matches, worth
1.
1017 likes 1017 likes
#CAPTION 1 #CAPTION 1
I looked through __________ of dresses at Montegoue I looked through __________ of dresses at Montegoue
when I spotted this beautiful skirt. when I spotted this beautiful skirt.
I immediately took it off from the __________ and fell in I immediately took it off from the __________ and fell in
DOWNLOAD
love with the leopard __________ on it. 🐆 love with the leopard __________ on it. 🐆
In my opinion it’s __________ any money, because it In my opinion it’s __________ any money, because it
__________ perfectly! 😍It goes perfectly with my brown __________ perfectly! 😍It goes perfectly with my brown
fanny pack too. Is there a good party fanny pack too. Is there a good party
in town? 👯 #OOTD in town? 👯 #OOTD
#partytime #raaaaawr #montegoue #ad #partytime #raaaaawr #montegoue #ad
INFUENCERS AND CAPTIONS
261
You won’t believe it, guys! I’ve got this cute shirt with a You won’t believe it, guys! I’ve got this cute shirt with a
pink __________ on it from the kids __________ at P&P! 💄 pink __________ on it from the kids __________ at P&P! 💄
How cute! When I went into the __________ and tried
🤗 How cute! When I went into the __________ and tried
🤗
it on, I knew it was the right choice! ️ Since I was there
☝ it on, I knew it was the right choice! ️ Since I was there
☝
I’ve also grabbed this fancy red jacket and a laid-back blue I’ve also grabbed this fancy red jacket and a laid-back blue
trouser as well. 👖I never want to take this outfit off! trouser as well. 👖I never want to take this outfit off!
Can I get an amen?! 💋#YouGoGurl #OOTD #ad Can I get an amen?! 💋#YouGoGurl #OOTD #ad
LESSON 1
The craaaaaziest thing happened yesterday! We went on The craaaaaziest thing happened yesterday! We went on
a __________ yesterday to celebrate my birthday, but I left a __________ yesterday to celebrate my birthday, but I left
my wallet at home and I had only 10$ in my pocket. 😭 my wallet at home and I had only 10$ in my pocket. 😭
All of a sudden, we spotted a HUGE sale at Claire & All of a sudden, we spotted a HUGE sale at Claire &
Colors. 😍 So I bought this cute beige hoodie (available Colors. 😍 So I bought this cute beige hoodie (available
Task 5.
in small, __________ or large sizes too) and a pair of new in small, __________ or large sizes too) and a pair of new
shoes in a color which __________ my hair! Which item
👟 shoes in a color which __________ my hair! Which item
👟
is your favorite? #sale #fashion #claireandcolors #ad is your favorite? #sale #fashion #claireandcolors #ad
APPENDIX LEVEL 5
1. INFLUENCERS - WRITING CAPTIONS LESSON 1 Task 5.
Alison FOLLOW
LEVEL 5
APPENDIX
262
2. #OOTD LESSON 1 Evaluation
LEVEL 5
APPENDIX
263
3. VOCABULARY EXPANSION LESSON 2 Task 3.
1. WRITE THE SYNONYMS OR PHRASES YOU HEAR FOR THE UNDERLINED PARTS.
1. Your birthday money will be spent soon.
2. I can give you $10.
3. You can usually find some great deals there.
4. I think I’ll ask them to keep my dress for a certain amount of time and maybe I’ll find something better there.
5. At the second hand shop the friends start searching.
2. FILL THE TEXTS WITH THE WORDS BELOW.

a bit, really, so much, quite, much
1. “I think it makes you look older.”

2. “Look at this one, it’s nice!”
3. “You look stunning! Wow! I’ve never seen you look elegant.”
4. “It’s unusual and cool.”
5. “I love it! And also, as it’s cheaper I can get these jeans and t-shirts too.”
1. WRITE THE SYNONYMS OR PHRASES YOU HEAR FOR THE UNDERLINED PARTS.
1. Your birthday money will be spent soon.
2. I can give you $10.
3. You can usually find some great deals there.
4. I think I’ll ask them to keep my dress for a certain amount of time and maybe I’ll find something better there.
5. At the second hand shop the friends start searching.
2. FILL THE TEXTS WITH THE WORDS BELOW.

a bit, really, so much, quite, much
LEVEL 5
1. “I think it makes you look older.”

2. “Look at this one, it’s nice!”
3. “You look stunning! Wow! I’ve never seen you look elegant.”
4. “It’s unusual and cool.”
APPENDIX
5. “I love it! And also, as it’s cheaper I can get these jeans and t-shirts too.”
264
4. LET ME HELP YOU LESSON 2 Task 5.
$50 $10 $4 $15
cool
$5 $20 $25 $10
cool cool cool

cool cool
cool cool cool
cool
$150 $40 $50 $50
$25 $50 $20 $30
ROUND 1 ROUND 2
STUDENT A STUDENT B
You want to get some new clothes, but you You want to get some new clothes, but you
don’t want to buy anything which: don’t want to buy anything which:
• has dots on them • is leather
• is blue or too colorful • is red or too colorful
• is over 100$ • is over 100$
• is retro • is too modern
LEVEL 5
ROUND 1 ROUND 2
STUDENT B STUDENT A
APPENDIX
You must convince your friend to buy at You must convince your friend to buy at
least three of the following clothing items: least three of the following clothing items:
265
5.
SPEED DATING
1. WEARING YOU WHAT ? NOW ARE
2. DO WHAT USUALLY OF YOU WEAR ? CLOTHES KIND
3. DO ? SHOPPING LIKE FOR YOU CLOTHES
266
4. FASHION WHAT ? SIN BIGGEST THE IS
5. USUALLY WHERE CLOTHES ? DO YOUR YOU BUY
6. CLOTHES ? WHAT DO DON’T ANYMORE YOU THE YOU NEED DO WITH
SECOND-
7. BEEN EVER ? TO HAVE A YOU SHOP
HAND
8. LIKE SO, WAS WHAT ? IF IT

LESSON 3
Warm-up
APPENDIX LEVEL 5
MR MINGY
UNIT OVERVIEW

• WORD COUNT: 113 • Reading comprehension - quiz
• AGE: 12-16 • Vocabulary - definition matching: to spare,
• PROFICIENCY LEVEL: L5 / B1 / pre-intermediate wealth, greedy, rent, mingy
• Reading comprehension
- grouping adjectives
• Grammar - gap-filling - adjectives
+ prepositions
Mr Mingy is a frugal man. Sparing money? Yes, he can.

gerund, present simple, present continuous, people, lifestyle, money, bills, saving money,
adverbs of frequency personality, spending, habits, home, mingy,
mean, wealth, complain, loneliness, priorities,
material, greedy, electricity, rent, expenses, living
conditions, place of living
cards, play money, a ball, worsheets (Appendix)
LEVEL 5
1
LESSON 1
267
LESSON 1
From pocket money to investment ( money)
Ethics and Economics
Philosophy
During the class, students will compete to gain play money. The best results are worth 20
pounds, the second 10 pounds and the third 5 pounds. By the end of the lesson, every student
should have some play money.
WARM-UP
POCKET MONEY
#ATTENTION #MOTIVATION #MEMORY #CRITICAL-THINKING
The teacher draws a coin and a pocket on the board and elicits the expression ‘pocket money’.
Then, with some helping questions conversation is generated between the students.
What is pocket money? Have you ever received any?

Is it a good idea? If yes, what did you do with it?
SESSION
1. MISSING VOWELS
#FOCUS #MOTIVATION #MEMORY
The teacher puts the gapped words on the board and students work in pairs to complete the
words with the missing vowels as quickly as they can. The first pair who finishes and gets all
words right receives 20 pounds, the second 10 pounds and the third 5 pounds, and if all the
others complete it correctly, they recieve 1 pound.
1. cr _ d _ t c _ rd
2. _ _ rn _ l _ v_ ng
LEVEL 5
1
3. sh _ pp _ ng c _ ntr _
4. m _ t _ r _ _ l _ st _ c p _ rs _ n
5. w _ ll _ t
6. s _ l _ ry
LESSON 1
Answer key:
credit card, earn a living, shopping centre, materialistic person, wallet, salary
268
DIFFERENTIATION:
If the task is too challenging, the teacher can allow students to form small groups, or have them
play ‘Snowman’ (a nicer version of ‘Hangman’ where they guess the vowels, and the teacher
writes them to the correct place.)
THE BIG QUESTIONS

2.
#COMMUNICATION #REASONING #COMPARISON #CRITICAL-THINKING
The teacher allocates some time for the students to work in pairs and ask each other about
pocket money using the words from the previous task.
The teacher gains feedback on the students’ answers with the help of the following questions:
How many of them own a credit card?

How often do they spend their money at a shopping centre?
Have they ever had a salary?
How much money is necessary in their opinion to earn a living?
WHAT TO DO WITH MONEY?

3. #ATTENTION #FOCUS #MEMORY #CREATIVITY
The teacher asks the students to form groups of three and collect as many ideas as they can in
1.5 minutes to answer the following question: What can we do with money?
The aim is to come up with as many verbs as possible.
Some examples:
earn, spend, save, waste, gain, win, owe, donate, invest, borrow, lend, transfer, withdraw...
The teacher asks the students how many items they have on their list. The group with the least
starts. Students tick the expressions or verbs they have on their lists and add the ones they
don’t. The teacher calls the next group who has more items, if there is something new they can
add. The checking finishes with the group with the most vocabulary items. Again, the group
who listed the most ideas receives 20 pounds (the second gets 10, the third gets 5 pounds).
VERBS, NOUNS OR ADJECTIVES?

4.
#DECISION-MAKING #ATTENTION #COOPERATION
The teacher hands out cards (Appendix). Each student gets a card with either a word or
a definition. The teacher encourages the students to read and analyze their strips of paper
by asking the following question: Can you find or make verbs out of the expressions? Then, the
teacher elicits the following verbs: to save, to get into debt, to transfer, to withdraw, to owe...
The students take notes of the new vocabulary items.
269
PAIRING UP
5.
#MEMORY #COOPERATION
Next, the teacher asks them to mingle and find their pair.
A. It is an amount of money that you owe someone and you have to pay it back. - DEBT
B. The money and other valuable things a person has. - WEALTH
C. A person who is very careful when it comes to spending money. - FRUGAL
D. An amount of money that you have collected and you keep it in a bank. - SAVINGS ACCOUNT
E. Sending money from one bank account to another. - TRANSFERING MONEY
F. A person who is okay with giving money to somebody and doesn’t expect it back. - GENEROUS
G. Taking money from one’s own bank account, using an ATM. -WITHDRAWING MONEY
Once they found their pairs, they put the cards on the board. Again, the first three pairs who
found each other get 20, 10 and 5 pounds.
NO WORDS TO SPARE
6.
#CREATIVITY #HUMOUR #COLLABORATION
Then, the teacher asks students in pairs to write a sentence with as many words and
expressions from the matching activity as possible.
E.g.: A frugal man, who was very protective of his wealth and not generous at all, almost got
into debt when the credentials for his savings account had got stolen and he couldn’t transfer or
withdraw the money.
MONEY PROBLEMS
7. #SITUATIONAL-AWARENESS #REASONING #CRITICAL-THINKING
#COMMUNICATION #PROBLEMSOLVING #PERSUASION
The teacher hands out the three foldable cards (Appendix) and allocates some time for
the students to read the first situation. Student A reads one side of the card, Student B the
other side. Then the teacher asks them to discuss the problem. The teacher should encourage
the students to use the list of words they have and also, to come up with a good solution
for the situation.
After the first situation, students swap roles and discuss the second situation.
Then again they swap roles and discuss the third one if they have time for that.
As feedback, the teacher summarizes the situations and asks for some conclusions from
the students.
LEVEL 5
1
LESSON 1
270
WRAP-UP
GIVING FINANCIAL ADVICE

#RESPONSIBILITY #GUESSING #REASONING
During the class, students had the chance to “earn” play money. The teacher asks them to
count it, and without saying the exact amount, some volunteers share with the group what this
money would cover in real life, what they would/could do with it, how they would/could use it.
In pairs, students should write financial advice about handling this money and / or money in
general. All pairs should come up with 3 pieces of advice. They choose the one they think is the
most useful, and they put it on the board for further consideration.
EVALUATION
#SITUATIONAL-AWARENESS
The teacher draws a line on the board and adds an empty money sack at one end and another
that is full at the other end. Then, the teacher asks the students to decide where they stand on
this scale if it represents the question: How much have you learned about handling money?
The teacher encourages students to justify their answers.
LEVEL 5
1
LESSON 1
271
LESSON 2
Mr Mingy (the poem) Literature Ethics and Social Studies
Philosophy
WARM-UP
SOME PEOPLE ARE SO POOR…

#SPECULATION #MOTIVATION #ATTENTION #EMOTIONAL-INTELLIGENCE
#EMPATHY
The teacher writes the following quotation on the board and asks the students to turn to two
other classmates and complete it in 2 minutes.
“Some people are so poor, all they have is _________.” (Unknown)
When the time is up, the teacher elicits some ideas and their justifications.
DIFFERENTIATION:
If nobody finds out the original ending (‘money’), the teacher reveals the whole sentence and asks
the students to turn to their partners and discuss what this sentence might mean. What does this
sentence suggest about money? What does this sentence suggest about being poor?
How can someone be poor if they have money? What is more valuable than money?
SESSION
WHO IS MR MINGY?
1. #SPECULATION #HUMOUR #PERCEPTION
The teacher shows the title and the front page of the book Mr Mingy with the help of the
LEVEL 5
1
BOOKR Class Classroom app and without explaining the meaning of the word “mingy” asks
the students to turn to their pairs and discuss what kind of person Mr Mingy might be.
What is his attitude towards money?

LESSON 2
Do you think he is poor or rather rich?

Do you think he is happy or not?
272
2. MR MINGY, THE FRUGAL MAN
#PERCEPTION
Students listen to the poem in the BOOKR Class Classroom app without the text to check
if their assumptions were correct.
The teacher asks whose guess was the closest.
Who could guess the answers correctly?

What gave away the idea?
THE EXTREMES
3.
#PERCEPTION #COMPARISON #ETHICS
Students listen to the poem again in the BOOKR Class Classroom app. This time, they
need to collect examples of Mr Mingy’s extreme frugality.
How does Mr Mingy save as much money as he can?
Correct answers:
He doesn’t eat healthy food. He doesn’t pay for electricity.
He lives in the smallest house. He doesn’t clean his house.
The teacher listens to the students’ ideas and asks which examples are the most
concerning/problematic.
Q&A
4.
#PERCEPTION
The teacher divides the class into two groups and assigns the second and third or the
fourth and fifth verses to each. Students pair up and write comprehension check questions
about their part of the poem together. Then, they form groups of four so that the two
students come from each group. They read each other’s questions and listen to the whole
poem again and answer them, meaning that each student brings 2 new questions, so each
student answers 6.
The teacher monitors the question writing and asks the groups to pick the best question
and test the rest of the class with it.
BOOKR CLASS APP ACTIVITIES 1 & 3 - COMPREHENSION CHECK

5.
LEVEL 5
1
#MEMORY
Students open the games section and complete the first quiz ( page 8) that checks their
comprehension of the poem and Activity 3 ( page 10) to revise some adjectives that
LESSON 2
facilitate the following task.

The teacher checks the results on the Teacher Dashboard.
273
MR MINGY’S HAPPINESS
6.
#EMOTIONAL-INTELLIGENCE #CRITICAL-THINKING #REASONING
The teacher asks the students to think about Mr Mingy’s happiness. How can you connect
Mr Mingy’s lifestyle to the quote “Some people are so poor, all they have is money.”?
Is Mr Mingy satisfied?”
Students should come up with reasons why Mr Mingy might be satisfied or dissatisfied with life.
The teacher hands out sheets of paper and the students write their reasons there.
Students place their answers on the board, explaining why those can be the reasons for
Mr Mingy’s happiness or unhappiness. What is the students’ conclusion? Is he satisfied?
WRAP-UP
GOSSIPING GAME
#CREATIVITY #CONFIDENCE
The teacher tells the students that they are the neighbours of Mr Mingy. Everybody should
come up with an interesting rumour about Mr Mingy, his lifestyle and his (family) background,
or a reason why he is so frugal and mingy. Then, the students have 3 minutes to try to tell this
gossip to as many students as they can.
The students try to recall what they have learned about Mr Mingy in the last 3 minutes.
The student whose gossip is most remembered is the winner, the gossip master.
EVALUATION
The teacher encourages the students how they feel about their performance during the class.
Are they unsatisfied like Mr Mingy? Are they worried like Mr Mingy’s family? Are they okay like
the mice living in Mr. Mingy’s house? Are they delighted like Mr Mingy’s neighbours who gossip
LEVEL 5
1
about him? Encourage your students to justify their answers.

LESSON 2
274
LESSON 3
Aid for Mr Mingy (writing) Ethics and Social Studies Literature
Philosophy
WARM-UP
PASS THE BOMB GAME

#FOCUS #MOTIVATION #MEMORY
The students are standing in a circle facing each other. The theme is Mr Mingy and money.
They have two minutes to pass a bomb or ball around. Each student has to say one word that is
connected to the topic as quickly as they can and pass the bomb to their neighbour.
Words and expressions cannot be repeated. When time is up, the ball “explodes”.
The students should summarize the story of Mr Mingy and his problem using the expressions
and words they have mentioned in the bomb game.
SESSION
MR MINGY, WEALTHY, GREEDY?

1.
#MEMORY
As a quick revision, the teacher opens the BOOKR Class Classroom app and lets the
students complete the second activity ( page 9) in the book. After that, students explain
how the expressions appeared in the book. The teacher encourages students to formulate
complete sentences.
WHAT ARE THE OPTIONS?

2. #REASONING #SITUATIONAL-AWARENESS #CRITICAL-THINKING
The teacher hands out the worksheets (Appendix), asks the students to turn to their pairs and
to decide if they think the following solutions would help Mr Mingy or not.
1. Winning the lottery

2. Getting financial advice from experts
3. His family’s intervention and emotional support
4. Getting married to a rich woman
5. Becoming a buddhist monk who avoids touching money
6. Find a well-paid part-time job
7. Invest his money in a huge business
8. Become a bank clerk where he can handle money all day long
275
The teacher asks the students to put the ideas into an order, starting from the least useful for
Mr Mingy. Students should justify their opinions. Teacher asks students to share if they have
any other ideas on how to solve Mr Mingy’s problem.
A TRUE CHANGE
3.
#EMPATHY #PROBLEM-SOLVING
Students work in groups and collect ideas on how Mr Mingy’s living conditions, lifestyle, mood
and personal relationships could be improved.
DIFFERENTIATION:
Students can rely on the previous list, justify their choice, and elaborate on the chosen idea.
If needed, the whole class picks one idea and works on it together with the teacher.
The groups share their best ideas, and the class votes on the most useful one. Which group is
likely to solve Mr Mingy’s problem?
BOOKR CLASS CLASSROOM APP / ACTIVITY 4

4. #MEMORY
The teacher asks the students to open the BOOKR Class app and work on the last activity
( page 11) in pairs.
Before the checking, the teacher halves the group and assigns the even numbered sentences to
group 1 and the odd numbered sentences to group 2. Then, the teacher opens the BOOKR Class
Classroom app and completes the sentences with the help of the students frontally. Meanwhile,
the students copy the sentences assigned to them (1, 3, 5 and 7 or 2, 4, 6 and 8).
After the checking, the students highlight the expressions with the prepositions and try to find
partners who have the other part of the sentences. They copy the missing expressions into their
exercise books.
WRITING A LETTER OF ADVICE

5. #CREATIVITY #PRESENTATION-SKILLS #EMPATHY
The teacher asks the student to mingle and creates new groups of three which allow students
to share ideas with students they haven’t talked to yet. Before sharing the ideas, they are
presented with the following task.
LEVEL 5
You are a relative of Mr Mingy and you are concerned about him. Write a letter to him in 120-
150 words. In this letter:
• explain that you are worried and why his lifestyle is problematic
LESSON 3
• suggest two changes ( reasonable advice)

• explain why money doesn’t buy happiness
• invite him over for dinner some time
Use as many expressions from Activity 4 as possible.
276
Students are supposed to decide on what relationship they have with Mr Mingy and write a plan
with their ideas incorporated. Then they start writing the letter to Mr Mingy. The teacher puts
the steps on the board and reminds the students of the time constraints from time to time.
PRESENTATION
6. #PRESENTATION-SKILLS #ANALYSIS #CRITICAL-THINKING #REFLECTION
#EVALUATION #COOPERATION
The teacher collects the letters and hands out a different one to each group. The students read
it together in their groups and they complete the chart for feedback (Appendix).
If a part is missing, they put a cross there.
introduction Why are they worried?

Why is Mr Mingy’s lifestyle dangerous?
body change / advice 1
change / advice 2
ending invitation
When?
Where?
How many expressions from Activity 4? …/8
The groups present the summary of the letters to the classmates. Each group member talks
about a part of the letter (introduction, body, ending).
WRAP-UP
REFLECTION
#CRITICAL-THINKING #EVALUATION #SELF-REFLECTION
The teacher puts the summaries on the board. She gives professional feedback on the structure
of the letter and the execution of the task. Students reflect on the content, voting which group
has written the most convincing letter that can be sent to Mr Mingy.
EVALUATION
LEVEL 5
1
The teacher draws a picture of a three-storey building, a bank. The groups are asked to
place themselves on the three levels, based on how well they could cooperate while
working on the writing task and the summary together. Are they at the top because they
did a good job? Are they in the middle because they still can improve? Are they at the
LESSON 3
bottom for some reason? Why?
277
Economics Ethics and Social Studies
Philosophy
WARM-UP
SOME PEOPLE ARE SO POOR…

#SPECULATION #MOTIVATION #ATTENTION #EMOTIONAL-INTELLIGENCE
#EMPATHY
The teacher writes the following quotation on the board and asks the students to turn to two
other classmates and complete it in 2 minutes.
“Some people are so poor, all they have is _________.” (Unknown)
When the time is up, the teacher elicits some ideas and their justifications.
DIFFERENTIATION
If nobody finds out the original ending (‘money’), the teacher reveals the whole sentence and asks
the students to turn to their partners and discuss what this sentence might mean. What does this
sentence suggest about money? What does this sentence suggest about being poor? How can
someone be poor if they have money? What is more valuable than money?
SESSION
WHO IS MR MINGY?
1. #SPECULATION #HUMOUR #PERCEPTION
LEVEL 5
The teacher shows the title and the front page of the book Mr Mingy with the help of the
BOOKR Class Classroom app and without explaining the meaning of the word “mingy” asks
the students to turn to their pairs and discuss what kind of person Mr Mingy might be.
CONDENSED
What is his attitude towards money?

Do you think he is poor or rather rich?
Do you think he is happy or not?
278
MR MINGY, THE FRUGAL MAN
2.
#PERCEPTION
Students listen to the poem in the BOOKR Class Classroom app without the text to check
if their assumptions were correct.
The teacher asks whose guess was the closest.
Who could guess the answers correctly?

What gave away the idea?
THE EXTREMES
3.
#PERCEPTION #COMPARISON #ETHICS
Students listen to the poem again in the BOOKR Class Classroom app. This time, they
need to collect examples of Mr Mingy’s extreme frugality.
How does Mr Mingy save as much money as he can?
Correct answers:
He doesn’t eat healthy food. He doesn’t pay for electricity.
He lives in the smallest house. He doesn’t clean his house.
The teacher listens to the students’ ideas and asks which examples are the most
concerning/problematic.
Q&A
4.
#PERCEPTION
Mr Mingy, the most frugal of all

Students open the BOOKR C lass app and its games section and complete the first quiz
( page 8) that checks their comprehension of the poem.
The teacher divides the class into two groups and assigns the second and third or the
fourth and fifth verses to each. Students pair up and write comprehension check questions
about their part of the poem together. Then, they form groups of four so that the two
students come from each group. They read each other’s questions and listen to the whole
poem again and answer them, meaning that each student brings 2 new questions, so each
student answers 6.
LEVEL55
The teacher monitors the question writing and asks the groups to pick the best question and
LEVEL
test the rest of the class with it.students’ turn to decide what the weather is like. The teacher
asks them to complete the picture with some weather elements.
Ask the students to leave their drawings on the table and to form new pairs and to walk around.
CONDENSED
LESSON 3
Ask them to say sentences about as many drawings as they can.
279
5. WHAT IS HE LIKE?
#PERCEPTION
The teacher asks students to do the grouping adjectives activity ( page 10) in the BOOKR Class
app with their pairs. Which adjectives characterize Mr Mingy? Which adjectives are not true for
him? How does he feel about his money?
AIDING MR MINGY
6.
#REASONING #SITUATIONAL-AWARENESS #REFLECTION
During the previous task, we could see that Mr Mingy is not happy or satisfied. The teacher
asks the students if they think the following solutions (Appendix) would help Mr Mingy
become a more content person or not.
1. Winning the lottery

2. Getting financial advice from experts
3. His family’s intervention and emotional support
4. Getting married to a rich woman
5. Becoming a buddhist monk who avoids touching money
6. Find a well-paid part-time job
7. Invest his money in a huge business
8. Become a bank clerk where he can handle money all day long
The teacher asks the students to put the ideas into an order, starting from the least useful
for Mr Mingy. Students should justify their opinions. The teacher asks the students to share
if they have any other ideas.
REVISION
7.
#MEMORY
As a quick revision, the teacher opens the BOOKR Class Classroom app and lets the
students complete the second game ( page 9) in the book. After the activity, students
explain how the expressions appeared in the book. The teacher encourages students to
formulate complete sentences.
LEVEL55
LEVEL
CONDENSED
LESSON 3
280
WRAP UP
GOSSIPING GAME
#CREATIVITY #CONFIDENCE
The teacher tells the students that they are the neighbours of Mr Mingy. Everybody should
come up with an interesting rumour about Mr Mingy, his lifestyle and his (family) background,
why he is so frugal. Then, the students have 3 minutes to try to tell this gossip to as many
students as they can.
The students try to recall what they have learned about Mr Mingy in the last 3 minutes.
The student whose gossip is remembered by the most people is the winner, the gossip master.
HOMEWORK
You are a relative of Mr Mingy and you are concerned about him. Write a letter to him in 120-
150 words. In this letter:
• explain that you are worried and why his lifestyle is problematic
• suggest two changes ( reasonable advice)
• explain why money doesn’t buy happiness
• invite him over for dinner some time
Use as many expressions from Activity 4 as possible.
EVALUATION
The teacher asks the students how they feel about their performance during the class.
Are they unsatisfied like Mr Mingy? Are they worried like Mr Mingy’s family? Are they okay
LEVEL55
like the mice living in Mr Mingy’s house? Are they delighted like Mr Mingy’s neighbours
LEVEL
who gossip about him? Ask your students to justify their answers.
CONDENSED
LESSON 3
281
1. VERBS, NOUNS OR ADJECTIVES? Lesson 1 Task 4.
DOWNLOAD
EXPRESSIONS: DEFINITIONS:
1. SAVINGS ACCOUNT A. IT IS AN AMOUNT OF MONEY THAT YOU OWE

SOMEONE AND YOU HAVE TO PAY IT BACK.
2. WEALTH B. THE MONEY AND OTHER VALUABLE THINGS

A PERSON HAS.
3. DEBT C. A PERSON WHO IS VERY CAREFUL WHEN IT

COMES TO SPENDING MONEY.
4. FRUGAL D. AN AMOUNT OF MONEY THAT YOU HAVE

COLLECTED AND YOU KEEP IT IN A BANK.
5. TRANSFERING MONEY E. SENDING MONEY FROM ONE BANK ACCOUNT TO

ANOTHER.
6. WITHDRAWING MONEY F. A PERSON WHO IS OKAY WITH GIVING MONEY

TO SOMEBODY AND DOESN’T EXPECT IT BACK.
G.
7. GENEROUS ACCOUNT, USING AN ATM.
TAKING MONEY FROM ONE’S OWN BANK
EXPRESSIONS: DEFINITIONS:
1. SAVINGS ACCOUNT A. IT IS AN AMOUNT OF MONEY THAT YOU OWE

SOMEONE AND YOU HAVE TO PAY IT BACK.
2. WEALTH B. THE MONEY AND OTHER VALUABLE THINGS

A PERSON HAS.
3. DEBT C. A PERSON WHO IS VERY CAREFUL WHEN IT

COMES TO SPENDING MONEY.
LEVEL 5
4. FRUGAL D. AN AMOUNT OF MONEY THAT YOU HAVE

COLLECTED AND YOU KEEP IT IN A BANK.
5. TRANSFERING MONEY
APPENDIX
E. SENDING MONEY FROM ONE BANK ACCOUNT TO

ANOTHER.
6. WITHDRAWING MONEY F. A PERSON WHO IS OKAY WITH GIVING MONEY

TO SOMEBODY AND DOESN’T EXPECT IT BACK.
G.
7. GENEROUS ACCOUNT, USING AN ATM.
TAKING MONEY FROM ONE’S OWN BANK
2. PROBLEM SOLVING LESSON 1 Task 5.
SITUATION 1 / STUDENT A: SITUATION 2 / STUDENT A: SITUATION 3 / STUDENT A:

You had a well-paid summer parents advised you to open You have a girlfriend /
job and you finally received a bank account and get boyfriend who fell in love
your last salary. You really a credit card. You are used to with a beautiful watch at the
want to see the ocean and coins and banknotes and you jewellery store in town.
you would like to buy a new prefer to pay with money. It’s not too expensive, but you
phone. However, the most You usually lose your things, don’t have too much money
important thing for you is to and you’re afraid of losing the at the moment. You want to
pass your driver’s licence, but card in no time. You don’t make your partner happy
you don’t have enough money know much about banking because this is your first
for that just yet. Ask your either. Ask your friend for Valentine’s Day together.
friend for advice on what to advice on what to do. It’s in 6 days and you need
do with the money. some advice.
SITUATION 1 / STUDENT A: SITUATION 2 / STUDENT A: SITUATION 3 / STUDENT A:

Your friend has received their Your friend needs your advice Your friend wants to buy a
salary and he/she needs your because there is an opportu- present for their girlfriend /
advice on how to spend it. nity to get a credit card and boyfriend for Valentine’s Day.
Suggest the following he’s/she’s a bit anxious about A nice present is the best idea
options: it. Suggest the following in their opinion, but it costs a
• opening a savings account options: lot of money in your opinion.
and let the amount of • opening a bank account, Suggest the following
money grow there but no credit card, just the options:
• buying a new gadget or an banking app on the phone • buying something personal
expensive pair of shoes • opening a bank account, which is nice, but not too
• travelling somewhere and getting a credit card, and expensive
enjoying the experience learning how to use it • forgetting about presents,
while they are young • asking the parents to share cooking for the partner or
their bank account and visiting a romantic place
asking for a credit card • buying the watch, but
for that trying to show the partner
something pricy for the
friend, too
LEVEL 5
APPENDIX
283
3. WHAT ARE THE OPTIONS? LESSON 3 Task 2.
Read the possible solutions to Mr Mingy’s problem. Tick if you think the solution would improve
Mr Mingy’s life, cross if you don’t think so. Then put the solutions into an order depending on how
helpful the solutions are. Number 1 is the best of all.
A Winning the lottery
B Getting financial advice from experts
C His family’s intervention and emotional support
D Getting married to a rich woman
E Becoming a buddhist monk who avoids touching money
F Find a well-paid part-time job
G Invest his money in a huge business
H Become a bank clerk where he can handle money all day long
Read the possible solutions to Mr Mingy’s problem. Tick if you think the solution would improve
Mr Mingy’s life, cross if you don’t think so. Then put the solutions into an order depending on how
helpful the solutions are. Number 1 is the best of all.
A Winning the lottery
B Getting financial advice from experts
C His family’s intervention and emotional support
D Getting married to a rich woman
E Becoming a buddhist monk who avoids touching money
F Find a well-paid part-time job
G Invest his money in a huge business

LEVEL 5
H Become a bank clerk where he can handle money all day long
APPENDIX
284
4. A LETTER TO MR MINGY LESSON 3 Task 6.
LEVEL 5
APPENDIX
285
- LE V EL 6 -
Unlike previous levels in the BOOKR Kids library, Level 6 has adopted a different concept
concerning its structure and content. While the bookshelves of levels 1-5 consist of stories
grouped into categories based on their content and genre, this level contains a comprehensive
collection of various cultural aspects of English-speaking countries. This consistency is exceptional
in the BOOKR Kids library and serves the purpose of getting familiar with the target culture and
civilization, especially that of the UK and USA. Its dialogic presentation enables the acquisition of
specific vocabulary, but also the comparison of cultures, drawing of parallels and the widening of
the vision of learners in general. Along with these cultural overviews, some classics also appear on
this level, providing authentic, original texts from the finest of literature.
The focus of the GAMES on Level 6 shifts from classical ESL activities to quizzes on the content
of the books, thus promoting the acquisition of factual knowledge while using the language as
a means to succeed. This content and language integrated learning (CLIL) aspect helps learners
get used to English-speaking educational context and prepare them to learn about or in English-
speaking countries.
286
THE YELLOW WALLPAPER
UNIT OVERVIEW

• WORD COUNT: 4334 • reading comprehension (quote and concept)
• AGE: 12-16 • vocabulary gap filling
• PROFICIENCY LEVEL: Level 6 / B1 / pre- intermediate • word search (synonyms)
One of the earliest work of feminist American literature by Charlotte Perkins Gilman illustrates
attitudes in the 19th century toward women’s health, both physical and mental.
GRAMMAR STRUCTURES: skulk, querulous, debase, undulate, florid, patent,

present tenses, past tenses, perfect tenses, derision, misconstrue, physician, depression,
modals ( present simple, past simple, shall, hysterical, draught, unreasonable)
should, must, musn’t, can, present perfect) NEEDED MATERIALS & EQUIPMENT:
TOPIC (VOCABULARY): Appendix ( pictures, worksheet, color palette)
people, lifestyle (secure, hereditary, felicity, scoff, poster size papers, markers, a poster size
tonic, congenial, sly, fancy, hedge, prescription, (yellow) paper with an outline of an upper body
absorb, flamboyant, lurid, atrocious, whim, riotous, drawn on the middle of it
recurrent, loll, impertinence, gouge,
LEVEL 6
LESSON 1
287
LESSON 1
The creeping woman ( personality adjectives)
Biology Arts & crafts
WARM-UP
THE CREEPING WOMAN

#PERCEPTION #EMOTIONAL-INTELLIGENCE #EMPATHY
The teacher shows a picture of the narrator (Appendix) and asks the students: How would
you describe the woman in the picture? How does she feel? (Students will probably start
with the most obvious ones - sad, unhappy -, but the teacher should encourage them to
collect more or to try to think about synonyms.) The teacher writes them on the board e.g.:
exhausted, tired, miserable, desperate. After students collected as many adjectives as they
could, the teacher shows them the full image and asks: Can you tell me what she is doing?
The teacher introduces the verb creep and tries to elicit ideas about the reason why the lady
is creeping.
SESSION
LEARNING NEW VOCABULARY

1. #COLLABORATION
The teacher puts the personality adjectives on the board or projects them. Students sort them
out according to which category the words belong to: positive or negative. While one student
goes to the board and writes a word to the correct category or color-codes it (eg.: positive
adjectives are green, negative ones are black), another student gives the definition of the word
to the whole class.
LEVEL 6
DIFFERENTIATION:
If some vocabulary items are too challenging for the students to define, the teacher might let them
guess the category first. Another alternative is if the teacher defines a difficult word and lets the
students guess which one it is.
LESSON 1
288
POSITIVE NEGATIVE
caring, loving, dear, happy, gentle, kind nervous, dreadful, depressed, vicious, angry,
irritating, earnest, horrid, subdued, afraid,
awful, dizzy, lame, desperate, hysterical, subtle
After sorting the adjectives, the teacher asks the students to find the noun for ‘depressed’
and ‘hysterical’. Then the teacher generates discussion with the question ‘Do you know the
difference between hysteria and depression?’ (If students don’t mention it, the teacher should
point out that depression is a mood disorder and hysteria is exaggerated behavior.)
COLOR PALETTE
2. #COLLABORATION #HIGHER-ORDER-THINKING-SKILLS
The teacher gives each group an envelope which includes a yellow color palette and five
words (Appendix) from the previous task or projects the palette on the board and highlights
the five items. The teacher explains: Just like there are lighter and darker shades of a color,
we have weaker and stronger words with similar meanings. Now, look at the words from the
envelope and try to place them on a continuum from the weakest to the strongest one.
The words in suggested order (from weakest to strongest): lame, dizzy, dreadful, horrid, desperate
PRACTICING VOCABULARY
3.
#DECISION-MAKING
Students do the gap-filling activity on their handout (Appendix).
You won’t believe it! Our boss scoffs at any idea we tell him. Last week, he fired his assistant just because
she suggested something to him. - VICIOUS
Jackie just lolls around the mall and smiles at every person she sees. She’s definitely a congenial company.
- HAPPY
The doctor gave me a prescription but I felt very lame, so my dear husband went to the pharmacy in my stead.
- CARING
Josh is walking up and down in the corridor. He fancies being first at every exam, he doesn’t like waiting.
- NERVOUS
We don’t know how, but Katie made us watch the movie. She even had the impertinence to ask us to pay
for her ticket! - SUBTLE
DIFFERENTIATION:
The teacher can allow students to work in pairs and discuss their ideas together.
After the teacher checks the answers with the students, they match the following personality
adjectives to the corresponding people (bolded in the sentences).
289
ROLE-PLAY
4.
#COLLABORATION #IMPROVISATION #EMPATHY #ACTIVE-LISTENING
Students form groups of threes. The teacher gives each group two sets of worksheets: one
with questions and another one with personality adjectives (Appendix). The teacher tells the
students that each of them has to pick a personality adjective and then pick a question.
They have to discuss the question and behave and communicate according to their roles.
After they discussed the first question, switch roles by passing the role-card to the right and
pick a new question to discuss. The discussions go on like that till every group discusses at
least 3 different scenarios.
DIFFERENTIATION:
There are extra questions in case a group finishes early.
WRAP-UP
COMBINATIONS
#EVALUATION #CRITICAL-THINKING #EMOTIONAL-INTELLIGENCE
The teacher reflects on the task and asks the students to think about the easiest and most
challenging combinations. Can the students explain why some card combinations are easier
while others are more difficult?
EVALUATION
The teacher puts up the yellow poster paper on the board, then tells the students to think for
a moment and to write on the paper (outside of the outline) how they felt during a discussion
when they had the desperate role.
LEVEL 6
DIFFERENTIATION:
The teacher can write some prompts on the board to help students express themselves:
During the discussion I felt like I
LESSON 1
It made me feel
Unlike the others I
290
LESSON 2
The Yellow Wallpaper (analysis)
Literature
WARM-UP
JOURNAL ENTRY
#IDENTITY-DEVELOPMENT #EMOTIONAL-INTELLIGENCE #CREATIVITY
The teacher writes the word ‘journal’ on the board and asks students: What is a journal?
Why do people write in their journals? Then, the teacher tells the students to imagine a situation
where nobody believes what they’re saying (e.g.: Imagine your teacher doesn’t believe you left
your homework at home, and thinks you’re just very lazy. Or you’re lactose intolerant, but they
say you’re just picky.) and write a short journal entry about it including how they would feel in
that situation.
After they finish, students in pairs reflect on their entries. The teacher asks a few students
to share their reflections.
DIFFERENTIATION:
If some students come up with true stories, the teacher should make sure they
allocate enough time to be able to be empathetic and to provide support.
If students cannot come up with experiences or new ideas, the teacher can use
the suggested two ideas and make the students work in pairs.
SESSION

1. #FOCUS #COLLABORATION #SUMMARY
Now, we’re going to look at such journal entries from ‘The Yellow Wallpaper’ which is a famous
American short story by Charlotte Perkins Gilman. Open it from the BOOKR Class app.
The teacher puts the students into four groups and assigns the following chapters to each:
LEVEL 6
GROUP A: Chapter 1-2 ( pp. 2-10)

GROUP B: Chapter 3-4 ( pp. 11-20)
GROUP C: Chapter 5-7 ( pp. 21-25)
GROUP D: Chapter 8 ( pp. 26-33)
LESSON 2
After students finish, they try to summarize the text and think about the possible outcomes or
reasons. When all the groups finished, one student from each group gives a summary of what
happened in the chapter(s). Were the students’ reasons and predictions correct?
291
SUMMARY AND ANALYSIS
2.
#CRITICAL-THINKING #EMOTIONAL-INTELLIGENCE
The teacher asks a few comprehension related questions:
• Why did they go to the mansion? (Because the woman doesn’t feel well/ To cure the woman.)
• What is the point of a ‘rest cure’?
• Was it successful? (No, it wasn’t.)
Actually, her mental health just worsened. Let’s look at the reasons why! Open the book on your
phone/tablet and do the first activity of the BOOKR Class app after the short story ( page. 35).
The teacher asks for student responses. After each answer, draw a vertical line with a marker
on the poster they have created in the first lesson.
DIFFERENTIATION:
Students rank the reasons according to their impact on the narrator.
DIFFERENTIATION (ADD-ON):
#DRAMA #EMPATHY
Students form groups (six students each) and create living images (students can’t talk during the
performance) of the last scene of the short story. The students from the other groups highlight
important elements in each performance: the creeping, John fainting,
the women outraging behind the wallpaper patterns. After each group performed the scene,
students vote for the best one.
WRAP-UP
THE BARS
#INTERPRETATION #CRITICAL-THINKING
The teacher asks the students to interpret the vertical lines on the poster and helps them to
get to the conclusion that they represent the patterns (bars) on the wallpaper (in front of the
woman) and it is associated with imprisonment.
EVALUATION
The teacher puts up four different mood cards on the board: confused, sad, angry, interested.
How do you feel about the short story? Stand in line in front of the mood you pick.
Write your name below the most fitting mood card.
292
LESSON 3
Time travel
(Social context, mental health) History Biology Literature
WARM-UP
GALLERY WALK
#COLLABORATION #EMPATHY #SOCIAL-AWARENESS
#CRITICAL-THINKING #COMPARISON
The teacher puts up old pictures of women/family and question cards (Appendix) to different
parts of the classroom. Students in pairs walk around and discuss some of the questions while
taking notes:
• What were the traditional roles of women in the 19th century? + PICTURE (FAMILY)
• How has women’s role in society changed? + PICTURE (KITCHEN)
• Is the marginalization of women still present in our society?
• “I’ve got out at last,” said I, “in spite of you and Jane! And I’ve pulled off most of the paper, so you can’t
put me back!” In what sense did she get free?
• Why do you think Charlotte Perkins Gilman found it important to write The Yellow Wallpaper?
The teacher asks students to share their thoughts on the questions, but leaves the ‘In what
sense did she get free?’ question last.
SESSION
SYMBOL
1. #HIGHER-ORDER-THINKING-SKILLS
The teacher asks students: In what sense did the woman get free? After discussing
LEVEL 6
the responses, the teacher shows them the poster which they made at the end of Lessson 1
and asks:
• What type of feelings did you write around the figure? (Negative, sad, desperate, awful)
LESSON 3
• What caused you to feel that way? (Oppression, ignorance)

• Who is the oppressor in the short story? (John, society)
293
TAKING A CLOSER LOOK AT JOHN
2.
#AUTONOMY #EMPATHY
Students open the BOOKR Class app and do the second & third activities ( pages 37-38).
After students finish, ask them about the quote from the second activity: How would you
describe John? Does he seem like a bad person?
STRUCTURED ACADEMIC CONTROVERSY

3. #CRITICAL-THINKING #ATTENTION #CONFIDENCE #PRESENTATION-SKILLS
#REASONING
Now, let’s take a closer look at him and his relationship with his wife. The teacher divides
students into two groups by assigning a position to each student: defense lawyer ( represents
John) or prosecutor ( represents the narrator). One student plays the role of the judge.
Imagine the narrator and John are back from death and now they’re in front of you. The narrator
decides to sue John and you have to decide whether he was guilty or not. The prosecutors will
argue for (he was guilty), the defense lawyers will argue against (he wasn’t guilty). Think about
the quote you have just read and the questions we have discussed before. You have 4 minutes to
think about as many arguments as you can.
At half time, the teacher tells each group to select speakers who will list their arguments.
After time is up, the teacher explains the rules:
1. First, the PROSECUTORS present all of the group’s arguments in max. 2 minutes while the other group is
taking notes.
2. Then, the DEFENSE LAWYERS present all of the group’s arguments in max. 2 minutes while the other group
is taking notes.
3. At the end of the trial, the two sides can react to each other’s arguments and must come to a conclusion.
The student who plays the role of the judge tells the final decision, based on the hearing and the evidence.
When both groups are ready, the teacher starts the timer and the class starts the trial.
DIFFERENTIATION (ADD-ON):
The teacher might enlarge this activity and devote a whole lesson for the trial, listening
to witnesses and both parties, providing more time for discussion, questions, and for
the final verdict.
LEVEL 6
LESSON 3
294
WRAP-UP
MENTAL HEALTH AWARENESS RAISING POSTERS

#RESEARCH-SKILLS #COLLABORATION #CREATIVITY #SOCIAL-AWARENESS
The teacher puts the students into small groups (4 students in each) and tears the poster
(The Yellow Wallpaper) apart. Each group gets a poster-size paper with markers. Each group
has to do a quick research (using the internet) and look up some ways how we can look after our
mental health. They have to select at least five pieces of advice and create an awareness raising
poster with the use of modal verbs and illustrations. They should also include information about
an organization, in case someone wants to seek help. After the groups finish, students can put
up their posters in popular parts of the school. (In case they couldn’t finish, they can take them
home to do so.)
DIFFERENTIATION:
Students can take on different roles:
• Researcher (2x): looks up different ways of looking after our mental health
• Illustrator: creates a visual and illustrates the different points
• Jolly Joker: he/she can help in either way
DIFFERENTIATION:
If time is short, the whole group creates one poster collaboratively. The students brainstorm some
ideas together (with the help of the internet) and the teacher or some volunteers write up the ideas
and illustrate the poster on the board.
EVALUATION
The teacher asks the students to stand in line depending on their level of comfort.
How comfortable were they during the lesson? If they felt comfortable with the trial and talking
about the role of women and John’s situation, they stand at the beginning of the line. If they felt
uncomfortable about discussing difficulties of doing justice they stand at the end of the line.
The teacher encourages students to come up with reasons why it is important to think about
social problems and to have an opinion.
LEVEL 6
LESSON 3
295
History Biology Literature
WARM-UP
JOURNAL ENTRY
#SELF-AWARENESS #EMOTIONAL-INTELLIGENCE #CREATIVITY
The teacher writes the word ‘journal’ on the board and asks students: What is a journal?
Why do people write in their journals? Then, the teacher tells the students to imagine
a situation where nobody believes what they are saying (e.g.: Imagine your teacher doesn’t
believe you left your homework at home and thinks you’re just very lazy or you’re lactose
intolerant, but they say you’re just picky.) and gives each student a piece of paper to write
a short journal entry about it, including how they would feel in that situation. After they
finish, students in pairs reflect on their entries. The teacher asks a few students to share their
reflections. Students glue their journal entries on the poster (outside of the outline).
SESSION

1. #FOCUS #COLLABORATION #SUMMARY
Now, we’re going to look at such journal entries from ‘The Yellow Wallpaper’ which is a famous
American short story by Charlotte Perkins Gilman. Open it from the BOOKR Class app.
The teacher puts the students into four groups and assigns the following chapters to each:
GROUP A: Chapter 1-2 ( pp. 2-10)

GROUP B: Chapter 3-4 ( pp. 11-20)
GROUP C: Chapter 5-7 ( pp. 21-25)
LEVEL 6
GROUP D: Chapter 8 ( pp. 26-33)
After students finish, they try to summarize the text and think about the possible outcomes or
reasons. When all the groups finished, one student from each group gives a summary of what
CONDENSED
happened in the chapter(s). Were the students’ reasons and predictions correct?
296
SUMMARY AND ANALYSIS
2.
#CRITICAL-THINKING #EMOTIONAL-INTELLIGENCE
The teacher asks a few comprehension related questions:
• Why did they go to the mansion? (Because the woman doesn’t feel well/ To cure the woman.)
• What is the point of a ‘rest cure’?
• Was it successful? (No, it wasn’t.)
Actually, her mental health just worsened. Let’s look at the reasons why! Open the book on your
phone/tablet and do the first activity of the BOOKR Class app after the short story ( page 35).
The teacher asks for student responses. After each answer, draw a vertical line with
a marker on the poster they have created in the first lesson. They represent the patterns (bars)
on the wallpaper (in front of the woman).
DIFFERENTIATION:
Students rank the reasons according to their impact on the narrator.
DEBATE
3. #CRITICAL-THINKING #ATTENTION #CONFIDENCE
#PRESENTATION SKILLS #REASONING
The teacher divides students into two groups by assigning each student a position: defense
lawyer ( represents John) or prosecutor ( represents the narrator).
Imagine the narrator and John are back from death, and now they’re in front of you. The narrator
decides to sue John and you have to decide whether he was guilty or not. The prosecutors will
argue for (he was guilty), the defense lawyers will argue against (he wasn’t guilty). Think about
the quote you’ve just read and the questions we’ve discussed before. You have 4 minutes to think
about as many arguments as you can.
Then, the groups start presenting their arguments, one at a time. A student from one of the
groups presents an argument. Then, a student from the other group reacts to the argument and
tells a counterargument and the debate goes on like that. In the end, students vote for the final
verdict. Is John innocent?
HOMEWORK
#RESEARCH-SKILLS #CREATIVITY #SOCIAL-AWARENESS
Students can choose one from the following topics and do research according to the
instructions (Appendix).
• Mental Health Awareness Poster

• Women in the 19th Century US
• The Women’s Right Movement (1848 - 1917)
297
EVALUATION
The teacher asks the students to stand in line depending on their level of comfort.
How comfortable were they during the lesson? If they felt comfortable with the trial and talking
about the role of women and John’s situation, they stand at the beginning of the line. If they felt
uncomfortable about discussing difficulties of doing justice they stand at the end of the line.
The teacher encourages students to come up with reasons why it is important to think about
social problems and to have an opinion.
LEVEL 6
CONDENSED
298
1. THE CREEPING WOMAN LESSON 1 Warm up
DOWNLOAD
LEVEL 6
APPENDIX
299
2. COLOR PALETTE LESSON 1 Task 2.
Just like there are lighter and darker shades of a color, we have weaker and stronger words with
similar meanings. Now, look at the words from the envelope and try to place them on a continuum
from the weakest to the strongest one.
DESPERATE
DIZZY
DREADFUL
HORRID
LAME
LEVEL 6
APPENDIX
300
3. VOCABULARY BUILDING LESSON 1 Task 3.
COMPLETE THE SENTENCES WITH THE WORDS BELOW.

fancies, scoffs, prescription, lolls, impertinence
You won’t believe it! Our boss ______________ at any idea we tell him. Last week, he fired his
assistant just because she suggested something to him.
Jackie just ______________ around the mall and smiles at every person she sees. She’s definitely
a congenial company.
The doctor gave me a ______________ but I felt very lame, so my dear husband went to the
pharmacy in my stead.
Josh is walking up and down in the corridor. He ______________ being first at every exam, he doesn’t
like waiting.
We don’t know how but Katie made us watch the movie. She even had the ______________ to ask us
to pay for her ticket!
MATCH THE FOLLOWING ADJECTIVES WITH THE (BOLDED) PEOPLE ABOVE BASED ON THE-
IR BEHAVIOUR:
subtle, vicious, nervous, caring, happy
COMPLETE THE SENTENCES WITH THE WORDS BELOW.

fancies, scoffs, prescription, lolls, impertinence
You won’t believe it! Our boss ______________ at any idea we tell him. Last week, he fired his
assistant just because she suggested something to him.
Jackie just ______________ around the mall and smiles at every person she sees. She’s definitely
a congenial company.
The doctor gave me a ______________ but I felt very lame, so my dear husband went to the
pharmacy in my stead.
Josh is walking up and down in the corridor. He ______________ being first at every exam, he doesn’t
like waiting.
We don’t know how but Katie made us watch the movie. She even had the ______________ to ask us
to pay for her ticket!
LEVEL 6
MATCH THE FOLLOWING ADJECTIVES WITH THE (BOLDED) PEOPLE ABOVE BASED ON THE-
IR BEHAVIOUR:
subtle, vicious, nervous, caring, happy

APPENDIX
301
4. ROLE PLAY LESSON 1 Task 4.
Pick a personality adjective and then pick a question. Discuss the question and behave and
communicate according to the picked role. Then switch roles by passing the role-card to the right
to your partner and let your partner pick a new question to discuss.
DESPERATE CARING VICIOUS

Come up with If someone’s idea Come up with a
a suggestion. gets rejected just suggestion. Stick
If your suggestion say: It’s gonna be to your suggestion
gets rejected, fine. and reject any
come up with so- other suggestion.
mething new.
What birthday present should

What movie should we watch?
we give to our English teacher?
What is the most valuable What is the easiest

quality in a person? breakfast to make?
Where shall we go on holiday? Who do you ask for help?

LEVEL 6
APPENDIX
302
5. GALLERY WALK LESSON 3 Warm-up
What were the traditional roles

of women in the 19th century?
How has women's role

in society changed?
Is the marginalization of women

still present in our society?
“I’ve got out at last,” said I,

“in spite of you and Jane!
And I’ve pulled off most of the
paper, so you can’t put me back!”
In what sense did she get free?
Why do you think Charlotte Perkins

Gilman found it important to write
LEVEL 6
The Yellow Wallpaper?

APPENDIX
303
5. GALLERY WALK LESSON 3 Warm-up 4.
LEVEL 6
APPENDIX
304
6. RESEARCH TO DO CONDENSED Homework
Choose a topic and do your research.
MENTAL HEALTH AWARENESS

Look up some ways people can look after their mental health. Select at least five pieces of advice
and create an awareness raising poster with the use of modal verbs and illustrations. You can also
choose to make a video instead of a poster. Make sure to include information about an organization,
in case someone wants to seek help.
WOMEN IN THE 19TH CENTURY US

Research information on the life of women in the 19th century US. Look up details about their role
in society, fashion, lifestyle, etc. The choice is yours! Then, make a poster including illustrations,
pictures and some interesting facts. What have been the greatest changes since then?
THE WOMEN’S RIGHT MOVEMENT

Research about The Women’s Right Movement (1848 - 1917) and make an infographic, including
the most important information you’ve found. Make sure that everybody will understand it without
any background knowledge. What are the most important rights women could get?
LEVEL 6
APPENDIX
305
THE SHEEP
UNIT OVERVIEW

• WORD COUNT: 206 • Vocabulary - definition match: consumption,
• AGE: 12-16 appreciation, nature, purpose
• PROFICIENCY LEVEL: Level 6 / B2 / intermediate • Reading comprehension - quiz

• Grammar - word ordering in the
• NARRATION: American English
passive voice
• Vocabulary - collective nouns
• Vocabulary - word search, plural forms of
animal names
Learn about a sheep - not in a general sense, but spiced up with Ellis Parker Butler’s humour.

present simple, gerund, passive voice, exercise book, pen, Appendix (cards, passive
articles (the) voice worksheet, worksheet for writing), colours
TOPIC (VOCABULARY): ( pencils / highlighters / pens)
animals (sheep, wool, clothing, mutton, food,
collective nouns for animals, flock, herd, moth,
stew, shepherd, job, provide, plural, animals)
LEVEL 6
1
LESSON 1
306
LESSON 1
The Gentle Sheep (the poem) Literature Economics Biology
WARM-UP
20 QUESTIONS
#ATTENTION #FOCUS #CREATIVITY
Students have 20 questions to find out what the teacher has in mind. This time, the idea is
“sheep”. The teacher makes sure everybody has a chance, no one dominates and that the class
ends up with the solution.
SESSION
SHEEP BRAINSTORMING
1. #MEMORY #ATTENTION #ASSOCIATIONS
Once the word “sheep” is on the board, students start brainstorming about the animal.
They have 2 minutes to come up with as many words, expressions, and ideas as possible
in small groups.
Then, the teacher asks the students for the number of ideas they could collect and invites
the group with the least to present their ideas. The rest of the class ticks the ideas that are
mentioned and adds the new ones to their list. The next group shares only the new ideas not
mentioned before. This way, the last group with the most ideas probably still has something
to share with the class, and the rest of the class can constantly take notes.
Meanwhile, the teacher also takes notes and creates a mind map of the ideas.
gentle
innocent fluffy
cute/nice
Christian symbol warm
coat / fur
(Jesus)
the black
LEVEL 6
1
soft
sheep
cute/nice
SHEEP
Shepherd
LESSON 1
domestic herbivore
animal
Farm
307
THE SHEEP - INTRODUCTION
2.
#CREATIVITY #ANALYSIS #GUESSING #HUMOUR
The teacher opens the BOOKR Class Classroom app and shows the cover of the book
‘The Sheep’ and tells the students that it is a poem.
What kind of poem do you expect? Is it a serious one, a love poem, or something humorous?
What will the poem be about in your opinion?
The teacher elicits some assumptions and then plays the audio recording of the first verse
without the illustration or text.
What is the students’ first impression? Could they grasp the meaning of the first verse?
Next, the teacher starts the book again, this time with the illustration and the text.
They can conclude that the poem is about sheep in general, and it is most likely to be humorous
(‘give the creeps’, the shepherd’s character).
DIFFERENTIATION
If needed, the teacher might ask questions that facilitate comprehension, such as:
• What does “adorn” mean? - (to decorate something)
• Why does “landscape rural” sound strange? (it’s not in the conventional order,
most probably because of the rhyming)
• Who are the grammarians? (a researcher, a linguist, or any other person
whose field is grammar and how languages work)
• What does it mean to “give somebody the creeps”? (creep = to move quietly,
slowly, in secret, to give somebody the creeps = to freak somebody out,
to make somebody nervous, anxious)
• What does it mean that sheep is “both singular and plural”?
Can you name other animals like that? (both singular and plural
nouns have the same form, for example deer, fish, elk, moose, buffalo..)
To check the overall comprehension, the teacher encourages the students to summarize the
first verse in one sentence, e.g.: You should never say “sheeps”. Freak out people with your
grammar mistakes.
DIFFERENTIATION
Fast finishers can be encouraged to find other mistakes that give grammarians
the creeps. There are several classic mistakes that language learners commit,
or something that the teachers emphasize regularly, such as: “one of my friend”,
“I belive in you.” “I’d like to go to abroad.” This is a great opportunity to draw
attention to such problems.
LEVEL 6
LESSON 1
308
THE SHEEP - THE POEM
3.
#PERCEPTION #CREATIVITY
The teacher starts the poem from the beginning in the BOOKR Class Classroom app, and the
students listen to it and read the whole poem together. Then, the teacher asks the students
to collect the themes and topics of the poem, such as ‘the name’, ‘food’, ‘clothing’, ‘inner
characteristics’…
READING FOR GIST - ACTIVITY 1 AND 2

4.
#ANALYSIS #CRITICAL-THINKING
Next, students work in pairs on Activity 1 in the BOOKR Class app ( pages 8-9-10).
The teacher can check their understanding through the Teacher Dashboard.
PREPARATION FOR THE PRESENTATION OF THE SHEEP

5. #COOPERATION #COLLABORATION #CREATIVITY #ANALYSIS
Now that the students have an overview of the poem, the teacher asks them to form groups of
three and analyze the poem in more detail. The teacher assigns each group a paragraph.
Group 1 - verse 2 - the nature and symbolism of sheep

Group 2 - verse 3 - the purpose of sheep
Group 3 - verse 4 - the consumption of sheep
Group 4 - verse 5 - the appreciation of sheep
Students need to complete the following task.
Create a poster with three boxes or bubbles including the following:
• the key words that are associated with the topic of the verse ( purpose / consumption / nature /
appreciation)
• a short, preferably one-sentence long summary of the verse
• the humorous part of the verse, and explain why it is funny
The teacher discusses the task with the students, encourages them to open the BOOKR Class
app to see the paragraphs and asks them to take notes before placing everything on the poster.
In the next step, the teacher asks them to start the poster itself.
Answer for the last question:

LEVEL 6
• less savage than the rabbit

• good food for hungry moths
• should be first killed and peeled
LESSON 1
• praise that they are not as fierce as leopards
When the posters are done, students should divide the three parts of the poster among
themselves and prepare for the presentation.
309
STUDENT A
Describes the parts of the poster and reads the short summary of the verse.
STUDENT B
Lists the key words, explains their meaning if necessary, and highlights
the most useful ones.
STUDENT C
Cites the entertaining part of the verse and justifies the choice.
THE PRESENTATION OF THE SHEEP

6. #PRESENTATION-SKILLS #CONFIDENCE #COLLABORATION #EVALUATION
After their rehearsal in small groups, the teacher projects the relevant verse with the help of
the BOOKR Class Classroom app and invites the first group of students to present it.
The rest of the class should take notes of the most useful highlighted vocabulary items and
rate their peers’ performance at the end of their presentation on a scale from 1 to 5.
All the groups listening write the number / name of the group and the gained points down.
They repeat this with all the groups.
WRAP-UP
PRESENTATION FEEDBACK
#VALUATION #REASONING #EMPATHY #COMMUNICATION
The teacher adds the points at the board and creates the final ranking of the groups.
Then, students give feedback on each others’ and their own performance.
EVALUATION
The teacher evaluates the students’ performance with the help of the final ranking.
Then the teacher elicits the meaning of the question ‘Do you feel like sheep?’.
Meanwhile, the teacher sticks four pictures (Appendix) on the board: the grammarian who
freaks out, the proud shepherd, the worried sheep, and a satisfied sheep. The teacher asks
the students to go to the picture that describes their state the best and offers help and comfort for
those in need.
310
LESSON 2
The sheep is led ( passive voice)
Literature
WARM-UP
FORMAL OR INFORMAL REGISTER?

#MEMORY #COMMUNICATION
The teacher puts the posters on the board and elicits what the entertaining parts of the poem
are. Then they listen to the poem again and try to identify the register.
• Is it formal or informal? • What makes it formal or informal?
Answer: The use of certain expressions and the structure of the sentences.
The teacher concludes that the passive voice can change the register of texts easily and that is
what will be practised in that lesson.
SESSION
SENTENCE ANALYSIS - THE FORM OF THE PASSIVE VOICE

1. #ANALYSIS #COMPREHENSION
The teacher plays the poem from the BOOKR Class Classroom app, stops at the second verse
and asks the students to divide the sentence into two. Then, the teacher elicits the meaning or
translation of the second sentence.
The sheep is gentle, meek and mild, and led in herds by man or child.
The sheep is gentle, meek and mild.
The sheep is led in herds by man or child.
LEVEL 6
1
The teacher highlights the two parts of the sentence in bold and encourages the students
to transform the sentence by swapping the two highlighted parts, placing the subject at the
beginning of the sentence.
LESSON 2
The sheep is led in herds by man or child. → A man or a child leads / is able to lead / can lead the sheep in herds.
The teacher asks the students to vote which one is the active and which one is the passive
sentence and why.
311
Answer: The first one is the passive voice, the second one is the active. In the active sentence,
the subject does something (leads), in the second one, the object is the beginning of the
sentence (the sheep.)
The teacher asks the students to read the poem again at the board and find another passive
structure. This sentence gets transformed, too, but this time, the teacher is most probably
needed to facilitate the transformation by giving a subject (e.g.: people, we, someone…)
The sheep should first be killed and peeled. → People / We / Someone should kill and peel the sheep.
The teacher encourages students to compare the two sentences, both passive and active,
and to identify the differences.
SENTENCE 1:
Present simple + This sentence had the subject after “by”.
SENTENCE 2:
Should modal + This sentence did not have a subject.
The students (with the help of the teacher) conclude that we use the passive voice in more
formal situations, especially when the person who does the action is not known, not important
or obvious ( people keep sheep). There are different forms depending on the verb tense and
modals. It is always the auxiliary verb “be” that takes the modals or different time tenses.
The teacher hands out the worksheet with the following chart (Appendix)
and asks the students to transform the active sentences.
DIFFERENTIATION:
Students might prefer to work in pairs or even as a whole group.
The teacher might want to divide the class into more groups depending on their preferences.
Independent students can work on their own, some might want
to work in pairs, the rest of the group can join the teacher.
ACTIVE SENTENCE PASSIVE SENTENCE
the → The
A child leads is led (by a child)
sheep sheep
past
subject verb object object be (by subject)
participle
Ellis Parker the in → The Ellis Parker

wrote was written (by in 1993.
Butler poem 1993 poem Butler)
LEVEL 6
1
20 20
the → The
We read minutes was read (by us) minutes
poem poem
ago ago.
LESSON 2
don’t →
People sheep anymore Sheep are not kept (by people) anymore.
keep
should the if he’s → The should if he’s

Someone cooked (by someone)
cook sheep naughty. sheep be naughty.
312
After the completion of the chart, the teacher asks students to explain what happens to the
sentences and how the transformation goes on.
PASSIVE VOICE - THE PRACTICE OF FORM

2. #COMPREHENSION #ANALYSIS #COLLABORATION
Students work in pairs on the third activity ( pages 11-14) after the book in the BOOKR
Class app. After each sentence, the teacher asks a student to make the sentence at the board.
If everyone has the sentence, they move on to the next one.
GAMBLING THE FLOCK

3. #TIME-MANAGEMENT #RISK-TAKING #RESPONSIBILITY #PERSUASION
The teacher asks the students to look at the next chart (Appendix), pairs up the students and
explains the gambling game that accompanies the grammar practice.
You have a flock of 60 sheep. Gamble, bet, and win more. If you are sure your transformed sentence is correct,
put on a lot of sheep. If you are hesitant, put on less. If your sentence is correct, you win double the number
of sheep you put on. In this case, your flock grows. If the sentence is incorrect, you lose that amount of sheep
from your flock.
Answer:
1. People rarely eat sheep these days. → Sheep is rarely eaten these days.
2. The farmer is feeding the sheep right now. → The sheep are being fed right now (by the farmer).
3. I saw the lost black sheep yesterday. → The lost black sheep was seen yesterday.
4. Ellis Parker Butler was writing a poem when he heard a knock. → A poem was being written by Ellis Parker
Butler when he heard a knock.
5. My grandma hasn’t worn this fur coat because she hates it. - This fur coat has never been worn by my
grandma, because she hates it.
6. The sheep had symbolized innocence and purity even before Parker Butler wrote the poem. - Innocence and
purity had been symbolized by the sheep even before Parker Butler wrote the poem.
7. I will mention ethical fashion to my parents tomorrow. - Ethical fashion will be mentioned
to my parents tomorrow.
8. I’m not going to ask the shepherd about ethical fashion. - The shepherd is not going to be asked about
ethical fashion.
9. Nobody can teach sheep to dance. - Sheep cannot be taught to dance. Dance cannot be taught to sheep.
10. Everybody in the family should take care of our sheep. - Our sheep should be taken care of (by everybody in
the family).
The teacher checks the sentences with the students, eliciting the transformed sentences from
them. After each sentence, the students need to calculate and count their sheep. E.g.
Pair 1 bet 30 sheep, and their sentence was correct. Therefore, in this round they double their
bet, so their result is 90 sheep. Number 90 goes to the last column of the chart.
For the second sentence, they put on 10 sheep and their sentence was incorrect.
Therefore, after number 10, they should put 80, as that is the size of their flock at that moment.
313
WRAP-UP
COUNTING SHEEP - FEEDBACK

#IMPROVISATION
Students count their sheep and therefore rank themselves. The pairs should pretend to be truly
asleep, almost unconscious, if they counted many sheep and their flock is huge, and wide awake
if they lost most or all of their flock. The task is to decide on the order of the pairs.
EVALUATION
The teacher elicits some reasons why the order is the way it is. ‘Whose fault was it?’
Then the teacher explains: “This game was not only about language accuracy, but also about
taking risks, being brave, confident, or for that matter, foolish.” Students are encouraged
to reflect on their accomplishments or failures.
LEVEL 6
13
LESSON 2
314
LESSON 3
Teachings (writing)
Literature Biology
WARM-UP
A FLOCK OF SHEEP - NOUNS

#MEMORY #COLLABORATION
The teacher draws two columns on the board, divides the class into two groups and asks
them to come up with examples either for the collective nouns or the irregular plural forms of
some animals. Students have 2 minutes for that. As an example, they add “a flock of sheep”
and “sheep” as the first items.
DIFFERENTIATION:
If needed, students are allowed to use the Internet and do a small research to find
vocabulary items.
When time is up, the teacher pairs up the students and asks them to share their columns with
each other:
STUDENT A STUDENT B
Provides the collective nouns. The irregular plural forms.
BOOKR CLASS APP / ACTIVITIES 3 AND 4
Before checking, the students open the BOOKR Class app and work on the last two activities
( pages 15-16), completing their own lists on the worksheet.
Finally, the teacher listens to the students sharing their lists, allocating enough time to discuss
items that are challenging, making sure students understand all the items and they have them
noted, too.
LEVEL 6
13
LESSON 2
315
SESSION
PREPARATION FOR THE WRITING TASK

1. #MEMORY #COLLABORATION #PATIENCE
The teacher divides the class into groups of three and hands out the worksheets with the blank
chart (Appendix). The students have some time to recall the five verses of the poem and write
their main idea or theme into the second column.
The class checks their answers with the teacher, and the teacher makes sure all the students
have the following concepts there:
1. name, plural, and collective noun

2. nature, qualities
3. purpose
4. consumption
5. appreciation, praising
The teacher explains the writing task to the students.
Pick an animal from your chart and write a short description about it. The description should
follow the topics of the poem (1-5), and each topic should be a whole paragraph.
In the first column, you need to write a simple, informal text about the animal for kindergarten
children. Use colloquial expressions and make sure you grab their attention.
In the third column, you need to write a more sophisticated, formal text about the animal for adults.
Use the passive voice and make sure your sentences are complex and are in an elevated style.
WRITING TO TEACH
2. #CREATIVITY #COMMUNICATION #COLLABORATION #AUTONOMY
#RESPONSIBILITY
The teacher and the students discuss the time limits and the steps of the writing process.
1. picking an animal (both plural and the collective noun)

2. brainstorming the ideas for each paragraph and taking notes
3. writing the paragraphs together or delegating different paragraphs to different students
4. putting the two texts together, making sure they match (time tense, style…)
While the students are writing the text, the teacher monitors their work, helps with ideas,
LEVEL 6
1
expressions and group management, reminding students of the remaining time from time to
time, e.g.: You have 18 minutes left, so normally, you are writing the paragraphs or you’re at
the end of brainstorming by now.
3
LESSON 2
316
DIFFERENTIATION:
If students are willing to work on a poem, the teacher gives them the opportunity to make the lines
rhyme. If the task seems too complex for the class, and they are not independent enough for it, the
teacher should choose an animal together with the students and conduct the brainstorming for
content, e.g.: ideas on what to write, vocabulary items…
It might also facilitate the task to assign one register to one group of students and another for a
different group, so that they don’t have to work on two texts simultaneously.
WRAP-UP
PROOFREADING
#CRITICAL-THINKING #EMPATHY #EVALUATION
When students finish with their texts, the teacher asks them to swap them with another group
and allocates some time for proofreading. They should also highlight the passive sentences.
Once it’s done, the teacher can ask for feedback on the number of passive sentences used,
and the number of correct sentences, as well.
EVALUATION
Students swap texts again, but this time they are looking for the best parts that are worthy
of reading out loud. The teacher asks the students to circle such sentences, and at the end
of the lesson these are read out and given feedback on.
LEVEL 6
13
LESSON 2
317
Biology Literature
WARM-UP
20 QUESTIONS
#ATTENTION #FOCUS #CREATIVITY
Students have 20 questions to find out what the teacher has in mind. This time, the idea is
“sheep”. The teacher makes sure everybody has a chance, no one dominates and that the class
ends up with the solution.
SESSION
THE SHEEP - INTRODUCTION

1. #CREATIVITY #ANALYSIS #GUESSING #HUMOUR
The teacher opens the BOOKR Class Classroom app and shows the cover of the book
‘The Sheep’ and tells the students that it is a poem.
What kind of poem do you expect?

Is it a serious one, a love poem, or something humorous?
What will the poem be about in your opinion?
The teacher elicits some assumptions and then plays the audio recording of the first verse
without the illustration or text.
What is the students’ first impression? Could they grasp the meaning of the first verse?
Next, the teacher starts the book again, this time with the illustration and the text.
They can conclude that the poem is about sheep in general, and it is most likely to be humorous
LEVEL16
(‘give the creeps’, the shepherd’s character).

LEVEL
CONDENSED
LESSON 2
318
DIFFERENTIATION:
• If needed, the teacher might ask questions that facilitate comprehension, such as:
• What does “adorn” mean? - (to decorate something)
• Why does “landscape rural” sound strange? (it’s not in the conventional order, most probably
because of the rhyming)
• Who are the grammarians? (a researcher, a linguist, or any other person whose field is
grammar and how languages work)
• What does it mean to “give somebody the creeps”? (creep = to move quietly, slowly, in secret,
to give somebody the creeps = to freak somebody out, to make somebody nervous, anxious)
• What does it mean that sheep is “both singular and plural”? Can you name other animals
like that? (both singular and plural nouns have the same form, for example deer, fish, elk,
moose, buffalo..)
To check the overall comprehension, the teacher encourages the students to summarize the first
verse in one sentence, e.g.: You should never say “sheeps”.
Freak out people with your grammar mistakes.
DIFFERENTIATION:
Fast finishers can be encouraged to find other mistakes that give grammarians the creeps.
There are several classic mistakes that language learners commit, or something that
the teachers emphasize regularly, such as: “one of my friend”, “I belive in you.”
“I’d like to go to abroad.” This is a great opportunity to draw attention to such problems.
THE SHEEP - THE POEM

2.
#PERCEPTION #CREATIVITY
The teacher starts the poem from the beginning in the BOOKR Class Classroom app,
and the students listen to it and read the whole poem together. Then, the teacher asks the
students to collect the themes and topics of the poem, such as ‘the name’, ‘food’, ‘clothing’,
‘inner characteristics’…
READING FOR GIST - ACTIVITIES 1 AND 2

3. #ANALYSIS #CRITICAL-THINKING
Next, students work in pairs on Activity 1 in the BOOKR Class app ( pages 8-9-10).
The teacher can check their understanding through the Teacher Dashboard.
LEVEL16
LEVEL
CONDENSED
LESSON 2
319
FORMAL OR INFORMAL REGISTER?
4.
#MEMORY #COMMUNICATION
The teacher puts the posters on the board and elicits what the entertaining parts of the poem
are. Then they listen to the poem again and try to identify the register.
• Is it formal or informal? • What makes it formal or informal?
Answer: The use of certain expressions and the structure of the sentences.
The teacher concludes that the passive voice can change the register of texts easily and that is
what will be practised in that lesson.
SENTENCE ANALYSIS - THE FORM OF THE PASSIVE VOICE

5. #ANALYSIS #COMPREHENSION
The teacher plays the poem from the BOOKR Class Classroom app, stops at the second verse
and asks the students to divide the sentence into two. Then, the teacher elicits the meaning
or translation of the second sentence.
The sheep is gentle, meek and mild, and led in herds by man or child.
The sheep is gentle, meek and mild.
The sheep is led in herds by man or child.
The teacher highlights the two parts of the sentence in bold and encourages the students
to transform the sentence by swapping the two highlighted parts, placing the subject at the
beginning of the sentence.
The sheep is led in herds by man or child. → A man or a child leads / is able to lead / can lead the sheep in herds.
The teacher asks the students to vote which one is the active and which one is the passive
sentence and why.
Answer: The first one is the passive voice, the second one is the active. In the active sentence,
the subject does something (leads), in the second one, the object is the beginning of the
sentence (the sheep.)
The teacher asks the students to read the poem again at the board and find another passive
structure. This sentence gets transformed, too, but this time, the teacher is most probably
needed to facilitate the transformation by giving a subject (e.g.: people, we, someone…)
The sheep should first be killed and peeled. → People / We / Someone should kill and peel the sheep.
LEVEL16
The teacher encourages students to compare the two sentences, both passive and active,
LEVEL
and to identify the differences.

CONDENSED
SENTENCE 1:
LESSON 2
Present simple + This sentence had the subject after “by”.
SENTENCE 2:
Should modal + This sentence did not have a subject.
320
The students (with the help of the teacher) conclude that we use the passive voice in more
formal situations, especially when the person who does the action is not known, not important
or obvious ( people keep sheep). There are different forms depending on the verb tense and
modals. It is always the auxiliary verb “be” that takes the modals or different time tenses.
The teacher hands out the worksheet with the following chart (Appendix) and asks
the students to transform the active sentences.
DIFFERENTIATION:
Students might prefer to work in pairs or even as a whole group.
The teacher might want to divide the class into more groups depending on their preferences.
Independent students can work on their own, some might want
to work in pairs, the rest of the group can join the teacher.
the → The
A child leads is led (by a child)
sheep sheep
past
subject verb object object be (by subject)
participle
Ellis Parker the in → The Ellis Parker

wrote was written (by in 1993.
Butler poem 1993 poem Butler)
20 20
the → The
We read minutes was read (by us) minutes
poem poem
ago ago.
don’t →
People sheep anymore Sheep are not kept (by people) anymore.
keep
should the if he’s → The should if he’s

Someone cooked (by someone)
cook sheep naughty. sheep be naughty.
PASSIVE VOICE - THE PRACTICE OF FORM

6. #COMPREHENSION #ANALYSIS #COLLABORATION
Students work in pairs on the third activity ( pages 11-14) after the book in the BOOKR Class
app. After each sentence, the teacher asks a student to make the sentence at the board.
If everyone has the sentence, they move on to the next one.
LEVEL16
LEVEL
BOOKR CLASS APP / ACTIVITY 3 AND 4

7. #MEMORY #PERCEPTION
CONDENSED
LESSON 2
The students open the BOOKR Class app and work on the last two activities ( pages 15-16),
discussing which expressions seem familiar and which are challenging for the student.
321
THE BIG PASSIVE PRACTICE
8.
#ANALYSIS #MEMORY
The teacher allocates some time for individual production. The students’ task is to write passive
sentences with the animals mentioned in the last two activities and transform these sentences
to active ones.
WRAP-UP
THE BIG PASSIVE TEST

#ANALYSIS #EMPATHY #COMPARISON
The teacher pairs up the students with their exercise books in their hand. As a checking,
students tell some of their active sentences to their partner and they have to transform them
into the passive voice in speaking. Do they get the same sentences?
EVALUATION
The teacher evaluates the students’ performance with the help of the final ranking.
Then the teacher elicits the meaning of the question ‘Do you feel like sheep?’.
Meanwhile, the teacher sticks four pictures (Appendix) on the board: the grammarian who
freaks out, the proud shepherd, the worried sheep, and a satisfied sheep. The teacher asks
the students to go to the picture that describes their state the best and offers help and
comfort for those in need.
LEVEL16
LEVEL
CONDENSED
LESSON 2
322
1. DO YOU FEEL LIKE SHEEP? LESSON 1 Evaluation
DOWNLOAD
LEVEL 6
APPENDIX
323
2. SENTENCE ANALYSIS - THE FORM OF THE PASSIVE VOICE LESSON 2 Task 1.
Transform the active sentences into passive sentences. Pay attention to the place of the parts
of the sentence.
A child leads the sheep → The sheep is led (by a child).
past
subject verb object object be (by subject).
participle
Ellis Parker →
wrote the poem in 1993
Butler
20 minutes →
We read the poem
ago
People don’t keep sheep anymore →
should if he’s →
Someone the sheep
cook naughty.
past
participle
Ellis Parker →
Butler
20 minutes →
We read the poem
ago
Someone the sheep
cook naughty.
past
participle
Ellis Parker →
Butler
LEVEL 6
20 minutes →
We read the poem
ago
Someone the sheep
APPENDIX
cook naughty.
324
3. GAMBLING THE FLOCK LESSON 2 Task 3.
Read the active sentences about sheep and transform them into passive sentences.
NUMBER
GRAMMAR ACTIVE SENTENCE PASSIVE SENTENCE BET OF SHEEP
present simple People rarely eat sheep these days.
present The farmer is feeding the sheep

continuous right now.
past simple I saw the lost black sheep yesterday.
past Ellis Parker Butler was writing a poem

continuous when he heard a knock.
present My grandma hasn’t worn this fur coat

perfect because she hates it.
The sheep had symbolized innocence

past perfect and purity even before Parker Butler
wrote the poem.
I will mention ethical fashion to my

will
parents tomorrow.
I’m not going to ask the shepherd

be going to
about ethical fashion.
can Nobody can teach sheep to dance.
Everybody in the family should take

should
care of our sheep.
LEVEL 6
APPENDIX
325
LEVEL 6 APPENDIX
Task 1.
..................................................
LESSON 3
(title)
TOPICS OF THE
KINDERGARTENERS ADULTS
PARAGRAPHS / VERSES
326
PREPARATION FOR THE WRITING TASK
4.
JOIN OUR
COMMUNITY!
327

Bookr Class Teachers Handbook 1

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Bookr Class Teachers Handbook 1

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1

ARE PEOPLE THE BEST? 107

ZEUS THE GOD OF THUNDER 230

THE SHEEP 306

Speaking Reading Vocab

Writing Listening Grammar

Frontal Pairwork Whole group

Individual Group work

Geography P.E. Literature History Math Science

Communication Music Arts & Crafts ICT

Click on the paperclip to see

HOW TO GET STARTED

Sign up with your email address and Choose ‘Start Trial’

Now you have unlimited access to BOOKR Class on a smartphone or tablet.

Download the Classroom app Log in to the Teacher’s Dashboard

‘WHY DO YOU NEED THE BOOKR CLASS APP?’

‘WHY IS THE TEACHER’S DASHBOARD USEFUL FOR YOU?’

Read more about the benefits of the Teacher’s Dashboard here:

‘WHAT CAN YOU USE THE BOOKR CLASSROOM APP FOR?’

BOOKR Class is a language-learning application based on storytelling.

1 Literature “provides a motivating, meaningful

2 Literature “presents natural language,

BOOKR Class is a reading-based edutainment tool designed to

3. BOOKR CLASS, THE FULL PACKAGE CLICK HERE

The BOOKR Class solution is made up of the digital interactive

400+ BOOKS 1 000 000

MANY GAMES YEARS OF WORK

The books for Levels 1, 2 and 3 are for

Level 4 is the elementary level where a wide

Level 5 is an intermediate level for

Level 6 is for intermediate users of English

A more detailed description can be found at the beginning of each chapter.

Besides the ad-free, easy-to-use library for tablets and smartphones,

GET A SNEAK PEEK

BOOKR Class revolves around storytelling-based learning, as the

to the amount of scaffolding stories, on purpose or incidentally, while feeling

B) TO IMPROVE 21ST CENTURY SKILLS …

D) TO IMPROVE COMMUNICATIVE SKILLS …

C) TO IMPROVE HIGHER-ORDER THINKING SKILLS ...

• RUNTIME: 1 min FOCUS OF BUILT IN GAMES:

GRAMMAR STRUCTURES: NEEDED MATERIALS & EQUIPMENT:

OLD MACDONALD HAD A FARM

MATCH - ACTIVITY 2 (PAGE 9)

LABELLING - ACTIVITY 1 (PAGE 8)

DO YOU LIKE VEGETABLES?

Walking, walking, walking, walking,

1. CHECKING THE VEGETABLE GARDEN

Do the children like broccoli? Yes, they do!

NAME YES, I DO. NO, I DON’T.

TRUE OR FALSE CORNERS

WIGGLING VEGGIES LISTENING

OLD MACDONALD HAD A FARM

MATCH - ACTIVITY 2 (PAGE 9)

Do the children like broccoli? Yes, they do!

ONE OR MORE? ACTIVITY 3 (PAGE 10)

• RUNTIME: 2 min FOCUS OF BUILT IN GAMES:

• PROFICIENCY LEVEL: Level 1 / A1 / beginner • Reading comprehension (grouping pieces

GRAMMAR STRUCTURES: TOPIC (VOCABULARY):

Red and yellow and pink and green,

WHAT ARE YOU WEARING?

• If you are wearing green, turn around.

• If you are wearing blue, run fast.

PRACTISING NEW VOCABULARY ITEMS

WHAT ARE YOU WEARING?