1

2
TABLE OF CONTENTS

INTRODUCTION 8
STORYTELLING IN CLASS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
THE NEW GENERATION OF READERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
BOOKR CLASS, THE FULL PACKAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
TOP TIPS ON THE IMPLEMENTATION OF BOOKR CLASS . . . . . . . . . . . . . . . . . . . . . . . . . 18

LEVEL 1 22
WIGGLING VEGGIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Condensed 3 in 1 Lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

GETTING READY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Condensed 3 in 1 Lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

LEVEL 2 83
ITSY BITSY SPIDER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Condensed 3 in 1 Lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

HAMSTER IN THE HOUSE 110

Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Condensed 3 in 1 Lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122

LEVEL 3 134
ARE PEOPLE THE BEST? 135
Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Condensed 3 in 1 Lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144

2
THE STONE SOUP 161
Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Condensed 3 in 1 Lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173

LEVEL 4 196
HOUSEWORK MY WAY 197
Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
Condensed 3 in 1 Lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210

STUDY WITH ME 226

Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235
Condensed 3 in 1 Lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238

LEVEL 5 247
ART ROCKSTARTS I. 248
Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257
Condensed 3 in 1 Lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261

DREAM JOBS 268

Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275
Condensed 3 in 1 Lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279

LEVEL 6 287
DAD’S PLAN 288
Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295
Condensed 3 in 1 Lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297

MR MINGY 315
Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 316
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 320
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323
Condensed 3 in 1 Lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 326

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LEVEL 7 334
ON A SHOPPING TRIP 335
Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 336
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 340
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 343
Condensed 3 in 1 Lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 346

ZEUS THE GOD OF THUNDER 356

Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 357
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 363
Condensed 3 in 1 Lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 366

LEVEL 8 371
THE SHEEP 372
Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 381
Condensed 3 in 1 Lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384

HOW ANIMALS SURVIVE 393

Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 394
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 399
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 404
Condensed 3 in 1 Lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 407

LEVEL 9 417
THE YELLOW WALLPAPER 418
Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 419
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 422
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 424
Condensed 3 in 1 Lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 427

ANCIENT CIVILISATIONS IN EUROPE 437

Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 438
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 441
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 445
Condensed 3 in 1 Lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 448

4
 LITTLE HELP WITH THE ICONS

1. Focus

Speaking Reading Vocab

Writing Listening Grammar

2. Organisation

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.

5
 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 thousands 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.
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.
Now you have unlimited access to BOOKR Class on a smartphone or tablet.

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

6
To access the other two pillars of BOOKR Class:
Download the Classroom app to a computer at https://bookrclass.com/download/.
Log into the Teacher’s Dashboard to manage students at 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.

‘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 9 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/
 - IN TRODUCTI ON -

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 four Input Hypothesis, according to which language
particularly good reasons to use stories and litera- learning is the most effective if learners are provided
ture in education, especially in primary schools: for with an input that is slightly above their current lan-
their motivating and meaningful context, for their guage proficiency level. The solution to this putative
language use, for literacy and skills improvement discrepancy is authentic graded texts which are
and, last but not least, for their role in personal easier to read but still provide an authentic reading
development. experience for language learners.

1 Literature “provides a mot ivat ing,

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

consideration Krashen’s (1985) comprehensible

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.

8
 3 Reading literature “can promote academic It is widely known that stories are able to convey
literacy and thinking skills and prepare children for complex meanings in simple narratives and thus
the English-medium instruction.” facilitate understanding with regard to the human
experience of life. Reading stories expands our
Irma K. Ghosn not only lists skills such as “looking perception of the world, helps situations to be
for main points and supporting details, comparing interpreted as well as teaches us how to cope with
and contrasting, looking for cause-effect relations” difficulties and challenges. Stories also depict and
and “evaluating evidence,” but also the ability to cherish differences between people, ideas and cul-
expand the generative themes, thereby covering tures. They provide a journey to distant lands and
cognitive higher-order thinking skills that have into the lives of strange characters, a glimpse of
been greatly valued by Benjamin Bloom (1966)5 their lives as well as a way of relating to their highs
and educators ever since. and lows. These experiences improve brain con-
nectivity and comprehension, moreover empower
4 Reading literature “can [...] contribute to the us to empathize with other people.
emotional development of the child, and foster
positive interpersonal and intercultural attitudes.” As is summarized by Irma K. Ghosn, language learn-
ers are therefore able to become “bridge builders
The author refers to literature as a “change agent” across cultures” given effective improvement of
that enables the students’ personal development their skills and access to socially beneficial themes.
and the improvement of emotional intelligence, This conclusion is greatly valued at BOOKR Kids
which are both crucial in every field of life. and we are working on BOOKR Class to be able to
assist and contribute to the development of stu-
dents, the improvement of their skills as well as their
[...] academic intelligence offers success and overall happiness during their learning
virtually no preparation for the processes.
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.

9
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 encour- Motion guides children’s visual attention to
age more and more learners to read and to expose a specific detail in the illustration, moreover,
them to quality inputs, both audio-visual and lin- may support the simultaneous processing of
guistic, for their personal, cognitive and linguistic verbal and visual information.
development. In order to facilitate comprehension
and enable stronger encoding, we rely heavily on To make sure readers of all levels are able to
Paivio’s dual coding theory (1991)7, according to grasp some of the meaning, engage their inter-
which language is more easily understood if verbal est and have fun, the illustration, narration, sound
and visual information is present at the same time. A effects and animation of the story have been brought
multimedia learning principle claims that animated together with educational activities and games at the
illustrations in digital books may provide children end of each book. This high complexity of input
with help in terms of matching the illustration to facilitates comprehension and provides sufficient
the narration, thereby concretizing the narration. scaffolding even for 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.
10
 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 the
as is suggested in ‘Affordances and limitations of linguistic awareness of students in a multifac-
electronic storybooks for young children’s emergent eted way and have a positive effect on their
literacy’ (2015)1. In an attempt to avoid cognitive 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 app
narration and text highlighting are in close tempo- develop the performance of students in terms
ral contiguity without interruptions in processing. of linguistic awareness and reading compre-
hension by improving vocabulary and articulate
According to research conducted in 2016 (‘The effect of reading, understanding meaning, formulating
BOOKR Kids stories,’ With Art for Education Research basic statements, highlighting elements of nar-
Group, University of Szeged), involving a mix of 65 kin- rative themes as well as understanding implied
dergarten and elementary school students, as well as messages. Furthermore, they also strengthen
another study in 2019 (Klebelsberg Center and BOOKR the digital reading comprehension of students.
Kids, as part of the EFOP 3.2.4 grant) with students During the research, reading interactive books
from Years 2 and 6, our discreetly animated interac- yielded better results than reading traditional
tive books have been proven to maintain attention printed texts in the areas listed above.
for extended periods of time, providing higher

3. BOOKR CLASS, THE FULL PACKAGE

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.

1000+ BOOKS 1 000 000

MINUTES SPENT READING IN A WEEK

5000+ GAMES
5
Introduction

YEARS OF WORK

4000+ 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 nine proficiency levels
foremost for language learners to provide a nice which are adapted to specific age groups.
and safe environment with good quality, appro- Each level is based on the interests and preferences
priate input in an appealing format that is built of the given age group as well as their needs as
on the traditional values of books, adapted to language learners.
the needs of the 21st century. The main aims Linguistic needs were established according to
are the improvement of language skills, literacy, the linguistic proficiency levels of the Common
reading comprehension and foreign language European Framework of Reference (CEFR) and
acquisition in general. Lexile® measures, but educational and psycho-
logical aspects, and international teaching best
practices were also taken into account.

BOOKR
CEFR Level Terminology Description of BOOKR Level
Level

Level 1 pre-A1 pre-beginner For young, mainly pre-K and K learners

who are encountering the English
language for the first time. The primary
aim of this level is to familiarize learners with
the target language and establish basic skills
that will serve as a foundation for future
learning. Learners can rely on the illustrations
and animations as they depict precisely
the content of the stories, scaffolding the
reading experience. Many books at Level
1 are recommended for ages 0-8 and are
tailored to young learners who may not yet
have reading skills, as the books and games
are listening-based and fully narrated.

Level 2 pre-A1 beginner For young beginner learners who want

to get familiar and comfortable with the
basics of the English language. The books
at this level aim to provide meaningful context
for learning vocabulary, understanding and
using basic sentences and improving basic
reading and listening skills.

Level 3 A1 beginner For beginner learners who want to

improve their confidence with the basics
of the English language. The books at this
level aim to enhance reading skills, expand
Introduction

vocabulary, and provide examples of level-

appropriate grammar structures to establish
a basic knowledge of the language and
improve comprehension of simple phrases and
expressions related to everyday situations.
The games help learners to express their basic
PART 1

needs, ask and answer basic questions and

talk about their interests and hobbies.

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

12
BOOKR
CEFR Level Terminology Description of BOOKR Level
Level

Level 4 A1-A2 elementary For beginner learners who seek to improve

their language skills in everyday situations
and aspire to use English functionally
in both receptive (listening, reading) and
productive skills (speaking, writing). The
books in this level aim to provide examples
for the flow of texts and conversations while
enhancing language skills.

Level 5 A2 pre- For pre-intermediate learners who seek to

intermediate expand their basic knowledge and improve
their language skills, enabling them to
express themselves more effectively on a
wider range of topics in more detail. The books
aim to enhance the understanding and use of
more complex sentences related to familiar
topics, such as family, work, nature and school
and language production (e.g. the description
of daily routines, sharing experiences, and
giving basic opinions).

Level 6 A2-B1 pre- For pre-intermediate learners who

intermediate want to venture beyond their immediate
surroundings and engage with more
complex topics and ideas. They are eager
to understand and interpret information, and
feel confident in reflecting and commenting
on such content.

Level 7 B1 intermediate For intermediate learners who want to

confidently engage with topics and subjects
beyond their immediate environment. These
learners are ready to express themselves,
formulate personal opinions and criticism, and
interpret texts with more abstract messages.
With the help of the books, learners can
understand and use more complex language
structures related to a range of topics, such as
culture, society, and current events. The input
exemplifies and encourages participation in
conversations, expressing ideas and opinions,
Introduction

and giving reasons and explanations.

Level 8 B1-B2 upper- For intermediate learners who are already

intermediate confident in their use of English but wish
to broaden their vocabulary and familiarity
with different genres and registers of the
PART 1

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

13
 BOOKR
CEFR Level Terminology Description of BOOKR Level
Level

Level 8 B1-B2 upper- language. Through reading a variety of texts,

intermediate learners can develop their understanding
of complex l anguage s t ruc tures and
communicate fluently on a wide range of
topics. The books encourage learners to
engage in discussions about abstract ideas,
understand different perspectives, and argue
and discuss various issues.

Level 9 B2-B2+ upper- For upper-intermediate learners who have

intermediate already acquired a good command of the
English language and are eager to dive
deeper into various topics while expressing
themselves with specificity. Learners can
experience a full immersion in the English
language and serves the purpose of preparing
for the C1 level.

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

When selecting and composing texts, we pay spe- like ‘My First Book about the Universe’, ‘The Raptor
cial attention to creating a variety of books that Adventure’, ‘A Waterdrop’, ‘Haunted House’ and
cover a wide range of topics for each level, while ‘The ABC Zoo’. You’ll also find books about prac-
also considering the proficiency level of each target tical life-like situations like planning a trip or
group. These various topics and genres showcase finding a job and texts on civilization and different
the diversity of the English language. This ena- cultures.
bles us to offer the relevant context to vocabulary
topics, chunks, different registers and various gram- Each book includes games at the end of the story
mar structures in order to develop skills as well which are suitable for the relevant age range and
as teach readers about culture and other diverse fun with a playful layout that encourages feed-
subject matters. back to motivate learners. The games include new
vocabulary, grammar practice, reading compre-
Our selection varies from classics to contempo- hension, spelling as well as listening tasks and
rary literature, from ‘Humpty Dumpty’, ‘Three brainteasers, e.g. memory games, labelling, sudoku
Little Kittens’, ‘The Shark Song’, ‘Sherlock Holmes’, and even colouring activities for young children.
Introduction

‘The Ant and the Cricket’, ‘Mother Holle’ to texts

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
PART 1

dashboard displaying real-time statistics.

14
The BOOKR Class Classroom app is the desktop unique personal access code for each student,
version of the application which was long sought it is possible to follow their activity in the app,
after by the community of BOOKR Class teachers. see how much time they spend on a book, how
It is a convenient alternative to share the content many titles they read and what their results are in
on a wider screen or smartboard in class for frontal the built-in activities. The teacher can also assign
instruction, whole group discussions or for check- specific books for them to read - these will appear
ing among others. Another huge advantage of the on their “Recommended” shelf in the BOOKR Class
desktop app is that it facilitates remote instruc- app. There is also a possibility to find more informa-
tion and online teaching and learning in general. tion about the books and search for the best choice
by tags. Last but not least, this is where various
The Teacher’s Dashboard is a web-based useful teaching resources are uploaded like lesson
software for schools where the teacher can plans and teacher guides.
list all their students, and thanks to the

Introduction
PART 1

15
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+
B2-
B2
B1-
B1 upper-intermediate
1
-B
A2
pre-intermediate
A2
2
-A
A1
elementary
A1
A1
pre-
pre-A1 beginner
Introduction

Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 9

PART 1

The nine BOOKR Class levels, aligned with the CEFR levels

16
To achieve the goals of each proficiency level, for The Activity Tips and lesson plans also include a
example, for children at the pre-A1 beginner level huge amount of tasks where students can practise
to be able to greet each other and briefly introduce speaking, thereby improving their presentation and
themselves using short sentences, BOOKR Class 21st century skills such as creativity, humour, prob-
suggests various activities on and beyond the app. lem-solving and many more.
We believe that students are all different, namely
their needs and skills vary, and that we should Another essential feature of stories and storytell-
provide them with many different opportunities and ing is how easily they can contribute to incidental
ways to improve. Therefore, the games at the end of learning. The format and structure of stories are
the activities as well as the projects, exercises and familiar to students as they are raised on bedtime
research suggestions might seem eclectic. However, stories, adventurous videos and films as well as
this is principled eclecticism, as all of the activities other entertaining inputs with a clear storyline.
have a clear objective, are logically structured and When they know it’s storytime, they feel at ease
follow our core principles: providing quality inputs and their affective filter lowers. This results in stu-
and opportunities for enhancing linguistic, cogni- dents becoming more open towards the story, more
tive, social and personal skills through stories. likely to absorb information and, in case of linguis-
tic items and structures, benefitting from incidental
The communicative approach is also omnipresent learning. By listening to and reading the stories, stu-
as the format of the books on the BOOKR Class app dents focus on the content while internalizing the
is based on narratives and conversations as well as language.
provides great possibilities for language production
with scaffolding. Relying on the illustrations while
giving a summary, acting out a roleplay or repeat- This acquisition is more likely
ing the words of the narrator all support students, to occur by using the app than
help them gain confidence and lead them towards any other format (e.g. printed)
independent language production. The games also due to its complexity yet
provide chances to use classical exercises of story- limited amount of effects that
telling in class such as retelling the story, using the support the reading process,
given words or connecting the main actions with e.g. the narration, illustrations,
linking words. However, before the teacher incorpo- animations and sound effects.
rates these exercises, students can play fun games
and get ready for upcoming speaking tasks.
Besides this accidental acquisition, stories uncon-
sciously improve the reading comprehension and
Therefore, the benefits of digital literacy skills of their readers. This is facilitated by
books can be summarized offering graded texts that match the proficiency
by stating that they are a level of students. The complexity of a text can be
flexible tool for differentiation measured by the Lexile® measures which are able
in improving receptive and to place students on a scale. This piece of informa-
productive skills as well as tion can be crucial when choosing books for learners
Introduction

facilitating language production or assessing their reading skills.

from language learners thanks
to the amount of scaffolding In summary, BOOKR Class books are great exam-
they provide. ples of how to consciously learn from stories, on
purpose or incidentally, while feeling comfortable
and enjoying the process.
PART 1

17
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 combine the tasks: for option A, use small
play the games designed to check their steps and simple activities; for option B, make
reading comprehension based on the audio them play the games and add various activi-
recording alone? ties; and for option C, omit the smaller steps
and include a wide variety of activities, project
3. as a listening activity. Combine the features and work or research. Have them pick one of the
have them listen to the beginning of the text three options and monitor their progress. They
before changing the settings and turning off the can work on the same book on their own or in
narration. Have them read the next part wit- pairs at different levels. Success is guaranteed.
hout narration and then turn on the narration
and turn off the projector. Which is the most 6. to engage higher achieving students. Once they
challenging for them? have finished with the exercise that was assig-
ned to the whole class, encourage them to pick
4. as a remote teaching and learning tool by a book and read it with earphones on.
sharing your screen with your students.
Stop the narration every once in a while 7. to engage higher achieving students. Once
and ask reading comprehension questions they have finished with the exercise that
to make sure they are with you during the everybody has been working on, give them
reading process. a set of flash cards.

Introduction
PART 1

18
 THE BOOKR CLASS APP OR THE BOOKR
CLASS CLASSROOM APP CAN BE USED...

B) TO IMPROVE 21ST-CENTURY SKILLS …

8. as a picture book and to encourage your awarded. If the student passes or their answer
students to come up with an alternative is incorrect, it’s Student B’s turn. Student B asks
scenario. Give other personality traits to the Student A about the next word, question or
characters, change their aims and objectives, item. Who gains 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 the Assign different pages to different groups of
visual aids. Make your students imagine what students and have them create a still picture.
the characters are like after listening to the first From the position and posture the members of
few pages. Can they describe them? How do the group are in, can the other students guess
they imagine the plot will unfold based solely which scene they are trying to recreate?
on the characters?
13. to form habits. Project the teacher’s dashboard
10. as a remote teaching and learning tool by onto the board and check together who read
playing the story and then asking students to the most that week or month. Who is the first
do the playful exercises at the end of the book. on the leader board?
Each student should answer one 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 several
11. as a competition between the students. Pair characters, you might want your students to
them up and make them work together on the focus on one minor character and make them
games. Student A asks Student B about the retell the story from their perspective. Does it
first item. If the answer is correct, one point is spark empathy?

Introduction
PART 1

19
 THE BOOKR CLASS APP OR THE BOOKR
CLASS CLASSROOM APP CAN BE USED...

D) TO IMPROVE COMMUNICATIVE SKILLS …

18. for picture descriptions. Pick a page and as chance to say the first word depicted by the
a warm-up, you could project the first one first flash card. If the correct word is said, one
without narration or text highlighting then point is awarded to Student A. If not, no points
have your students describe the image. Where are awarded. Student B turns over the second
is it? Who are the characters? What is the flash card. Who has a larger vocabulary?
relationship between them? Why are they
there? What are they thinking about? 22. to practise pronunciation by turning over a set
of flash cards. The students work in pairs and
19. as the first step to practise role plays. Have test each other, card by card. Student A has the
them read the story themselves, first, only the chance to say the word depicted by the first
few lines the characters say. Although they flash card. If the correct word is said and the
might not be able to memorize them, they can score of Student A is over 90%, one point is
always read their lines with the native narrator. awarded to him or her. Student A has 3 more
chances to reach 90% before it is Student B’s
20. as a stor ytelling session. Just as with turn. Whose pronunciation is better?
the storytelling dice, you can make your
students tell a fun story in pairs or small 23. as an information gap activity by assigning
groups while playing the memory game. different parts of the book to different students.
The repetition of the cards turns the stories into Students read their part and try to gain
hilarious adventures. information on the other parts of the book from
their classmates.
21. to practise vocabulary by turning over a set
of flash cards. Students work in pairs and test
each other, card by card. Student A has the

Introduction
PART 1

20
 THE BOOKR CLASS APP OR THE BOOKR
CLASS CLASSROOM APP CAN BE USED...

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 might the words and listening to them in the
happen next in the story. Have them speculate. vocabular y-building games, have the
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 the them. Who can imitate the narrator best?
story by themselves. Summarizing the plot
might be challenging at first, but if they can
rely on the pictures and timed animation, they
will be able to organize their thoughts and
sentences more easily.

Introduction
PART 1

21
 - LE VE L 1 -
Pre-A1 - pre-beginner

ACCORDING TO CEFR, learners at this level can understand and use familiar everyday
expressions and very basic phrases in concrete situations (e.g. asking for something). They can
introduce themselves and others and can ask and answer questions about personal details and
basic preferences (e.g. hobbies). They can interact in a simple way if the other person talks slowly
and clearly and is prepared to help.

BOOKR LEVEL 1 is designed for young learners who are encountering the English language
for the first time. The primary aim of this level is to familiarize learners with the target language
and establish basic skills that will serve as a foundation for future learning. Learners can rely on
the illustrations and animations as they depict precisely the content of the stories, scaffolding the
reading experience. Many books at Level 1 are recommended for ages 0-8 and are tailored to young
learners who may not yet have reading skills, as the books and games are listening-based and fully
narrated.

THE LANGUAGE OF THE BOOKS consists of high-frequency, easy-to-use words and

expressions, as well as simple grammar structures in chunks and some very basic grammar structures
(such as „to be,” „can,” and imperative forms). The sentences and texts are short and simple, and
the topics are related to learners’ immediate environments and concrete, everyday situations and
contexts (such as school, family, friends, and home).

THE BOOKS in this level include nursery rhymes, songs, simple poems, picture books, activity
books, and short, straightforward stories that are engaging and accessible to young learners.

THE GAMES in BOOKR Level 1 are designed to provide an enjoyable experience for learners
while also creating opportunities for incidental learning, accidental language acquisition, and the
establishment and improvement of skills. The games directly or indirectly build on vocabulary,
listening skills, comprehension, memory, cognitive skills, and fine-motor skills. The instructions for
the games are simple to make it easier for young learners to understand and follow them.

EXAMPLES:
• I’m a Ninja - form-focused modern fiction (to be, basic adjectives)
• Hen’s Cake - meaning-focused classic folktale
• A Blue Classroom - form-focused non-fiction poem (school supplies, friends)
• Walter’s Trip - meaning-focused fiction (CLIL: water cycle)

22
 WIGGLING VEGGIES
UNIT OVERVIEW

• RUNTIME: 1 min FOCUS OF BUILT IN GAMES:

• WORD COUNT: 52 • Vocabulary: photo, plant, mug, carrots, beans,
• AGE: 0-8 plate, lettuce, clock, chair
• PROFICIENCY LEVEL: Level 1 / pre-A1 / • Vocabulary: pumpkin, tomato, carrot, lettuce,
pre-beginner cucumber
• Grammar: plural of nouns
• NARRATION: British English

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 plates,
food, carrot, spinach, bean, broccoli, lettuce, pepper, answer sheets, pictures for the evaluation
peas, tomato, radish, cucumber, cabbage, potato,
pumpkin, vegetables, Bon appetit!

LEVEL 1
LESSON 1

23
 LESSON 1
At the farm
(Farm and Garden) Biology Music

WARM-UP

OLD MACDONALD HAD A FARM

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

1. VEGETABLE GARDEN

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

24
2. RUMOURS

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.

3. MATCH - ACTIVITY 2 (PAGE 9)

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.

4. LABELLING - ACTIVITY 1 (PAGE 8)

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.

5. TASTE TEST

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!”.

6. PICKING VEGETABLES

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.

25
7. AT THE MARKET

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.

8. PICTIONARY

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.

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

26
 WRAP-UP

DO YOU LIKE VEGETABLES?

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

27
 LESSON 2
Wiggling Veggies
(Survey of vegetable preferences) Math Biology P.E.

WARM-UP

WALKING, WALKING

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.

2. TRUE OR FALSE?

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,
the students jump, if the teacher lies, the students squat. For example when the teacher shows the
LEVEL 1

broccoli, but says cucumber, the students squat. In the end, the students receive a broccoli picture
from the teacher.
LESSON 2

28
3. WIGGLING VEGGIES

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!

4. 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.

5. SURVEY

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.

29
6. CHART

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.

😊 😖 😊 😖 😊 😖 😊 😖 😊 😖 😊 😖

7. 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

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.

30
 LESSON 3
My Vegetable Garden
(the plural of vegetables) Math Arts & crafts

WARM-UP

SALAD GAME

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

1. WIGGLING VEGGIES LISTENING

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).

31
2. ONE OR MORE? - ACTIVITY 3 (PAGE 10)

“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.”

3. ONE OR MORE? I

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.

5. MY VEGETABLE GARDEN

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.

32
6. INTRODUCING THE VEGETABLE GARDEN

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

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.
Example conversation:
“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.

33
 CONDENSED 3 IN 1 LESSON
Math Music Biology

WARM-UP

OLD MACDONALD HAD A FARM

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

1. VEGETABLE GARDEN

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

34
2. RUMOURS

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.

3. MATCH - ACTIVITY 2 (PAGE 9)

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.
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!

5. ONE OR MORE? ACTIVITY 3 (PAGE 10)

“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.”

6. ONE OR MORE?

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.

35
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

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.
Example conversation:
“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

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.

36
 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

37
1. VEGETABLES FLASHCARD SET LESSON 1 Warm-up

DOWNLOAD
the worksheets here!

LEVEL 1
APPENDIX

38
1. VEGETABLES FLASHCARD SET LESSON 1 Warm-up

LEVEL 1
APPENDIX

39
1. VEGETABLES FLASHCARD SET LESSON 1 Warm-up

LEVEL 1
APPENDIX

40
1. VEGETABLES FLASHCARD SET LESSON 1 Warm-up

LEVEL 1
APPENDIX

41
2. PICKING VEGETABLES LESSON 1 Task 6.

LEVEL 1
APPENDIX

42
3. VEGETABLE BASKETS FOR SELF-EVALUATION LESSON 1 Evaluation

LEVEL 1
APPENDIX

43
3. VEGETABLE BASKETS FOR SELF-EVALUATION LESSON 1 Evaluation

LEVEL 1
APPENDIX

44
3. VEGETABLE BASKETS FOR SELF-EVALUATION LESSON 1 Evaluation

LEVEL 1
APPENDIX

45
4. SURVEY: ANSWER SHEETS LESSON 2 Task 5.

NAME YES, I DO. NO, I DON’T. NAME YES, I DO. NO, I DON’T.

NAME YES, I DO. NO, I DON’T. NAME YES, I DO. NO, I DON’T.

LEVEL 1
APPENDIX

46
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

47
5. SURVEY: EVALUATION CHART LESSON 2 Task 6.

😖
😊
😖
😊
😖
😊
😖
😊
😖
😊
😖

LEVEL 1
😊

APPENDIX

48
6. WIGGLING VEGGIES LISTENING LESSON 3 Task 1.

LEVEL 1
APPENDIX

49
6. WIGGLING VEGGIES LISTENING LESSON 3 Task 1.

LEVEL 1
APPENDIX

50
7. ONE OR MORE? LESSON 3 Task 3.

LEVEL 1
APPENDIX

51
7. ONE OR MORE? LESSON 3 Task 3.

LEVEL 1
APPENDIX

52
8. MY VEGETABLE GARDEN LESSON 3 Task 5.

LEVEL 1
APPENDIX

53
9. VEGGIE FACES LESSON 3 Evaluation

LEVEL 1
APPENDIX

54
 GETTING READY
UNIT OVERVIEW

• RUNTIME: 2 min FOCUS OF BUILT IN GAMES:

• WORD COUNT: 68 • Vocabulary (sunglasses, trousers, sweater,
• AGE: 6-10 T-shirt, socks, skirt)

• PROFICIENCY LEVEL: Level 1 / pre-A1 / • Reading comprehension (grouping pieces of

clothing: sweater, sunglasses, shoes, trousers,
pre-beginner
skirt, hat)
• NARRATION: British English
• 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

55
 LESSON 1
Clothes
(items of clothing) Music Arts & crafts

WARM-UP

SING A RAINBOW

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

1. WHAT ARE YOU WEARING?

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.
• If you are wearing blue, run fast.
LEVEL 1

• 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.

56
2. TAP AND LISTEN - ACTIVITY 1 (PAGE 18)

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

3. PRACTISING NEW VOCABULARY ITEMS

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.

4. FLY-SWATTER GAME

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

57
5. WASHING LINE

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).

6. WHAT ARE YOU WEARING?

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.
Example conversation:
‘What are you wearing?’
‘I’m wearing a red T-shirt. I’m wearing blue trousers...’

7. CREATING AN OUTFIT

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.

8. FASHION COLLECTION

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 designers’
collections.

‘What are you wearing?’

LEVEL 1

‘I’m wearing a red T-shirt.’

‘Good job!’
LESSON 1

58
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

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

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

59
 LESSON 2
Getting Ready
(reading and listening) ICT Music Arts & crafts Literature

WARM-UP

TEDDY BEAR, TEDDY BEAR, TURN AROUND

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

1. WHAT IS BEHIND MY BACK?

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.

2. ACTIVITY

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
LEVEL 1

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.’)
LESSON 2

60
3. DRESS UP THE TEDDY BEAR

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?’

4. GETTING READY

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)

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.

6. ACTING

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
LEVEL 1

volunteer dresses up according to the teacher’s instructions. Meanwhile, the rest of the class acts
out the instructions as well.
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.
LESSON 2

61
 DIFFERENTIATION:
The teacher encourages the students to use different structures to narrate the pictures.

7. DRESS UP MR TEDDY

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.

8. INTRODUCING MR. TEDDY

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.
Example conversation:
‘What is he wearing?’
‘He is wearing a skirt, a hat, etc.’

WRAP-UP

CIRCLE TIME

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 the name
of another item. He or she can’t call out the name of the item of clothing belonging to the student
LEVEL 1

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

62
 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?
(talking about outfits) ICT Music Arts & crafts Literature

WARM-UP

WHAT’S MISSING?

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

1. BINGO

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!

63
2. WHAT ARE THEY WEARING? - ACTIVITY 3 (PAGE 20)

Students tap on the icon and listen to a sentence before choosing the right picture.

3. MEMORY GAME

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.

4. WHAT IS HE OR SHE WEARING?

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.
Example conversation:
‘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.

5. PICTURE DICTATION

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.

64
6. FASHION SHOW

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

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

65
 CONDENSED 3 IN 1 LESSON
Music Arts & crafts Literature ICT

WARM-UP

SING A RAINBOW

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

1. TAP AND LISTEN - ACTIVITY 1 (PAGE 18)

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

66
2. WHAT’S MISSING?

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.

3. ACTIVITY

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.’)

4. DRESS UP THE TEDDY BEAR

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

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

67
6. MR TEDDY’S OR JAMIE’S? - ACTIVITY 2 (PAGE 19)

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.

7. DRESS UP MR TEDDY

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.

8. INTRODUCING MR TEDDY

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.
Example conversation:
‘What is he wearing?’
‘He is wearing a skirt, a hat, etc.’

WRAP-UP

PLEASE MR CROCODILE

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
LEVEL 1

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
CONDENSED

member that is caught becomes the next Mr Crocodile and the game starts again.

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 HOMEWORK

WHAT ARE THEY WEARING?- ACTIVITY 3 (PAGE 20)

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

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1. FLASHCARDS LESSON 1 Task 3.

DOWNLOAD
the worksheets here!

LEVEL 1
APPENDIX

70
1. FLASHCARDS LESSON 1 Task 3.

LEVEL 1
APPENDIX

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1. FLASHCARDS LESSON 1 Task 3.

LEVEL 1
APPENDIX

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2. FASHION COLLECTION LESSON 1 Task 7.

LEVEL 1
APPENDIX

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3. DRESS UP THE TEDDY BEAR LESSON 2 Task 3.

LEVEL 1
APPENDIX

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3. DRESS UP THE TEDDY BEAR LESSON 2 Task 3.

LEVEL 1
APPENDIX

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3. DRESS UP THE TEDDY BEAR LESSON 2 Task 3.

LEVEL 1
APPENDIX

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4. DRESS UP MR TEDDY LESSON 2 Task 7.

LEVEL 1
APPENDIX

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4. DRESS UP MR TEDDY LESSON 2 Task 7.

LEVEL 1
APPENDIX

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5. PICTURES FOR SELF-EVALUATION LESSON 2 Evaluation

LEVEL 1
APPENDIX

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6. BINGO CARDS LESSON 3 Task 1.

LEVEL 1
APPENDIX

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7. PICTURE DICTATION LESSON 3 Task 5.

LEVEL 1
APPENDIX

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8. SELF-EVALUATION LESSON 3 Evaluation

LEVEL 1
APPENDIX

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 - LE VE L 2 -
Pre-A1 - beginner

ACCORDING TO CEFR, learners at this level can understand and use familiar everyday
expressions and very basic phrases in concrete situations (e.g. asking for something). They can
introduce themselves and others and can ask and answer questions about personal details and
basic preferences (e.g. hobbies). They can interact in a simple way if the other person talks slowly
and clearly and is prepared to help.

BOOKR LEVEL 2 is designed for beginner learners who want to get familiar and comfortable
with the basics of the English language. The books at this level aim to provide meaningful context
for learning vocabulary, understanding and using basic sentences, and improving basic reading and
listening skills.

THE LANGUAGE OF THE BOOKS consists of high-frequency words and expressions, basic
grammar structures (such as „can” and present simple), and sentences and texts that are short
and easy to follow. The topics of the books are related to learners’ immediate environments and
concrete everyday situations and contexts. At this level, some books tell coherent stories with basic
logical links that help establish learners’ reading comprehension skills.

THE BOOKS in BOOKR Level 2 include simple stories, picture books, poems, dialogues and
conversations, activity books, and content- and language-integrated texts. At this level, some
books are form-focused, meaning that they were written specifically to teach a certain grammar
structure (such as present simple) or specific vocabulary items (such as items of clothing).

THE GAMES in BOOKR Level 2 focus more explicitly on vocabulary building, comprehension
checks, and basic grammar practice, but listening skills and cognitive skills are also improved. Many
of the activities do not require reading skills, as they are narrated and/or picture-based - this is
always the case with books recommended for ages 0-8.

EXAMPLES:
• Girls Can Do Anything - form-focused picture book (professions, equality)
• The Frog and the Grasshopper - meaning-focused classic story (politeness, friendship, SEL)
• Hettie’s Seasons - form-focused modern fiction (present simple, seasons, SEL)
• My Book of Australian Animals - form-focused non-fiction (be, have, CLIL)

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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: Level 2, pre-A1, • reading comprehension with grammar focus

beginner • comprehension check of the book

• maze
• NARRATION: British English

What happened to the itsy bitsy spider? Listen and find out.

TOPIC (VOCABULARY): GRAMMAR STRUCTURES:

nature, time and weather, directions (spider, rain, present continuous
weather, waterspout, wash out, prepositions of NEEDED MATERIALS & EQUIPMENT:
place, up, out, dry, sun, itsy bitsy, cloud, down, climb) worksheets (Appendix), flashcards, scissors, glue,
pencils, pictures of a spider, bamboo sticks

LEVEL 2
LESSON 1

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 LESSON 1
What’s the weather like?
(weather expressions) Geography P.E.

WARM-UP

MORNING EXERCISES

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

1. WEATHER CHANT & LEARNING NEW VOCABULARY

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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2. PRACTISING NEW VOCABULARY - FLY SWATTER GAME

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.

3. 4 CORNERS GAME

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.

4. WHAT’S THE WEATHER LIKE?

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:
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:
Ask the students to work in pairs. One of the students says a sentence about the
LEVEL 2

weather (e.g.: It’s rainy.) and the other one replies with one of the following sentences
based on their personal preference:

Let’s go (outside).
LESSON 1

Let’s stay (inside).

Let’s put on a raincoat.

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 WRAP-UP

AM I LYING? - FORCED CHOICE

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
(the song) Geography Music Literature Arts & crafts ICT

WARM-UP

STORM GAME

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

1. WHAT IS IT?

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.

2. NEW VOCABULARY
LEVEL 2

The storm has brought a lot of new words. Open the book in the BOOKR Class appat 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

88
 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?

3. 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.

4. STORYTELLING

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?

5. INTRODUCING THE SONG

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
while understanding is facilitated by TPR.
LESSON 2

89
 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.

6. SEQUENCING

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

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
LEVEL 2

The teacher is the leader, learners follow her movements.

1. First, the teacher silently claps two fingers together.

2. The teacher claps silently.
3.
LESSON 2

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.

90
 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
(story writing)

WARM-UP

SHAKE IT UP

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

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

1. WHAT IS ITSY BITSY DOING?

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.

91
 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.

2. ACTIVITY GAME

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.

3. PREPARING FOR STORY WRITING

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)

It is sunny.
LEVEL 2

It is windy.
It is cloudy.
It is rainy.
It is stormy.
LESSON 3

92
 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.

4. STORY WRITING

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.

5. PRESENTATION

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

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.

EVALUATION
LEVEL 2

Draw a waterspout on the board and ask your students to pick their place on it. Are they at the top
LESSON 3

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?

93
 CONDENSED 3 IN 1 LESSON
Geography Music Literature ICT

WARM-UP

4 CORNERS GAME

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?

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:
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?
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?”

94
 DIFFERENTIATION:
Play the guessing game as 20 Questions.

3. 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?

4. 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.

5. INTRODUCING THE SONG

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

95
6. SEQUENCING

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. GROUP WORK PART I

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.
The little spider is running.

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.
It is windy. It’s stormy.
It is cloudy.
LEVEL 2

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.

96
8. GROUP WORK PART II

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

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

97
1. WHAT’S THE WEATHER LIKE? LESSON 1 Task 4.

DOWNLOAD
the worksheets here!

LEVEL 2
APPENDIX

98
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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2. WHAT’S MISSING? LESSON 2 Task 3.

LEVEL 2
APPENDIX

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2. WHAT’S MISSING? LESSON 2 Task 3.

LEVEL 2
APPENDIX

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2. WHAT’S MISSING? LESSON 2 Task 3.

LEVEL 2
APPENDIX

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2. WHAT’S MISSING? LESSON 2 Task 3.

LEVEL 2
APPENDIX

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3. ITSY BITSY, THE PUPPET LESSON 2 Task 7.

LEVEL 2
APPENDIX

105
3. ITSY BITSY, THE PUPPET LESSON 2 Task 7.

LEVEL 2
APPENDIX

106
4. PREPARING FOR STORY WRITING LESSON 3 Task 3.

The little spider is climbing.

The little spider is jumping.

The little spider is running.

LEVEL 2

The little spider is walking.

APPENDIX

The little spider is dancing.

107
4. PREPARING FOR STORY WRITING LESSON 3 Task 3.

He is happy.

He is sad.

He is okay.
LEVEL 2

He is fine.
APPENDIX

He is tired.

108
4. PREPARING FOR STORY WRITING LESSON 3 Task 3.

It is sunny.

It is windy.

It is cloudy.
LEVEL 2

It is rainy.
APPENDIX

It is stormy.

109
 HAMSTER IN THE HOUSE
UNIT OVERVIEW

• RUNTIME: 2 min 20 sec FOCUS OF BUILT IN GAMES:

• WORD COUNT: 120 • vocabulary of rooms, memory
• AGE: 8-12 • vocabulary of furniture shadow game
• PROFICIENCY LEVEL: Level 2, pre-A1, • prepositions of place listening

beginner • cheese collective game

• NARRATION: British English

Nugget, the hamster, is lost! Oh no! Where are you, Nugget? Come back, please. The cat is in the
house! You’re in danger! Are you under the bed?

TOPIC (VOCABULARY): GRAMMAR STRUCTURES:

home, rooms, furniture (where, come, cat, in, house, prepositions of place, questions, to be
under, bed, here, on, shelf, bedroom, bathroom, NEEDED MATERIALS & EQUIPMENT:
living room, sofa, coat, kitchen, box, there, okay, printables from Appendix, tablet, board, projector
plan, new, like, cheese, behind, door, home)

LEVEL 2
LESSON 1

110
 LESSON 1
Hamster in the House
(dialogic reading) Literature

WARM-UP

PICTIONARY

The teacher lays out the ‘Pets’ flashcard set (see Appendix) face down so that the students can’t
see the pictures. They call a student and ask them to pick a card, then ask them to draw the
picture on the board. During the drawing, other students can guess the word. If someone has a
guess, they raise their hand and the teacher calls on one of those students to say the word. When
they figure out the word, the teacher calls another student to draw another pet on the board.
They continue the game until ‘a picture of a hamster’ is on the board. Then the teacher asks what
pet will be in the story of the day.

‘I have a book for you. It’s about a pet. What pet is the book about? Is there a dog in the book?’

The teacher asks the students to vote for the pet they believe will be in the story.

‘Who says it’s a dog? Raise your hand. (counting) Four students. Okay. What about a cat?’

The teacher writes the number of votes next to the pictures of the pets on the board.

SESSION

1. BOOK COVER CONVERSATION STARTER

The teacher opens the BOOKR Class application and looks for the book ‘Hamster in the House’,
then shows the cover to the students. They ask what the students can see on the cover of the
book before opening the story. Here are some sample questions with possible answers:
LEVEL 2

• ‘What pet is in the story?’ - A hamster. • ‘Where is the cage?’ - On the table.
• ‘Can you see the hamster?’ - Yes. There! • ‘Is the boy happy?’ - No. He’s sad.
• ‘Who is this?’ (pointing at the boy) - A • ‘Why?’ - The hamster is missing. He’s
boy. It’s the boy’s hamster. / He has a wondering, where is the hamster?
LESSON 1

hamster. • ‘Where is the hamster?’ - Not in the cage.

• ‘What else can you see?’ - A box. / A In the house. / At home.
cage. A wheel. Carrots! • ‘Let’s read this story and find out.’

111
2. DIALOGIC READING

The teacher opens the BOOKR Class book, preferably projected, watches the story with the
students, and stops the book from time to time.

The teacher can stop at the end of page 1 and ask the students (some of) the following
questions.The teacher asks the students to vote for the pet they believe will be in the story.

• What’s this? (point at cage) - It’s a cage. • Why is he in danger? - Because of the cat.
• Whose cage is it? - Nugget’s. / The cat can catch him / eat him.
• Where is Nugget? - Outside. In the house. • Is this cat dangerous? What do you think?

They can stop at page 4 after the second sentence and ask the following questions.

• This boy is Aleksei. Where is he now? - In • Where is he going next? - (students

the bedroom. guess) The kitchen. / The garden. / To the
bathroom. - Okay, let’s see.

After reading the next part about the bathroom, the teacher can reflect on the students’ previous
answers. Who guessed it right?

Then they can stop at the end of page 6 for the following questions:

• Is Nugget under the sofa? What do you • Where is he then? What do you think?
think? - Yes. / No, he isn’t.

The teacher should let the students brainstorm and if they mention a place that has already been
mentioned in the story, ask them to recall that room and the furniture where Aleksei was looking
for Nugget.

They can also stop after the sentence ‘New plan.’ and ask the following questions.

• What is the new plan? How can the cheese help? - The teacher lets the students think about the
relationship between the cheese and Nugget as well as the plan itself. What will he do with the cheese?
Will that plan work? The teacher should allow the students to use their native language if they feel too
intimidated.

They can stop at the end of page 10 to ask the students what ‘Phew.’ means here. Why does
Aleksei say that? When do your students usually say something similar in their native language?
Then they can ask the students if this plan will work and let them guess and explain. The teacher
can allow the students to use their native language if they feel too intimidated.

The teacher can stop after page 12 and ask the students if they think the cat found Nugget. If so,
what happened? If not, why not? Why do you think so? (He looks fine. / He’s not hurt…)
LEVEL 2
LESSON 1

112
3. ROOMS IN THE HOUSE

The teacher asks the students to recall the rooms where Aleksei tried to find Nugget. As they say
the names of the rooms, the teacher writes the words on the board.

Answers: bedroom, bathroom, attic, living room, kitchen

The teacher uses the printed pictures of the rooms to help the students memorize the words.
They hand out the five pictures to five students and encourage them to match them with the
words on the board.

4. WHERE ARE THESE THINGS?

The teacher asks the students to copy the names of the five rooms into their exercise books one
below the other. If needed, they can write the native language translation too.

Now the teacher pairs them up and asks them to write at least one thing they usually have in that
room.

DIFFERENTIATION:
The teacher can use the pictures on the board to help their students think of the objects,
or can play the story again, and the students can take notes of the things the
story mentions.

Here is an example:

• bedroom: bed, shelf

• bathroom: mirror, toothbrush
• living room: sofa, picture
• attic: boxes, old coat
• kitchen: box, chair

Check the answers. The teacher calls a student’s name, asks what they wrote for the word
‘bedroom’ and then asks the students to tick that word if they have it. Then ask another student
to say what they wrote for the word ‘bedroom’. The objects from the story and the most useful
vocabulary items can be written on the board, too.

WRAP-UP
LEVEL 2

REALIA
LESSON 1

As a wrap-up activity, the teacher can use some realia and have the students categorize them.

They can either lay out some things on a desk, number them with a small card or piece of paper, or
show the students the things as they are sitting and taking notes.

113
For example:

1. Number 1 - a toothbrush
2. Number 2 - a spoon
3. Number 3 - a remote control
4. Number 4 - an alarm clock
5. Number 5 - a bit of dust in a small plastic bag
6. Number 6 - a bowl

The teacher asks the students to write numbers in their exercise books and write the name of the
room where the object can usually be found.

Answers:

1. bathroom
2. kitchen
3. living room
4. bedroom
5. attic
6. kitchen

The teacher checks the students’ answers, and they should have some flexibility with the answers.
Some messy students might have dust in their bedroom or some might have a TV in their bedroom.
The teacher should reward the students who did well (either in the argumentation or who have the
same answer as the answer key).

EVALUATION

The teacher draws a number line on the board and writes 1 and 4 at the two ends. Then they ask
the students to copy the line into their notebooks.
The teacher hands out a printed Nugget character to each of the students and asks them to place it
on the line in their exercise books based on their personal opinion.

Placing Nugget on 1 means that they could have done better. They were tired, it was difficult to
concentrate, or they simply didn’t really enjoy the session for some reason.
Placing Nugget at 4 means that they are happy with themselves and they enjoyed and learnt from
the lesson.
The teacher should encourage the students to use the whole axis of the number line and help the
students who find it difficult to decide. The teacher can ask them how they felt, if they feel they
were okay students and try to highlight something they liked about their performance during the
session. The teacher should feel free to both encourage the ones who placed their Nugget near 1
and praise the ones who put their printed Nugget at higher levels.

114
LESSON 2
Where is Nugget?
(prepositions of place) Math

WARM-UP

BINGO

The teacher can review the vocabulary of the previous lesson and play Bingo. First, they collect
the names of the rooms in the house and the objects that were in them based on the story. Then
they write them on the board, creating a list.

• bedroom: bed, shelf

• bathroom: mirror
• living room: sofa, picture
• attic: boxes, old coat
• kitchen: box, chair, cooker

The teacher asks the students to draw a grid and pick nine words from the board. The students
should fill the boxes in with the chosen words or their drawings. Here is an example:

bed attic chair

bathroom kitchen box

shelf old coat living room

Now let the game begin! The teacher chooses a word from the board and describes it to the
students. They can explain the word to them, give a definition or simply show the picture of the
object. The teacher should make sure that one of the students pronounces the chosen word
correctly. When they have the first word, the students check their Bingo sheet. If they have that
word among the nine, they can cross it out.

The aim of the game is to cross out three words so that they form a line: vertical, horizontal or
LEVEL 2

diagonal.
When a student has a line of three words, they can shout Bingo! Who will be the first to shout
Bingo?
LESSON 2

115
 SESSION

1. HAMSTER IN THE HOUSE

The teacher opens the application and reviews the expressions with the help of the story. The class
can even listen to the story again.

DIFFERENTIATION:
Stronger students can reread the story without the narration. The teacher can create an
organized read-aloud session where students sit or stand in a semi-circle and read the
sentences of the story one after the other.

2. GAMES

The students now can play the first ‘memory’ game from the app together. The teacher calls a
student to the board and have them choose two cards. They encourage them to read or say what
they see. Then they call another student who has a chance to turn a pair up and they continue this
activity until all the cards have been read.

Now they can play the second ‘matching shadows’ game. Before tapping on an object, the teacher
asks the student to say the word out loud. The teacher should make sure they’re encouraging
students and providing positive feedback while correcting their pronunciation.

3. WHERE’S NUGGET?

The teacher plays the third ‘listening quiz’ game and lets the students choose the correct option.
The teacher gives positive feedback when they do well as well as letting them make mistakes,
guess the wrong answer, and reflect on their choice with empathy and understanding. The tea-
cher should have other students explain the correct answer. If a student answered wrong, the
teacher can explain where they made a mistake in their trail of thought.

4. PREPOSITIONS OF PLACE - PRESENTATION

LEVEL 2

The teacher pairs up the students and asks them to go back to the story in the application and
check where Nugget could have been. Where is Aleksei looking for him? The teacher asks the
students to write numbers 1-9 and make a list of the places in their notebooks.
LESSON 2

116
 Answers:

1. under the bed 6. in the coat

2. on the shelf 7. in the kitchen
3. in the bedroom 8. in the box
4. in the bathroom + behind the door (Aleksei
5. under the sofa standing behind the door)

The teacher asks the students to colour-code the prepositions in their notebooks. For example:

• ‘Use green for ‘on’. What are you colouring?’ - On the shelf.
• ‘Use blue for ‘in’. What are you colouring?’ - In the bedroom, bathroom, kitchen, coat, box.
• ‘Use yellow for ‘under’. - Under the bed and the sofa.

Now the teacher gives a chance to students to deduce the meaning. The teacher places the book
on the desk. They say ‘on the desk’ ‘It’s on the desk.’ Then the students should come up with the
translation or mime something similar to show they understand. Then the teacher puts the book
into their bag, then under the chair. They can even put it behind themselves or behind the board.
The teacher should make sure they say the sentences out loud so that the students can hear the
expressions too.

DIFFERENTIATION:
Some students memorize the prepositions better when they can use their body. The
teacher can either bring examples of them such as:

• You’re on the chair. • You’re under the lamp.

• You’re in the classroom. • You’re behind a desk.

Or they can encourage them to use their index finger around their heads to facilitate
understanding.

• For ‘on’, the teacher can ask them to put their index finger on top of their heads.
• For ‘in’, the teacher can ask them to open their mouth and hold their index finger in
their open mouth.
• For ‘under’, the teacher can ask them to place their finger under their chin.
• For ‘behind’, the teacher can ask them to place their finger behind their heads. It can
even be the ‘bunny ears’ with the index and middle fingers.

5. PREPOSITIONS OF PLACE - PRACTICE

The teacher uses a pen and places it on their book. They elicit the word ‘on’ and the expression ‘on
LEVEL 2

the book’. They can expand the expression to a sentence: ‘The pen is on the book.’
Then the teacher places the pen somewhere else. They ask the students where it is and have them
answer.

Now they say a sentence and have the students act upon it.
LESSON 2

• ‘The pen is under the book.’

• ‘The rubber is in the bag.’
• ‘The pen is on the rubber.’ etc…

117
 The teacher checks the execution of the commands and praise the students. If the students are
confident, the teacher can use a wider variety of vocabulary, including other classroom objects.

6. PREPOSITIONS OF PLACE - PRODUCTION

The teacher asks the students to find the printed Nugget they got during the previous lesson and
pairs them up at their desks. Student A closes their eyes and Student B hides Nugget somewhere
near their desk.
When Student A opens their eyes, they guess where Nugget is.
‘He’s under the book.’
‘He’s in the bag.’

Before launching pair work, the teacher can model the exercise with a student and make sure that
all pairs understand the game.

WRAP-UP

TREASURE HUNT

The students go to the back of the classroom and turn their backs onthe teacher so that the teacher
can hide a treasure. It can be a plush animal, a funny note, or even a bag of candies. Now it’s their
turn to find the treasure with the help of questions.

The students shouldn’t move around and should use ‘Is it … ?’ for their questions. If they don’t know
the names of some of the furniture or objects, the teacher can help them out. It might be useful
if, once a student has asked a question, they are sent back to their seat. Only one student should
be speaking at a time, and the teacher should give a chance to underachievers after the first few
guessers so that they don’t feel pressured at the end or simply out of ideas.

DIFFERENTIATION:
If the group is competitive, the teacher can divide them into 2-3 smaller groups and have
them take turns asking questions about the whereabouts of the treasure. The group can help
its members, but needs to stay discreet while discussing the guesses.
LEVEL 2
LESSON 2

118
 EVALUATION

With the help of the prepositions, the teacher can ask the students to evaluate their performance.

• If they are on top of things, they can stand on their chair or place their English book on the desk.
• If they feel okay but not too upbeat, they can stay seated in their comfort zone or place their English
book in their desk.
• If they feel overwhelmed or under the weather, they can sit under their desk or place their English
book under their desk.

When they have made up their minds, the teacher can call for ‘on top’, ‘in comfort zone’ and
‘under the weather’ and the students will raise their hands depending on where they have placed
themselves. The teacher can then comfort the ones under the weather and highlight something
positive about their attitude or classroom performance.

LESSON 3 #

Flowchart of the Lost

Communication Arts & crafts
(creative story creation) and Media

WARM-UP

The teacher can start the lesson with some review questions.

• What is Nugget’s story about? - He’s lost. / Aleksei is looking for Nugget.
• Where is he? - In the hall. / In the house.
• How does Aleksei find him? - With cheese. / He has a good plan.
• Is this a happy story? Why? - Aleksei finds Nugget.
• Have you ever lost something? What?
• What usually gets lost? - A hamster. A dog. Keys. A phone. Glasses…

The students’ ideas of items that can be lost can be written on the board (answers for last
two questions).
LEVEL 2
LESSON 3

119
 SESSION

1. THE PROJECT

The project is introduced to the students with the help of Nugget’s story. The teacher shows them
the printable flowchart, elicits the content, and fills it in with the missing information.

Then they complete the gaps based on the students’ ideas. Where else could Aleksei look for
Nugget?

• behind the lamp

• on the chair

2. WHAT’S LOST?

Now the students can come up with their own story. First of all, ask them to take notes:

is lost!
• room 1:
° place 1:
° place 2:
• room 2:
° place 1:
° place 2:
• room 3:
° place 1:
° place 2:
New plan:

The students fill in the gaps with their own ideas. Here is an example:

My phone is lost!
• room 1: bedroom
° place 1: in the bed
° place 2: on the desk
• room 2: living room
° place 1: under the newspaper
° place 2: behind a pillow
• room 3: kitchen
° place 1: on the table
LEVEL 2

° place 2: in the fridge

New plan: Mom, call me, please!
LESSON 3

120
 DIFFERENTIATION:
If the students aren’t confident enough or they simply prefer to work in smaller groups, the
teacher can let them work in a way that gives them a sense of freedom and sparks creativity.

3. THE FLOWCHART

After handing out the printed flowchart to the students, the teacher explains that they need to fill
in the sheet with the information they brainstormed and jotted down in their notebooks.

Then they can illustrate their story and decorate their sheet to match the events of the story.

DIFFERENTIATION:
With creative students the teacher can ask them to leave out the ‘new plan’ section and
draw that only into their notebooks. In this case once the flowcharts are exhibited and peer
reviewed, students can come up with ideas for the new plan.
The teacher can hand out post-it notes and encourage students to fill in the gaps of each
flowchart by suggesting a plan. Who has the best solution? Who had the same solution as
the author? Discuss at the end of the peer review.

WRAP-UP

When they have finished their flowcharts, they can be placed on the board, creating an exhibition.
The students can read the stories through and open discussions on the ideas.

DIFFERENTIATION:
If the project is challenging for the students, they can use the last minutes of the lesson
to help each other out.
The teacher hands out a sheet for each flowchart or post-it notes to students. This way
the students can easily give written feedback to each project.
The students look at each other’s flowcharts and provide feedback and ideas either on
the sheet of paper or on the post-it notes. Then it will definitely be easier to finish them
after the lesson.
LEVEL 2
LESSON 3

121
 EVALUATION

The teacher asks the students to think of something positive about the lesson. Here are some
questions that might help them reflect on their learning and attitude:

• Why am I proud?
• What did I do well?
• Who did I help?
• What good idea did I have?
• What did I enjoy the most?

CONDENSED 3 IN 1 LESSON Math Literature

WARM-UP

PICTIONARY

The teacher lays out the ‘Pets’ flashcard set (see Appendix) upside down so that the students can’t
see the pictures. They call a student and ask them to pick a card, then ask them to draw the picture
on the board. During the drawing, other students can guess the word. If someone has a guess, they
raise their hand and the teacher calls one of those students to say the word. When they find out the
word, the teacher calls another student to draw another pet on the board.

They continue the game until ‘a picture of a hamster’ is on the board. Then the teacher asks what
pet will be in the story of the day.

‘I have a book for you. It’s about a pet. What pet is the book about? Is there a dog in the book?’

The teacher asks the students to vote for the pet they believe will be in the story.

‘Who says it’s a dog? Raise your hand. (counting) Four students. Okay. What about a cat?’

The teacher writes the number of votes next to the pictures of the pets onto the board.

122
 SESSION

1. BOOK COVER

The teacher opens the BOOKR Class application and looks for the book ‘Hamster in the House’ and
then shows the cover to the students. They ask what the students can see on the cover of the book
before opening the story. Here are some sample questions with possible answers:

• ‘What pet is in the story?’ - A hamster.

• ‘Can you see the hamster?’ - Yes. There!
• ‘Who is this?’ (pointing at the boy) - A boy. It’s the boy’s hamster. / He has a hamster.
• ‘What else can you see?’ - A box. / A cage. A wheel. Carrots!
• ‘Is the boy happy?’ - No. He’s sad.
• ‘Why?’ - The hamster is missing. Where is the hamster, he thinks.
• ‘Where is the hamster?’ - Not in the cage. In the house. / At home.
• ‘Let’s read this story and find out.’

2. DIALOGIC READING

The teacher opens the BOOKR Class book, preferably projected, watches the story with the
students, and stops the book from time to time.

The teacher can stop at the end of page 2 and ask the students (some of) the following questions.

• What’s this? (point at cage) - It’s a cage.

• Whose cage is it? - Nugget’s.
• Where is Nugget? - Outside. In the house.
• Why is he in danger? - Because of the cat. / The cat can catch him / eat him.
• Is this cat dangerous? What do you think?

They can stop at page 4 after the second sentence and ask the following questions.

• This boy is Aleksei. Where is he now? - In the bedroom.

• Where is he going next? - (students guess) The kitchen. / The garden. / To the bathroom.
- Okay, let’s see.

After reading the next part about the bathroom, the teacher can reflect on the students’ previous
answers. Who guessed it right?

Then they can stop at the end of page 6 for the following questions:

• Is Nugget under the sofa? What do you think? - Yes. / No, he isn’t.
• Where is he then? What do you think?
LEVEL 2

The teacher should let the students brainstorm, and if they mention a place that has already been
mentioned in the story, ask them to recall that room and the furniture where Aleksei was looking
for Nugget.
CONDENSED

They can also stop after the sentence ‘New plan.’ at page 9 and ask the following questions.

123
 • What is the new plan? How can the cheese help? - The teacher lets the students think of the
relationship between the cheese and Nugget, as well as the plan itself. What will he do with the
cheese? Will that plan work? The teacher should allow the students to use their native language if
they feel too intimidated.

They can stop at the end of page 10 to ask the students what ‘Phew.’ means here. Why does
Aleksei say that? When do your students usually say something similar in their native language?
Then they can ask the students if this plan will work and let them guess and explain. The teacher
can allow the students to use their native language if they feel too intimidated.

The teacher can stop after page 12 and ask the students if they think Nugget met the cat. If so,
what happened? If not, why not? Why do you think so? (He looks fine. / He’s not hurt…)

3. PREPOSITIONS OF PLACE - PRACTICE

The teacher uses a pen and places it on their book. They elicit the word ‘on’ and the expression ‘on
the book’. They can expand the expression to a sentence: ‘The pen is on the book.’
Then the teacher places the pen somewhere else. They ask the students where it is and have them
answer.

Now they say a sentence and have the students act upon it.

• ‘The pen is under the book.’

• ‘The rubber is in the bag.’
• ‘The pen is on the rubber.’ etc…

The teacher checks the execution of the commands and praises the students. If the students are
confident, the teacher can use a wider variety of vocabulary, including other classroom objects.

4. PREPOSITIONS OF PLACE - PRODUCTION

The teacher hands out a printed Nugget (see Appendix) to each of the students and pairs them up at
their desks. Then they ask Student A to close their eyes and Student B to hide Nugget somewhere
near their desk.
When Student A opens their eyes, the teacher has them guess where Nugget is.
‘Is he under the book?’
‘Is he in the bag?’

WRAP-UP
LEVEL 2

REALIA

As a wrap-up activity, the teacher can use some realia and have the students write their names
CONDENSED

down. For example, these objects can be: a pen, a pencil, a rubber, book, pencil case.

124
The teacher makes sure that the objects are placed in the classroom in a way that can be described
with the prepositions covered in the book. First, the teacher checks the English names of the objects
with the students, then asks the following questions:

‘Where is the pen?’

‘Where is the pencil?’

‘Where is the rubber?’

‘Where is the book?’

‘Where is the pencil case?’

The students’ task is to write down the answers in full sentences.

Some possible correct answers:

1. The pen is under the book.

2. The pencil is in the pencil case.
3. The rubber is behind the pencil case.
4. The book is on the desk.
5. The pencil case is on the book.

How many students managed to write down all the sentences correctly?

HOMEWORK

The teacher can assign the games after the story in the BOOKR Class app.

EVALUATION

The teacher draws a number line on the board and writes 1 and 4 at the two ends. Then they ask
the students to copy the line into their notebooks.
The teacher has the students look for their printed Nugget and asks them to place them on the line
in their exercise books based on their personal opinion.

Placing Nugget on 1 means that they could have done better. They were tired, it was difficult to
concentrate or they simply didn’t really enjoy the session for some reason.
LEVEL 2

Placing Nugget at 4 means that they are happy with themselves and they enjoyed and learnt from
the lesson.
The teacher should encourage the students to use the whole axis of the number line and help the
CONDENSED

students who find it difficult to decide. The teacher can ask them how they felt, if they feel they
were okay students, and try to highlight something they liked about their performance during the
session. The teacher should feel free to encourage both the ones who placed their Nugget near 1
and praise the ones who put their printed Nugget at higher levels.

125
1. PETS FLASHCARDS Lesson 1 Warm-up

DOWNLOAD
the worksheets here!

LEVEL 3
APPENDIX

126
1. PETS FLASHCARDS Lesson 1 Warm-up

LEVEL 2
APPENDIX

127
2. ROOMS IN THE HOUSE Lesson 1 Session

LEVEL 2
APPENDIX

128
2. ROOMS IN THE HOUSE Lesson 1 Session

LEVEL 2
APPENDIX

129
2. ROOMS IN THE HOUSE Lesson 1 Session

LEVEL 2
APPENDIX

130
3. NUGGET Lesson 1 Evaluation

LEVEL 2
APPENDIX

131
4. THE PROJECT Lesson 3 Session

Are you
Oh no! Where are ?
you ?
?

is lost! No!

Are you
?

?
is back!

No!

Are you
?

?
LEVEL 2

AN !
E W PLA N
APPENDIX

No!

132
4. THE PROJECT Lesson 3 Session

?
LEVEL 2
APPENDIX

133
 - LE VE L 3 -
A1 - beginner

ACCORDING TO CEFR, learners at this level can understand and use familiar everyday
expressions and very basic phrases in concrete situations (e.g. asking for something). They can
introduce themselves and others and can ask and answer questions about personal details and
basic preferences (e.g. hobbies). They can interact in a simple way if the other person talks slowly
and clearly and is prepared to help.

BOOKR LEVEL 3 is intended for beginner learners who want to improve their confidence with
the basics of the English language. The books at this level aim to enhance reading skills, expand
vocabulary, and provide examples of level-appropriate grammar structures to establish a basic
knowledge of the language and improve comprehension of simple phrases and expressions related
to everyday situations. The games help learners to express their basic needs, ask and answer basic
questions and talk about their interests and hobbies.

THE LANGUAGE OF THE BOOKS contains a wider range of high-frequency words related
to the immediate environment, everyday situations of learners, and a wider scope of the world.
There are also several so-called form-focused books focused on easy-to-understand instances
of grammar structures (e.g., present simple, present continuous, past simple). The sentences and
texts offer a broader range of vocabulary and grammar structures, but they are still linear and easy
to follow. At this level, most books are coherent stories (fiction or non-fiction) with logical links
that improve learners’ comprehension and cognitive skills.

THE BOOKS mainly consist of modern fiction, classic stories, dialogues and conversations, and
non-fiction texts about the world.

THE GAMES focus more explicitly on comprehension checks, vocabulary building, grammar
practice, general language proficiency, and communicative and cognitive skills. Some of the games
are similar to those found in textbooks to help learners prepare not only for using the target
language but also for succeeding in the classroom.

EXAMPLES:
• The Senses Gala - form-focused picture book (senses, body parts, CLIL)
• Peter Pan - meaning-focused classic literature
• Rita and the Bully Boys - meaning-focused modern fiction (bullying, SEL)
• The Knight of the Holy Grail - form-focused classic story (past simple, Sir Galahad, CLIL)

134
 ARE PEOPLE THE BEST?
UNIT OVERVIEW

• RUNTIME: 3 min FOCUS OF BUILT IN GAMES:

• WORD COUNT: 162 • Vocabulary - Let’s + verb
• AGE: 6-10 • Listening - can (interrogative)
• PROFICIENCY LEVEL: Level 3 / A1 / beginner • Vocabulary - grouping body parts
• NARRATION: British English

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 3
LESSON 1

135
 LESSON 1
What can animals do?
(animals and activities vocabulary) Biology P.E. Arts & crafts Drama

WARM-UP

ANIMAL SHOW GAME

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

1. OK GAME

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.

2. JUMP LIKE A RABBIT!

The teacher gives a new instruction:

T: “You are a rabbit. Jump like a rabbit. What other animal can jump?”
LEVEL 3

S: “A frog.”
T: “Yes, a frog can jump. You are a frog. Jump like a frog.”
LESSON 1

136
3. 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.

4. RESCUE GAME

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.

Example conversation:

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.

5. FIND OUT THE RULE

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.

137
6. 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.

7. WHO AM I?

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

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 3

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

138
 LESSON 2
Are People the Best?
(reading and listening, parts of the body) Drama Literature P.E. Biology

WARM-UP

MORNING EXERCISES

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

1. VOCAB RECAP

The teacher shows the animal flashcards and asks the students what animals they are and what
they can do.

2. LET’S FIND THE REASON WHY!

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?”

S: “Because he has got long legs.”
LEVEL 3
LESSON 2

139
3. PEOPLE OR ANIMALS? - ACTIVITY 3 (PAGE 13)

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. ARE PEOPLE THE BEST?

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.

5. GUESSING GAME: WHO IS TELLING THE STORY?

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.

140
6. 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.

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

The students form sentences based on the chart. (Rhinos can stomp their
feet., Seals can dive.)

WRAP-UP
LEVEL 3

THE NOISY GAME

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
LESSON 2

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.

141
 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
We are great!
Music Drama Biology P.E.
(drama play and personal opinion)

WARM-UP

SONG: HEAD, SHOULDERS…

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

1. HAVE YOU GOT A GOOD MEMORY?

LEVEL 3

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. After
a few examples the teacher encourages the students to take over the teacher’s task.
LESSON 3

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.

142
2. ARE PEOPLE THE BEST?

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.

3. ACTING

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.

4. WHO IS THE BEST? PEOPLE OR ANIMALS?

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?

LEVEL 3

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.

143
 EVALUATION

The teacher evaluates the students’ efforts and emphasises their strengths and positive attitude.

CONDENSED 3 IN 1 LESSON
Literature P.E. Biology

WARM-UP

OK GAME

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!

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 3
CONDENSED

144
 SESSION

1. ARE PEOPLE THE BEST?

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.

2. GUESSING GAME: WHO IS TELLING THE STORY?

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.

3. 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.

145
 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

The students form sentences based on the chart. (Rhinos can stomp their feet., Seals can dive.)

4. WHO IS THE BEST? PEOPLE OR ANIMALS?

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 3
CONDENSED

146
 WRAP-UP

THE NOISY GAME

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 3
CONDENSED

147
1. ANIMAL FLASHCARDS Lesson 1 Warm-up

DOWNLOAD
the worksheets here!

LEVEL 3
APPENDIX

148
1. ANIMAL FLASHCARDS Lesson 1 Warm-up

LEVEL 3
APPENDIX

149
1. ANIMAL FLASHCARDS Lesson 1 Warm-up

LEVEL 3
APPENDIX

150
2. WORD CARDS Lesson 1 Activity 5.

KANGAROO BIRD

PARROT DOLPHIN

CHEETAH MONKEY
LEVEL 3

RHINO ELEPHANT
APPENDIX

151
2. WORD CARDS Lesson 1 Activity 5.

SEAL PENGUIN

JUMP FLY

SWIM RUN
LEVEL 3

STOMP DIVE
APPENDIX

152
2. WORD CARDS Lesson 1 Activity 5.

TALK WRITE

LEVEL 3
APPENDIX

153
3. PUPPET CREATION Lesson 1 Wrap-up

LEVEL 3
APPENDIX

154
3. PUPPET CREATION Lesson 1 Wrap-up

LEVEL 3
APPENDIX

155
4. ACTIVITY CARDS Lesson 2 Activity 5.-6.

LEVEL 3
APPENDIX

156
4. ACTIVITY CARDS Lesson 2 Activity 5.-6.

LEVEL 3
APPENDIX

157
4. ACTIVITY CARDS Lesson 2 Activity 5.-6.

LEVEL 3
APPENDIX

158
5. GUESSING GAME Lesson 2 Activity 5.

LEVEL 3
APPENDIX

159
5. GUESSING GAME Lesson 2 Activity 5.

LEVEL 3
APPENDIX

160
 THE STONE SOUP
UNIT OVERVIEW

• RUNTIME: 4 min FOCUS OF BUILT IN GAMES:

• WORD COUNT: 339 • Reading comprehension: true or false?
• AGE: 6-10 • Vocabulary, ingredients of the stone soup:
• PROFICIENCY LEVEL: Level 3 / A1 / beginner matching text to picture

• NARRATION: British English • Grammar, some or any: quiz

• Vocabulary, dinner: word search

It’s winter. A soldier walks to the village. He’s hungry, but he doesn’t have any food. Then he
finds a stone. This gives the soldier an idea!

GRAMMAR STRUCTURES: TOPIC (VOCABULARY):

pronouns and determiners (some, any) food and drinks, village, soldier, hungry, food,
stone, soup, idea, magic, kitchen, salt, pepper,
sausage, vegetable, eat, friends
NEEDED MATERIALS & EQUIPMENT:
Appendix (cards, worksheets), notebook, pen

LEVEL 3
LESSON 1

161
 LESSON 1
What’s in the shopping bag?
(ingredients) Biology Economics

WARM-UP

SHOPPING SPREE

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

1.
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: carrot, tomato, chicken, beef, salt, pepper, onion, chocolate, milk, cheese, bread, spaghetti, banana,
apple, 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

2. SURVEY

The teacher projects five jumbled sentences onto the board and asks the students to put the
LESSON 1

words into the correct order. The teacher asks the students the meaning of the words ‘healthy’
and ‘ingredients.’

162
 The sentences:
What is your favourite food item?
Is it cheap or expensive?
What food items don’t you like?
Name a healthy food item.
What do you put in a sandwich?

3. MINGLE

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 favourite food item. The students mingle and carry out
the survey by asking each other. The teacher asks some follow-up questions about their answers,
including whether the students have found anything that they have in common.

DIFFERENTIATION:
The teacher can help the the students collect answers by giving an example.

QUESTION NAME ANSWER

What is your favourite food item?

Is it cheap or expensive?

What food items don’t you like?

Name a healthy food item.

What do you put in a sandwich?

Do you like ?

4. SHOPPING LIST
LEVEL 3

The teacher asks some questions about spaghetti bolognese:

• Whose favourite dish is spaghetti bolognese?

• Who doesn’t like it?
• Is it cheap or expensive to prepare?
LESSON 1

• Do you think it’s healthy?

163
 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, and then 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: carrot, tomato, chicken/beef, salt, pepper, onion.

5. COUNTABLE AND UNCOUNTABLE ITEMS

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 of those
ingredients into the correct basket.

DIFFERENTIATION:
For more practice, the students can sort more picture cards into
the categories from the first activity.

6. DOMINOES

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
places a domino piece next to another domino piece that matches the picture or word on it, and
then 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 also be played in smaller groups with more sets of dominoes
to practise the vocabulary items as well as countable and uncountable nouns.

7. THERE’S SOME RICE IN THE KITCHEN

LEVEL 3

The students work in pairs to practise the countable and uncountable nouns. The teacher
puts the three incomplete sentences on the board before explaining the rules and asking the
students to fill in the gaps with the given words.
LESSON 1

164
 banana / bread / bananas
There is a … in the kitchen.
There are five … in the kitchen.
There is some … in the kitchen.

Now the students complete the following sentences in pairs. The questions can be projected onto
the board or the teacher could read the incomplete sentences out loud before the students in pairs
fill in the missing parts of the sentences.

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.

8. WHAT’S IN THE PANTRY?

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.

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

DO YOU PREFER

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

165
Do you prefer…
ketchup OR mayo?
to only eat fish OR to only eat chicken?
to eat cheese all the time OR to eat chocolate all the time?
to give up sugar OR to give up salt?
to only drink water OR to only drink soda?
to never eat cake OR to never eat ice cream?
to 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 everything with
mayo.

EVALUATION

The teacher draws three shopping baskets. The students who feel confident about the new
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.

LEVEL 3
LESSON 1

166
 LESSON 2
The Stone Soup
(story reading) Literature History

WARM-UP

MISTY FOREST

Today we’re going on a trip to a village! To get to the village, we have to go through a dark 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 review some directions before starting the game:
Stop, Turn to the left, Go straight, etc.

SESSION

1. SETTING

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 on sticky notes describing how someone would feel in that place.
After writing down their thoughts, they place these sticky notes around the pictures.

DIFFERENTIATION:
The teacher asks students to compare the two settings.

167
2. THE CHARACTERS

The teacher opens the BOOKR Class Classroom app and projects page 5 onto the board without
the narration or text-highlighting. Then the teacher asks the following questions:

• Who are these people? How old are they? Where are they from? (The students guess.)
• Where are they? What is their relationship with each other? (The students guess.)
• What are they doing? (The students guess.)

3. THE SOLDIER’S IDEA

The teacher opens the BOOKR Class Classroom app and starts the story with illustration and
narration. At the end of page 3, the teacher stops reading and asks the following question: ‘What
might the soldier’s idea be?’ The teacher has the students share their guesses. How many of them
came up with the correct idea?

4. STONE SOUP

The teacher continues reading the story, and stops the book at the end of page 5. The soldier
needs water for the soup. What makes a nice soup? The teacher has the students guess what else
the soldier might need for the soup. The students share their ideas and the teacher writes all of
them on the blackboard. After that, the teacher continues playing the book and stops it again at
the beginning of page 9. The soup is ready now. It’s time to turn back to the blackboard and check
how many ingredients the students guessed correctly.

5. TRUE OR FALSE

The teacher and the students finish reading the book together. In order to check the students’
understanding of the story, the teacher has them do the first exercise from the application (true
or false). It’s best to do this projected on the board so that each sentence can be dragged into
the correct group by a different student.
LEVEL 3

6. SOME AND ANY

The students read the sentences from the worksheet (Appendix), then the teacher plays the
LESSON 2

seventh page of the story from the BOOKR Class Classroom app again. The students fill in the
gaps.

168
 “But I need some sausages.”
“Hmm, do you have any vegetables?”

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 and 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 it doesn’t have a plural form.
3. 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 can put some potatoes in the soup.

7. ON THE PLATE, THERE’S A/AN...

The teacher projects a picture of five dishes onto the board: sandwich, hamburger, hot dog, 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 what the most popular British dish is? Yes, it is
fish and chips! What’s the difference between chips and fries?

8. WE WANT TO MAKE A/AN…

The teacher places all of the flashcards (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 flashcards 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.

169
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 ask the students about other ingredients which could be added to the dishes in
order to review vocabulary.

WRAP-UP

ROLE-PLAY

The old lady wants to make another soup. 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 a picture of their pantry 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.

LEVEL 3
LESSON 2

170
 LESSON 3
Sharing is caring
Drama Arts & crafts
(moral of the story)

WARM-UP

FRIDGE DRAWING

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 drawn or what has been drawn?

SESSION

1. ABC FOOD ITEMS

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 more letters they
can use for a word, the better. The group which uses the most letters of the alphabet wins.

2. WHAT IS IN THE STONE SOUP?

Now it’s time to review the food items that the soldier needed for the soup. The teacher opens
the BOOKR Class Classroom app to page 13, preferably projected onto the board, and has the
students do the matching activity. Each word can be dragged to the correct picture by a different
student.

3. SHARING
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

171
4. RECIPE FOR THE STONE SOUP

In every family, there is a special, old recipe. Grandparents never forget to share it with their
grandchildren. Let’s see 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.

5. ONE AFTER THE OTHER

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.

DIFFERENTIATION:
The students can act out following the recipe as if they were in a cooking show.

6. RECIPE WRITING

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 for the recipe.

DIFFERENTIATION:
The students can illustrate the recipes.

During the writing process, the teacher monitors the students’ work and helps them formulate
LEVEL 3

grammatically correct sentences. At the end of the activity, the recipes are displayed in the
classroom.
LESSON 3

172
 WRAP-UP

MY STONE

We can share food items with each other. But we know a lot of other ways to help too. 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 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.

CONDENSED 3 IN 1 LESSON 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
LEVEL 3

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.
CONDENSED

173
 SESSION

1. THE CHARACTERS

The teacher opens the BOOKR Class Classroom app and projects page 5 onto the board without
the narration or text-highlighting. Then the teacher asks the following questions:

• Who are these people? How old are they? Where are they from? (The students guess.)
• Where are they? What is their relationship with each other? (The students guess.)
• What are they doing? (The students guess.)

2. THE SOLDIER’S IDEA

The teacher starts to play the story with illustration and narration. At the end of page 3, the
teacher stops reading and asks the following question: ‘What might the soldier’s idea be?’ The
teacher has the students share their guesses. How many of them came up with the correct idea?

3. STONE SOUP

The teacher continues reading the story, and stops the book at the end of page 5. The soldier
needs water for the soup. What makes a nice soup? The teacher has the students guess what
else the soldier might need for the soup. The students share their ideas and the teacher writes
all of them on the blackboard. After that, the teacher continues the book and stops it again at the
beginning of page 9. The soup is ready now. It’s time to turn back to the blackboard and check how
many ingredients the students guessed correctly.

4. TRUE OR FALSE

The teacher and the students finish reading the book together. In order to check the students’
understanding of the story, the teacher has them do the first exercise from the application (true or
false). It’s best to do this projected on the board so each sentence can be dragged to the correct
group by a different student.
LEVEL 3

5. SOME AND ANY

The students read the sentences from the worksheet (Appendix), then the teacher plays the
CONDENSED

seventh page of the story from the BOOKR Class Classroom app again. The students fill in the
gaps.

174
 “But I need some sausages.”
“Hmm, do you have any vegetables?”

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 and 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 it doesn’t have a plural form.
3. 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 can put some potatoes in the soup.

6. SENTENCE COMPLETION

Now the students complete the following sentences in pairs. The questions can be projected onto
the board, or the teacher could read out loud the incomplete sentences before the students in
pairs fill in the missing parts of the sentences.

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.

WRAP-UP
LEVEL 3

MY STONE

We can share food items with each other. But we know a lot of other ways to help too. This is why
we’re such a great team. The teacher gives each student a stone-shaped piece of paper and asks
CONDENSED

them to write down something positive about themselves or something they’re good at. How can
they help the others? What can they share?

175
 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
CONDENSED

176
1. SHOPPING SPREE LESSON 1 Warm-up

DOWNLOAD
the worksheets here!

LEVEL 3
APPENDIX

177
1. SHOPPING SPREE LESSON 1 Warm-up

LEVEL 3
APPENDIX

178
1. SHOPPING SPREE LESSON 1 Warm-up

LEVEL 3
APPENDIX

179
1. SHOPPING SPREE LESSON 1 Warm-up

RICE

LEVEL 3
APPENDIX

180
1. SHOPPING SPREE LESSON 1 Warm-up

SALT

LEVEL 3
APPENDIX

181
2. DOMINOES LESSON 1 Task 8.

A BANANA AN ONION (SOME)

CHOCOLATE

(SOME) AN APPLE (SOME)

MILK BEEF

(SOME) A CARROT (SOME)

CHEESE BREAD
LEVEL 3
APPENDIX

182
2. DOMINOES LESSON 1 Task 8.

(SOME) A POTATO (SOME)

YOGURT TOMATOES

(SOME) (SOME) (SOME)

CHICKEN CELERY RICE

RICE

(SOME) (SOME)
APPLES ONIONS
LEVEL 3
APPENDIX

183
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

184
3. WHAT’S IN THE PANTRY? LESSON 1 Task 10.

PANTRY C

PANTRY D

LEVEL 3
APPENDIX

185
4. DO YOU PREFER…? LESSON 1 Wrap-up

Do you prefer…
1. ketchup OR 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?

Do you prefer…
1. ketchup OR 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?

Do you prefer…
1. ketchup OR 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?
LEVEL 3
APPENDIX

186
5. SETTING LESSON 2 Task 1.

LEVEL 3
APPENDIX

187
5. SETTING LESSON 2 Task 1.

LEVEL 3
APPENDIX

188
6. SOME AND ANY LESSON 2 Task 6.

1. SOME OR ANY?
“But I need ….. sausages.”
“Hmm, do you have ….. vegetables?”

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 can put in _______ potatoes.

1. SOME OR ANY?
“But I need ….. sausages.”
“Hmm, do you have ….. vegetables?”

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 can put in _______ potatoes.

1. SOME OR ANY?
“But I need ….. sausages.”
“Hmm, do you have ….. vegetables?”

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 can put in _______ potatoes.

1. SOME OR ANY?
“But I need ….. sausages.”
LEVEL 3

“Hmm, do you have ….. vegetables?”

2. SOME OR ANY?
1. Have you got _______ tomatoes?
APPENDIX

2. I need _______ milk.

3. There isn’t _______ salt in the soup.
4. I can’t find _______ bananas.
5. We can put in _______ potatoes.

189
7. ON THE PLATE, THERE’S A / AN … LESSON 2 Task 7.

LEVEL 3
APPENDIX

190
7. ON THE PLATE, THERE’S A / AN … LESSON 2 Task 7.

LEVEL 3
APPENDIX

191
7. ON THE PLATE, THERE’S A / AN … LESSON 2 Task 7.

HAMBURGER
SANDWICH

HOT DOG
LEVEL 3
APPENDIX

192
7. ON THE PLATE, THERE’S A / AN … LESSON 2 Task 7.

SALMON SALAD

APPLE PIE

CHICKEN
WITH FRIES
LEVEL 3
APPENDIX

193
 EXAMPLE: HAVE YOU GOT ANY…? 8.

Ingredients:
salt
▢ carrots
ROLE PLAY

▢ potatoes
▢ meat
▢ basil pepper

▢ salt and pepper

194
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

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

LEVEL 3
APPENDIX

195
 - L EVE L 4 -
A1-A2 - elementary

The A1-A2 transition is a slow process and is not defined in CEFR, yet most language textbook
publishers sacrifice a complete textbook for the advancement from A1 to A2. While A1 is the
beginner stage, A2 is the pre-intermediate level, where learners become confident basic users
of the English language.

BOOKR LEVEL 4 is designed for beginner learners who seek to improve their language skills in
everyday situations and aspire to use English functionally in both receptive (listening, reading) and
productive skills (speaking, writing). The books in this level aim to provide examples for the flow of
texts and conversations while enhancing language skills.

THE LANGUAGE OF THE BOOKS consists of high-frequency words related to the

immediate environment, everyday situations of learners as well as a wider scope of the world such
as environmental protection, biographies and classic stories of world literature. There are several
form-focused books that concentrate on easy-to-grasp occurrences of grammar structures (e.g.
past simple, present perfect). The meaning-focused books provide simpler authentic examples with
some linking words and complex sentences, while form-focused books emphasize the occurrence
of a certain structure or vocabulary items. The coherence and cohesion of the texts at this level are
strong, and the events and messages are more explicit, but leaving some space for interpretation and
improvement of higher-order thinking skills.

THE BOOKS mainly consist of modern fiction, classic stories, dialogues and conversations, and
non-fiction texts about people and the world, including biographies, environmental protection, and
stories that provoke critical thinking and social-emotional skills.

THE GAMES in this level are focused more explicitly on comprehension checks, vocabulary
building, grammar practice, general language proficiency, and communicative skills. Some games are
textbook-type exercises to familiarize learners with such activities and support their performance in
the classroom.

EXAMPLES:
• Johnny Appleseed - meaning-focused classic story (American folktale)
• The Nian Monster - meaning-focused modern story (Chinese New Year)
• Meet Viktor - form-focused picture book (appearance, looks)
• Dodo - meaning-focused encyclopedia-like story (extinction of the dodo bird)

196
 HOUSEWORK MY WAY
UNIT OVERVIEW

• RUNTIME: 4 min FOCUS OF BUILT IN GAMES:

• WORD COUNT: 442 • vocabulary matching
• AGE: 6-10 • verb + noun matching
• PROFICIENCY LEVEL: Level 4 / A1-A2 / • grammar (word ordering in present perfect)

elementary • grammar quiz with communicative focus

• NARRATION: British English

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): GRAMMAR STRUCTURES:

housework, cleaning, tidy, robot, help, household present perfect, can
chores, home, wash, dishes, mop, fold, iron, NEEDED MATERIALS & EQUIPMENT:
vacuum, carpet, dirty, sink, sharing, bucket, cleaner, Sharing the Housework flashcard set, Appendix
polite requests, need, favour, asking, place of living (worksheets, cards, sentences), coloring pencils

LEVEL 4
LESSON 1

197
 LESSON 1
Who’s in the house?
(household chores) Economics Ethics and
Philosophy

WARM-UP

COHABITATION

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.
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

kitchen curtains TV Jacuzzi

dining room carpets PlayStation pets
LEVEL 4

attic (bunk) beds security camera plants

garage sofa fridge fruit trees
cellar mirrors freezer garden
pantry dining table iron terrace
LESSON 1

bathroom armchair washing machine lawn

198
2. WE’RE ALL IN THIS TOGETHER

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.

3. WORK, WORK, WORK, WORK, WORK

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
8. to do the ironing 19. to wash the clothes
LEVEL 4

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

199
 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.

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.

4. WHO’S RESPONSIBLE?

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.

200
5. HOUSEHOLD RULES

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

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).

201
 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
(present perfect) Economics Literature

WARM-UP

SHARED RESPONSIBILITIES

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

1. HOUSEWORK MY WAY
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)
before pairing the two parts of the expressions (Activity 2).
LESSON 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

202
2. WHAT WAYS?

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.’

3. EMILY’S WAY OF DOING THE HOUSEWORK

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
4.
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.

5. PRESENT-PERFECT PRESENTATION

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.

203
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. /
I have washed the dishes.
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.

204
 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

6. HAVE YOU … ?

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.

7. 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.

205
 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

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.

206
 LESSON 3
A green household
(environmental protection, consciousness) Biology Economics

WARM-UP

THE CINDERELLA OF THE HOUSE

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

1. THE GREEN CINDERELLA

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.
Play the guessing game as 20 Questions.

2. HOW TO GO GREEN

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.

207
 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.

3. WHAT FOR?

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.

4. CALL TO ACTION

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:
• a message or motto (a catchy phrase)
LEVEL 4

• a CTA (call to action) instruction

• colours
• illustrations
as well as sets a time limit and plans a schedule, e.g.:
LESSON 3

• brainstorming ideas: texts and decorations;

• planning the layout;
• creating the poster.

208
 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.

5. JUST DO IT!

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?

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 about going green.
LESSON 3

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.

209
 CONDENSED 3 IN 1 LESSON
Economics

WARM-UP

COHABITATION

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

1. 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

Some students have pictures of the chores, while others have their vocabulary items.
LEVEL 4

Their task is to match the pictures to the vocabulary items and sit down together in pairs.
CONDENSED

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.

210
2. WHO’S RESPONSIBLE?

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?

3. HOUSEHOLD RULES

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.

4. HOUSEWORK MY WAY

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

5. EMILY’S WAY OF DOING THE HOUSEWORK

LEVEL 4

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
CONDENSED

are encouraged to guess who the other character is.

211
 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.

6. 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.

7. PRESENT-PERFECT PRESENTATION

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.

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.

212
Then the teacher allocates some time for the students to complete the second chart and trans-
form the sentences in pairs.

(+) (-) (?)

I haven’t washed the Have you washed the Yes, I have. /
I have washed the dishes.
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

213
8. HAVE YOU … ?

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.

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.

9. 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.

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

214
 WRAP-UP

THE INTERVIEW

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

215
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

216
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.

SUBJECT AUXILIARY VERB PAST PARTICIPLE ...

I have washed the dishes.

Now let’s see how it works. Complete the chart with the sentences. If necessary, transform them.

(+) (-) (?)

I have washed the dishes.

She hasn’t cooked. No, she hasn’t.

Have they started working?

LEVEL 4

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

APPENDIX

217
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

218
 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
WHAT HAVE YOU DONE RECENTLY?

219
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.

220
WHEN YOU SET THE TABLE, USE CLOTH NAPKINS.
LESSON 3
Task 2.

APPENDIX LEVEL 4
 4.
HOW TO GO GREEN

COLLECT THE RUBBISH SELECTIVELY.

221
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.

222
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.

223
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.

224
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.

225
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
 STUDY WITH ME
UNIT OVERVIEW

• RUNTIME: 5 min 9 sec FOCUS OF BUILT IN GAMES:

• WORD COUNT: 414 • things for studying - vocabulary labelling
• AGE: 8-12 • reading comprehension quiz
• PROFICIENCY LEVEL: Level 4 / A1-A2 / • tips for studying - matching sentences

elementary • film set decoration - fun shadow game

• NARRATION: American English

Léo shares some useful tips about how to study. Let’s watch his new vlog and learn something new!

GRAMMAR STRUCTURES: present simple, information, online, look for, mute, homework,
present continuous, imperative, can walk, fresh air, library, grade, history, take notes,
TOPIC (VOCABULARY): draw, color in, words, fidget spinner, act out, alone,
studying, school, education, self-management, listen, music, record, voice, tip, sleep, comment,
vlogging, channel, today, first, place, important, video
remember, need, food, fruit, nuts, energy, drink, NEEDED MATERIALS & EQUIPMENT:
water, bedroom, love, understand, desk, alarm, Appendix (worksheets), notebook, pen, projector,
minutes, take a break, start again, phone, friends, tablet / smartphones, sheets of paper

LEVEL 4
LESSON 1

226
 LESSON 1 #
A New Beginning
(reflecting on experiences) Communication
and Media

WARM-UP

FAVOURITE SCHOOL SUBJECT

The teacher asks the students to think of their favourite school subject and the reason why.
Then the students are asked to stand up and ask each other what their favourite subject is and
stand in groups according to their answer.

DIFFERENTIATION:
If needed, the teacher can write the question on the board and quickly review the school subjects
with the students.

Once all the students are standing with peers who have the same preference, they can share
within the group why they love that particular subject.
Finally, the teacher asks each group about their preferences and their reasons. After they
answer they can take a seat and the teacher can conclude that reflecting on preferences and
thinking about learning can help a lot and that this will be the topic of the lesson that day.

SESSION

1. REFLECTIONS

The teacher hands out the worksheet (Appendix) and explains that they are going to reflect on
previous lessons and do some self-reflection. The teacher draws the four boxes on the board and
writes the title and helping question for each.

ME ME
Write something What could you do better?
positive about yourself. What are your plans?

LESSON LESSON
Write something positive What changes would you suggest?
about the lessons.

227
In the first box ( ) the students should write anything positive about themselves as
students.

In the second box ( ) the students need to write some changes they are planning to make.
The teacher highlights that it is not about the mistakes, faults, and flaws but the ways we can
improve.

In the third box ( ) the students need to write anything positive about the English
lessons.

In the fourth box ( ) the students need to write some changes they would enjoy in
the English lesson.

The teacher prepares their own reflections in advance so that they can provide examples for
students, such as:

I really liked the Christmas lesson

we spent together.

I think we should do more revision

before the tests.

It is useful to set an alarm in order to keep the activity within reasonable time limits.
Otherwise, a whole lesson could be sacrificed for a whole group discussion about the students’
experiences and reflections.

DIFFERENTIATION:
Self-reflection and reflections on the lesson and the teacher can be challenging for some students,
but the teacher can help facilitate the process with examples. Here is a grid the teacher can share
with the students in case they find it hard to start off.

LEVEL 4
LESSON 1

228
The teacher walks around and reflects on some concepts that might spark some ideas in other
students, such as the amount of homework, some communication strategies, methods of
evaluation… Students should be encouraged to be as specific as possible when it comes to tips,
improvements, and changes. Here is a classic example:

Student: I want less homework.

Teacher: I can see some of you are writing about homework and tests. Do you want shorter
exercises and tests, or would you rather do them less often? What exactly do you want less of?
Would a longer deadline help with the homework, or what if we started the task in class?

The private opinion should be respected, so the teacher shouldn’t read the ideas out loud, but
should be content to just appreciate some of the concepts the students are thinking about and
help with questions to specify the ideas.
LEVEL 4
LESSON 1

229
2. REFLECTION OF REFLECTIONS

When the students have finished their lists, the teacher asks them to cut the sheets in two parts:
me and the lesson. The teacher then collects the sheets while explaining that the ‘me’ part is
personal and they’ll get back to it later individually.

How to get back to it individually?

First of all, the teacher should ask if students want to stay anonymous or if they’d like to talk
about their plans in person with the teacher.

• If they prefer to be anonymous, the teacher can comment on the sheets after class and write
reinforcing messages and questions to help students set goals.
• If they are okay with discussing their ideas in person, devote a lesson to such a 1 on 1 conversation
with each student (a few minutes each), where you encourage them and help them set goals. Take
notes on their sheet for future reference.

It’s a good idea to make a copy of the sheets and hand back one to the student and keep one for
a later self-evaluation.

Once the fate of the ‘me’ part is decided, the teacher can start discussing the students’
feedback about the lessons. The teacher asks for concrete descriptions of the situations and
possible solutions. Here is an example:

“I love pair work.”

Here it says that you really enjoy working in pairs. I can see that another student wrote about
it. What do you think they like about it? Can you explain it to me?

“We shouldn’t talk all the time.”

Someone wrote that we should be quieter. Very interesting idea. What do you think it means?

“We don’t have to just sit and listen. We can talk.”

Someone else wrote that they like when we discuss questions a bit more loudly. When is that
okay? When is it better to be quiet?

It’s challenging to keep this discussion together once the students feel comfortable sharing
their ideas, so the teacher should make sure they are in control and allow only constructive
criticism and acceptable volume and wording of personal opinion. Also, the teacher should
check the time once in a while so that they will have time to wrap up the lesson.
LEVEL 4
LESSON 1

230
 WRAP-UP

PEP-TALK

The teacher explains that such reflections are very useful because they make us think more and
help us find ways to improve, as well as solutions to our problems. It is very important to highlight
that this reflective lesson was a collaboration among the students and the teacher and that the
teacher is open-minded and will think about the students’ suggestions later on.
It should also be explained that it’s wonderful that all of the students found something positive
about themselves as well as something to improve in. This is what makes us better and better
every day.

EVALUATION

The teacher asks the students to think of the most interesting, thought-provoking comment of
the lesson and share it with the class while standing up. If other students agree that they also
found the comment exciting, they should stand up too. Then they take a seat and the next student
continues.

LESSON 2
Léo’s Tips
(learning styles and tips) Social Studies

WARM-UP

SELF-REFLECTION

The teacher has the students look at their sheet of paper with the ‘me’ part on it and asks them
to think of the learning goals they set for themselves. The teacher pairs up the students and asks
LEVEL 4

them to discuss their ideas.

Here are some learning goals the teacher can mention to facilitate pair work:

• sleep more
• revise every day
• always do the homework
LESSON 2

• read more (10 minutes a day)

• never be late
• ask for help when needed
• get better at vocabulary learning
• find a learning partner

231
 What are the most common ones among the students? The teacher asks for feedback, then
concludes that there are several techniques and strategies they can use to be more effective.

SESSION

1. LÉO’S VLOG

The teacher opens the BOOKR application, the book ‘Study With Me’ and stops on the info page.
The teacher asks the students for some ideas about the title, cover, and even the short book
blurb. (If it’s possible, cover the book blurb at first so that students won’t be able to see the
introduction of the book.)

Here are some example questions:

• What can you see on the cover? (vlogging, youtuber, influencer…)

• Why is the title of the vlog ‘Study With Me’? (he needs help / he wants to teach about something / he
wants to learn about or discover something)
• If the book blurb is seen: What does he want to teach about studying? What type of tips might those
be?
• What’s the difference between the words “study” and “learn”?

Then the teacher divides the class into smaller groups of 3-4 and invites the students to a
brainstorming session. The task is to write as many words or expressions related to the cover and
info page of the book as possible in their notebooks.
When the time is up, the teacher asks the first group to share one idea. If the others have it, they
should tick it. If they don’t, they can write it down. Then they move to the next group and continue
this chain until all of the expressions have been mentioned. It is up to the teacher what they want
the students to jot down (all the words and expressions, the useful ones, the ones the teacher
picks or writes on the board…)
At the end of the task, the students count their ticks and the group with the most ticks wins.

2. STUDY WITH ME - DIALOGIC READING

The teacher turns off the narration, starts the book, and reads it with the students. The teacher
can read the sentences out loud or encourage students to volunteer to do so. The story is stopped
from time to time to discuss Léo’s tips.

• at the end of page 3: The teacher asks where it is the easiest to study - then the teacher asks students
where they think Léo is going next. When they have contributed some ideas, the teacher continues
LEVEL 4

the book
• at the end of page 5: The teacher asks what Léo suggests to eat (fruit and nuts). When they have
found the answer, the teacher asks the students what drinks they usually consume while studying and
how much water they usually drink on a daily basis. The teacher should reflect on the importance of
LESSON 2

water.
• at the end of page 7: The teacher asks students if they have ever experienced such sleepiness when
studying. Ask about what they usually do then.

232
 • at the end of page 9: Students should discuss how much time they can concentrate on a task and after
how much time they should take breaks.
• at the end of page 11: The teacher asks if students agree that the best place to take a break is in
nature, in fresh air.
• at the end of page 14: The teacher asks if students have ever tried taking notes, color-coding, or
drawing and how they found it.
• at the end of page 16: The teacher asks students what they can act out to memorize it better, such as
poems, rhymes, plays, homonyms…
• at the end of page 17: Students can reflect on the presence of background music. Do they find it
comforting or annoying?
• at the end of page 18: The teacher asks the students’ opinion on voice recording and listening to
something several times. Is it more effective for them than reading it through again and again?
• at the end of page 21: The teacher asks how much students sleep and how much they should be
sleeping. There are some nice charts on the internet about children’s sleeping hours, and students
might be surprised how much they underperform in this.

3. VOCABULARY

The teacher pairs up the students and asks them to open the book on their smartphones or
tablets. They read the story again this time with narration and play the first follow-up game.

The students review vocabulary by taking turns drawing the names of the items in the pictures
that are related to studying and that have been mentioned in the story.

What is missing from this exercise? The teacher asks students to collect further vocabulary items
from the story that are new to them. They can create a list of items in their exercise books or a
dictionary.

Once the time is up, the teacher asks different students to read out a word from their new list
and explain it. This way, they can check understanding and make sure all the students know the
meaning.

DIFFERENTIATION:
The teacher can help create the list by writing a list of words they want the students to find in the
story.
Either the translation is given and students need to find the English equivalent, or the teacher
gives the English word and the students need to find the page and neighboring words.
It can be useful to copy the list so that students can have the key expressions with them so review
and study will have a clearer goal.
LEVEL 4

4. GAMES
LESSON 2

The teacher asks the students to work in pairs again and continue completing the games.

Game 2 - The students test their reading comprehension skills by taking turns choosing the correct answer
to the quiz questions.

233
Game 3 - The students can deepen their understanding of learning tips with the help of the
matching exercise. They can take turns matching a problem with a solution.

Game 4 - The students can enjoy this fun activity while thinking about the perfect setting for a vlog
or video recording session.

WRAP-UP

VLOG OR NOT TO VLOG?

What do the students think of Léo’s vlog? Would they do something similar?
The teacher asks the opinion of their students about teenagers vlogging and highlights that
some topics are worth sharing, but the platform and the format are crucial, and its visibility is
something that should be considered.
Should we upload ourselves to the world wide web?

EVALUATION

The teacher asks the students to vote for the usefulness of Léo’s vlog.
How much did you know about the art of studying before reading the book?
The teacher asks the students to stand in a line depending on their personal opinion. One end
should be the student most knowledgeable about studying, who didn’t really find new information
in the book, the other end the one who found most of the information new.
The teacher then curves the line and the two opposing ends meet. The students who found the
most information and the student who learnt the least will stand opposite each other. The single
line will become two parallel lines with students facing each other.

Now the teacher can ask students to share their personal opinion and what exactly they have
learnt or missed.
LEVEL 4
LESSON 2

234
 LESSON 3
My Way
(personalized learning survey) ICT Arts & crafts

WARM-UP

HOW TO STUDY WITH ME?

The students are organized in groups of three and their task is to write as many tips as they
remember from the book ‘Study With Me’. They work in their notebooks for 1-2 minutes.
When the time is up the teacher asks for some feedback and asks how the students could
remember the mentioned tip or idea.
The aim of this task is to point out that they have different means of information retention,
such as remembering the picture, remembering the line/sentence, or remembering because
they were surprised, or because they could relate to the idea.

SESSION

1. STUDY OF STUDYING

The teacher hands out the worksheet (Appendix) with the text and the exercises and asks
students to complete the tasks.
Exercise 1 is a global comprehension check that helps students identify the main points of Léo’s
guide.
Exercise 2 focuses on smaller details and exemplifies that icons and little drawings can help
memorization, as taking notes of a longer text does.

When the teacher checks the students’ solutions and answers, they should emphasize how such
exercises facilitate learning and make it more efficient than simply reading through a text.

2. MY WAY

Exercise 3 is a survey that serves the purpose of raising awareness to the factors that might
influence learning. It includes questions about how each student is knowledgeable about
studying as well as their own needs. Comparing these in pairs might be a powerful message to
some and empower others to think of their choices and to learn something new.
The survey is also an opportunity to reflect on their own habits and what habits and strategies
they might be interested in trying out or implementing.

235
 DIFFERENTIATION:
With a weaker class, go through the survey together as whole group providing enough
explanation so that students understand each question and study tip and they can provide the
best answers for themselves.

3. COMMENT UNDER THE VIDEO

Once the students have completed the survey, the teacher reminds them that Léo invited the
viewers to comment under the video. First, students discuss what such a comment looks like with
the help of the teacher.
Here are some potential answers:

• short, easy-to-understand
• slang, often not well-written
• personal opinion
• cheerful, enthusiastic

The teacher then asks students to think of a comment they would leave under Léo’s video. First,
students should think of something they usually do and a tip they would like to try. They should
take notes of these two ideas in their notebooks, as they are the takeaway from the lesson.

4. VLOGGING

The teacher asks students to work in groups of 3 and become vloggers. Their task is to shoot a
short video of their own habits or tips and advice on learning.
Their task is to

• describe something we shouldn’t do (something that is not useful or beneficial, but which a lot of
students often do)
• describe two tips or techniques that are useful and can help one be more effective in studying

The teacher hands out the printable script for the vlog (Appendix) and the students complete it
with the main ideas. If needed, they can even write

HOMEWORK
LEVEL 4

The students’ homework is to shoot the video they have planned in class.
LESSON 3

236
OPTIONAL: The students write a comment about Léo’s vlog on a sheet of paper, based on their
notes. The teacher can collect these comments at the beginning of the next lesson, and the
students can guess who wrote what.

WRAP-UP

COLOUR-CODING

As a last exercise, the teacher can provide an example of trying a new technique with the students:
they check whether colour-coding works for them. In the first round, the teacher projects fifteen
words on the blackboard (5 words related to the topic of school, 5 words related to the topic of
sports, 5 words related to the topic of food) in a random order, without using colours. Now the
teacher gives the students 2 minutes to memorize the words, then turns off the projector. Now
the students’ task is to write down as many words as they can remember. They have 2 minutes to
do so, then the teacher turns on the projector again so that students can check their scores.

In the next round, the teacher chooses another 15 words from the same topics, but this time, the
words of the same topic are written or highlighted with the same colour. The students have 2
minutes to memorize them again, then write down as many words as they can remember. How
many words did they recall correctly in this round? Did colour-coding help them to remember
more words?

EVALUATION

The teacher asks the students to express their opinion on learning techniques, tips, and tricks.
The teacher draws three buttons on the board far from each other: subscribe, like, rewind.
If the students are satisfied and would like to think about the topic a bit more, they can hit subscribe.
If they were okay with the topic, they can hit like.
If they didn’t get the gist of it or simply didn’t get the point of the lesson, they should hit rewind.
The teacher asks the students to go to the board and hit the button they feel is the most appropriate
for their state of mind.
LEVEL 4
LESSON 3

237
 3 IN 1 CONDENSED LESSON Social Studies

WARM-UP

FAVOURITE SCHOOL SUBJECT

The teacher asks the students to think of their favourite school subject and the reason why. Then
the students are asked to stand up and ask each other what their favourite subject is and stand in
groups according to their answer.

DIFFERENTIATION:
If needed, the teacher can write the question on the board and quickly review the school subjects
with the students.

Once all the students are standing with peers who have the same preference, they can share
within the group why they love that particular subject.
Finally, the teacher asks each group about their preferences and their reasons. After they answer
they can take a seat and the teacher can conclude that reflecting on preferences and thinking
about learning can help a lot and that this will be the topic of the lesson that day.

SESSION

1. LÉO’S VLOG

The teacher opens the BOOKR application, the book ‘Study With Me’ and stops on the info page.
The teacher asks the students for some ideas about the title, cover, and even the short book
blurb. (If it’s possible, cover the book blurb at first so that students won’t be able to see the
introduction of the book.)
LEVEL 4

Here are some example questions:

• What can you see on the cover? (vlogging, youtuber, influencer…)

• Why is the title of the vlog ‘Study With Me’? (he needs help / he wants to teach about something / he
CONDENSED

wants to learn about or discover something)

• If the book blurb is seen: What does he want to teach about studying? What type of tips might those
be?
• What’s the difference between the words “study” and “learn”?

238
2. STUDY WITH ME - DIALOGIC READING

The teacher turns off the narration, starts the book, and reads it with the students. The teacher
can read the sentences out loud or encourage students to volunteer to do so. The story is stopped
from time to time to discuss Léo’s tips.

• at the end of page 3: The teacher asks where it is the easiest to study - then the teacher asks students
where they think Léo is going next. When they have contributed some ideas, the teacher continues
the book.
• at the end of page 5: The teacher asks what Léo suggests to eat (fruit and nuts). When they have
found the answer, the teacher asks the students what drinks they usually consume while studying and
how much water they usually drink on a daily basis. The teacher should reflect on the importance of
water.
• at the end of page 7: The teacher asks students if they have ever experienced such sleepiness when
studying. Ask about what they usually do then.
• at the end of page 9: Students should discuss how much time they can concentrate on a task and after
how much time they should take breaks.
• at the end of page 11: The teacher asks if students agree that the best place to take a break is in
nature, in fresh air.
• at the end of page 14: The teacher asks if students have ever tried taking notes, color-coding, or
drawing and how they found it.
• at the end of page 16: The teacher asks students what they can act out to memorize it better, such as
poems, rhymes, plays, homonyms…
• at the end of page 17: Students can reflect on the presence of background music. Do they find it
comforting or annoying?
• at the end of page 18: The teacher asks the students’ opinion on voice recording and listening to
something several times. Is it more effective for them than reading it through again and again?
• at the end of page 21: The teacher asks how much students sleep and how much they should be
sleeping. There are some nice charts on the internet about children’s sleeping hours, and students
might be surprised how much they underperform in this.

3. HOW TO STUDY WITH ME?

The students are organized in groups of three and their task is to write as many tips as they
remember from the book ‘Study With Me’. They work in their notebooks for 1-2 minutes.
When the time is up the teacher asks for some feedback and asks how the students could
remember the mentioned tip or idea.
The aim of this task is to point out that they have different means of information retention, such
as remembering the picture, remembering the line/sentence, or remembering because they were
surprised, or because they could relate to the idea.
LEVEL 4
CONDENSED

239
4. GAMES

The teacher asks the students to work in pairs again and continue completing the games.

Game 2 - The students test their reading comprehension skills by taking turns choosing the
correct answer to the quiz questions.

Game 3 - The students can deepen their understanding of learning tips with the help of the
matching exercise. They can take turns matching a problem with a solution.

Game 4 - The students can enjoy this fun activity while thinking about the perfect setting for a
vlog or video recording session.

5. COLOUR-CODING

As a last exercise, the teacher can provide an example of trying a new technique with the students:
they check whether colour-coding works for them. In the first round, the teacher projects fifteen
words on the blackboard (5 words related to the topic of school, 5 words related to the topic of
sports, 5 words related to the topic of food) in a random order, without using colours. Now the
teacher gives the students 2 minutes to memorize the words, then turns off the projector. Now
the students’ task is to write down as many words as they can remember. They have 2 minutes to
do so, then the teacher turns on the projector again so that students can check their scores.

In the next round, the teacher chooses another 15 words from the same topics, but this time, the
words of the same topic are written or highlighted with the same colour. The students have 2
minutes to memorize them again, then write down as many words as they can remember. How
many words did they recall correctly in this round? Did colour-coding help them to remember
more words?

HOMEWORK

COMMENT UNDER THE VIDEO

Once the students have completed the survey, the teacher reminds them that Léo invited the
viewers to comment on the video. First, students discuss what such a comment looks like with
the help of the teacher.
Here are some potential answers:
LEVEL 4

• short, easy-to-understand
• slang, often not well-written
• personal opinion
• cheerful, enthusiastic
CONDENSED

240
The teacher then asks students to write a comment they would leave under Léo’s video.
It might be useful to ask students to write their comment on a separate sheet of paper so that the
next lesson can start with collecting and redistributing the comments, reading them out loud and
giving personal opinions. Does the reader agree or disagree with the comment?

WRAP-UP

VLOG OR NOT TO VLOG?

What do the students think of Léo’s vlog? Would they do something similar?
The teacher asks the opinion of their students about teenagers vlogging and highlights that
some topics are worth sharing, but the platform and the format are crucial, and its visibility is
something that should be considered.
Should we upload ourselves to the world wide web?

In the next round, the teacher chooses another 15 words from the same topics, but this time, the
words of the same topic are written or highlighted with the same colour. The students have 2
minutes to memorize them again, then write down as many words as they can remember. How
many words did they recall correctly in this round? Did colour-coding help them to remember
more words?

EVALUATION

The teacher asks the students to vote for the usefulness of Léo’s vlog.
How much did you know about the art of studying before reading the book?
The teacher asks the students to stand in a line depending on their personal opinion. One end
should be the student most knowledgeable about studying, who didn’t really find new information
in the book, the other end the one who found most of the information new.
The teacher then curves the line and the two opposing ends meet. The students who found the
most information and the student who learnt the least will stand opposite each other. The single
line will become two parallel lines with students facing each other.

Now the teacher can ask students to share their personal opinion and what exactly they have
learnt or missed.
LEVEL 4
CONDENSED

241
1. REFLECTIONS LESSON 1 Task 1.

DOWNLOAD
the worksheets here!

LEVEL 4
APPENDIX

242
2. STUDY OF STUDYING LESSON 3 Task 1.

1.1. Look at the paragraphs and match them to the following ideas.
time management, schedule -
the right spot -
energy levels:
LEVEL 4

1.2. Colour in or highlight the keywords of the paragraphs that helped you do exercise 1.
APPENDIX

243
2. STUDY OF STUDYING LESSON 3 Task 1.

LEVEL 4
APPENDIX

244
3. MY WAY LESSON 3 Task 2.

LEVEL 4
APPENDIX

245
4. VLOGGING LESSON 3 Task 4.

LEVEL 4
APPENDIX

246
 - LE VE L 5 -
A2 - pre-intermediate

ACCORDING TO CEFR, learners at this level can understand sentences and frequently used
expressions related to areas of most immediate relevance (e.g. very basic personal and family
information, shopping, local geography…). They can communicate in simple and routine tasks
requiring a simple and direct exchange of information on familiar and routine matters. They can
describe in simple terms aspects of their background, immediate environment and matters in areas
of immediate need.

BOOKR LEVEL 5 is designed for pre-intermediate learners who seek to expand their basic
knowledge and improve their language skills, enabling them to express themselves more effectively
on a wider range of topics in more detail. The books aim to enhance the understanding and use
of more complex sentences related to familiar topics, such as family, work, nature and school and
language production (e.g. the description of daily routines, sharing experiences, and giving basic
opinions).

THE LANGUAGE OF THE BOOKS consists of words and expressions that can easily be
used in everyday life, and grammar that is necessary for self-expression with a limited vocabulary.
On this level, learners will find both form- and meaning-focused books and some stylistic and
literary elements are presented, such as humor. The sentences and texts are diverse in terms of
length, genre, vocabulary, and grammar structures. The stories are easy to follow, but they require
some interpretation, encouraging self-reflection, critical thinking, and providing opportunities for
learning about different cultures and subjects.

THE BOOKS are mainly modern fiction, classic stories, dialogues and conversations, and non-
fiction texts that teach about culture and the world.

THE GAMES focus more explicitly on comprehension checks, vocabulary building, grammar
practice, and general language proficiency. They are inspired by exercises and test items that
learners are likely to encounter in their studies. Some meta-language is included in the game
instructions to help learners identify the emphasized language structures, preparing them for in-
class work.

EXAMPLES:
• The Jerry Mithcell’s Show - form-focused picture book (describing daily routine, music)
• William Shakespeare - meaning-focused poem (biography, CLIL)
• Mulan - meaning-focused fiction (SEL, critical thinking)
• The Origin of Strawberries - form-focused Native American myth (past simple)

247
 ART ROCKSTARS I.
UNIT OVERVIEW

• RUNTIME: 5 min 32 sec FOCUS OF BUILT IN GAMES:

• WORD COUNT: 524 • Renoir or Gaudí? - grouping reading compre-
• AGE: 10-14 hension check
• PROFICIENCY LEVEL: Level 5 / A2 / • artist biographies gap-filling - language pro-
pre-intermediate ficiency
• word connecting game - vocabulary practice
• NARRATION: American English
• art, fame word search - vocabulary

Normally, a rock star is a successful musician or singer. Rock stars are famous people who
want change. They are rebels! And you know what? Rock stars are not always loud. Artists can
also rock the world!

GRAMMAR STRUCTURES: clown, master, tell, crazy, shapes, materials,

past simple, prepositions of time lizard, symbol, mosaic, buttons, shells, interesting,
TOPIC (VOCABULARY): wildlife, donkey, church, look like, project, run out
artists, century, something, paint, quickly, work, of, tram, hit, nobody, someone, finally, biography,
paintings, use, paintbrush, colors, ways, mess, lazy, art and design, fine arts, Europe, fame, popularity,
real, impressionism, become, style, laugh, talented, appreciation, reputation, success, style, talent,
however, leave, factory, job, thousands, lifetime, criticism, history, culture, civilization, civilisation
record, amazing, time, fight, Paris, French, soldiers, NEEDED MATERIALS & EQUIPMENT:
spy, secret, information, shake, continue, assistant, Appendix (printable worksheets), notebook, pen,
hands, pictures, Catalan, design, buildings, nature, smartphone / tablet, projector, notebook, board,
God, architect, university, director, even, degree, pens and paper

LEVEL 5
LESSON 1

248
 LESSON 1
Art
(story reading) History Arts & crafts

WARM-UP

THE CODE IS ‘ART’

The teacher explains that the following three lessons will be centered around one idea, and that
students need to find it out.

The teacher writes ‘tradition’ on the board and asks students to find a hidden word in it using the
letters.
Students might come up with the following words by using the letters freely:drain, radio, train,
titan, ratio, trait, rain, rat, and, nod, ant, air, riot, art…

The teacher lets students guess the words and provides feedback until they find ‘art’ as the
code word.
Then the teacher asks where the word ‘art’ was in ‘tradition’ and students can explain that it is
the three first letters read backward.

SESSION

1. WINDOWS OF ART

The teacher erases the word ‘tradition’, writes ‘art’ on the board, and asks students to write as
many words, expressions, or names as they can in their notebooks in two minutes.
When the time is up, the teacher stops the activity and separates the students into groups of four.

Then the teacher hands out a sheet of paper and asks the students to draw the window on it.
The teacher can also draw it on the board to help students. In the middle, the code word ‘art’
LEVEL 5

can be written.
LESSON 1

249
 Once the groups have finished the division of the sheet, they can start completing it. The teacher
explains that the first student starts by sharing one item from their brainstorming list. If it’s
unknown, the student should explain it to their three peers.

Then the window can serve as a chart to see how many similar thoughts they had and how diverse
their associations were:

• If no one else has the item in the group, the student writes this idea in part number 1.
• If the other three students in their group have the same or very similar idea, they can write it
in part number 4.
• If only two students thought of it and noted it down, it goes to part 2. If three of them, it goes
to part 3.

The next student shares one of his associations, explains it if needed, and then asks feedback
from peers, that is whether they have something similar, so that they can write the item where it
belongs.

PREFERENCES
2.
Once the groups have finished their window charts, their task is to circle/highlight the most useful
expressions from their chart. They should choose the ones that are not too specific nor known
already by the other students.

DIFFERENTIATION:
If the teacher feels it necessary, they should encourage the students to write the translation of
the words or draw a little drawing by them to make sure everyone understands the concepts.

Then the teacher asks the students to place their sheets on the board or in the middle of their
desks and mingle to look at the different brainstorming outcomes.

At the end of the activity, the teacher can ask for some feedback on the collections of ideas,
or they can test their students’ memory and understanding of highlighted expressions that the
teacher finds useful. The teacher picks 10 words from the collections, then asks the students to
write the numbers 1-10 in their notebooks and guess the word based on the definition the teacher
gives.
LEVEL 5

The teacher then can reward the students who did well.
LESSON 1

250
3. ART ROCKSTARS

The teacher opens the BOOKR application and the book ‘Art Rockstars I.’ The teacher asks a
student to read the book blurb, and then elicits some examples of how artists can be rebels.
Possible answers can be:

• they use new techniques

• they work on taboo topics
• they don’t follow traditions
• they have strong political views

Now the teacher can remind students that at the beginning of the lesson the code word
‘art’ came from reading the beginning of ‘tradition’ backward. This can be very symbolic as
modernism and modern art comes from the reconsideration of traditions and conventional
ways of thinking and creating.

4. REBELS OF ART

The teacher asks students to work in pairs and open the story on a phone or tablet. Then the
following question is written on the board.

What makes an art rock star?

• Renoir:
• Gaudí:

The teacher asks the students to copy the question into their notebook and explains that students
should find the answer to this question while reading about the two artists.

After the students have finished reading and have answered the question, the whole class can
discuss their findings.

Here are some examples for the answers:

• Renoir: impressionism, never gave up painting
• Gaudí: God’s Architect, never stopped working

Then the teacher asks who the students like more and why.

5. GAMES

The students continue with the games frontally. The teacher projects the games section of
the book and calls for students to provide answers. Either the teacher does the activities on a
computer or students come up to the screen to do so.
LEVEL 5

Game 1 - Renoir or Gaudí? - This game focuses on reading comprehension. As each item is drawn
to the correct person the teacher makes sure that the students understand the items.
LESSON 1

251
Game 2 - gap-filling about Renoir and Gaudí - This game improves language proficiency
and also practices the target vocabulary. The teacher asks a student to complete the first
sentence and translate or rephrase it to the class. Then another student continues and does
the same until they have filled in the blanks of both introductions.

Game 3 - jumbled words - This game activates vocabulary and practices the spelling of
the target vocabulary. Students who know the answer raise their hands and the teacher
chooses one of them to give the solution.

Game 4 - word search - This last activity can be done in pairs. The students write down
the five words they find in the grid. The fastest / most precise student pair can gain some
reward.

Answer Key: successful, talented, artist, rock star, change

DIFFERENTIATION:
Fast finishers could be asked to write sentences with the words they found in the grid related
to what they have read about the two rock stars of art.

WRAP-UP

CLEAN ENDING

The teacher writes some keywords from the story on the board (or from the words the
students considered important during their brainstorming activity) organized randomly.
The students can look at the board for a while and then they should turn their backs on the
board.

The teacher erases one word and the students can turn back and recall what word is missing. If
they guess it, they need to turn again and the teacher erases another word. This can be done until
only three words are left.
It is useful to leave the most complicated ones on the board so that students can discuss at the
end of the activity what they mean and why they were important for the lesson.
LEVEL 5
LESSON 1

252
 EVALUATION

The teacher explains that colors in art symbolize different concepts and feelings, and
provides the following examples:

• yellow - happiness
• orange - thinking, creativity
• red - warning, danger

If students feel satisfied with and cheerful about the lesson and their own performance,
they pick yellow.
If students feel that they might need some more thinking about the topic, they pick orange.
If they feel that they might have missed something they pick red.

The teacher asks students to raise something of the chosen color, for example pencils, and
makes sure they encourage the ones picking red that they will have the chance to catch up.

HOMEWORK

The teacher can offer optional homework for those who don’t feel confident or who feel like
revising such as rereading the story or improving reading skills with the second part, ‘Art
Rockstars II.’

DIFFERENTIATION:
Stronger students might want to read the more challenging ‘Rockstarts of Art’
book as a homework.

LEVEL 5
LESSON 1

253
 LESSON 2
Modernism
(cultural overview) Social Studies History Arts & crafts

WARM-UP

REVISION

The teacher elicits what the students remember about the last lesson. Here are some
guiding questions as examples:

• yellow - happiness
• orange - thinking, creativity
• red - warning, danger

The teacher elicits what the students remember about the last lesson. Here are some
guiding questions as examples:

SESSION

1. IMPRESSIONISM

The teacher asks students to collect information about Renoir’s art.

The students open the app and the book Art Rockstars I. and read the first eight pages of
the book by taking turns page by page. During reading they take notes about Renoir’s art in
their notebooks.
When the time is up, the teacher stops the activity, asks what the students wrote, and
writes some ideas on the board.

Answer Key:

• looked at something and painted it

LEVEL 5

• he was criticized - people thought he couldn’t paint (because his art was very
different from the traditional)
• Quick - a lot of painting
• paintbrush and colors in new ways
LESSON 2

254
 When students have gathered the information, the teacher explains that Renoir painted
only based on what he saw and felt. He was guided by the impressions of what he was
looking at and he didn’t analyze it, didn’t plan the process, or try to create a precisely
realistic painting. This is why this style of painting and the art movement itself is called
impressionism.

2. IMPRESSIONIST ONE-PAGER

Now the teacher hands out a one-pager printable worksheet (Appendix) to each of the
student pairs and asks the students to read it through first.

Then the teacher guides the students to complete the one-pager based on what they
have talked about. Then the teacher gives hints, explains some concepts, and provides an
example of their personal preference when choosing a favorite painting.

3. MODERNIST ART MOVEMENTS

Now that the students have seen an example of a one-pager of impressionism, the teacher
pairs them up and hands them another one-pager (Appendix) each.

The teacher also lays out cards with the name of art movements on the table - they can be
post-it notes or any strip of paper.

Here are some options: symbolism, cubism, surrealism, pop art, expressionism…
Extra help for the description of the art movements can be found in the Appendix.

The teacher lets the pairs pick one art movement they would like to research.

NOTE: If there are 16 students in a group, there are 8 pairs and it is advised to distribute the art
movements equally. The teacher can choose 4 art movements and write each of their names twice
on two cards so that two pairs can work on the same topic.

The teacher asks students to use their smartphones / go to the library and gain some
information about the given art movement. If they use the Internet, the teacher can
advise them to use the keywords ‘simple’ ‘for kids’, read the Simple English ‘language’ of
Wikipedia, or add ‘kids’ encyclopedia’ after the name of the art movement. This way the
language difficulty will be more adjusted and not too challenging.
The students take notes in their notebooks before actually completing the one-pager.
LEVEL 5
LESSON 2

255
4. ONE-PAGER

After their research, the teacher asks the students to complete the one-pager with
their notes. They monitor students’ work and make sure the information is valid and
understandable.

WRAP-UP

FEEDBACK

The teacher asks students to mention one interesting fact from their collection of ideas. If
there’s enough time, the other students who worked on the same art movement can guess
which one the pair is referring to.

HOMEWORK

If students can’t finish the one-pager in class, the teacher can assign it as homework. The
next lesson is based on students’ work, so the teacher should give an earlier deadline than
the beginning of the next lesson.

EVALUATION

The teacher asks students to evaluate their research and estimate the time they need to
spend on finishing the one-pager. The teacher encourages all students to work on their
projects, and make it more elaborate even if it seems final at the moment of asking.
LEVEL 5
LESSON 2

256
 LESSON 3
Art Movements
(project work) Social Studies History Arts & crafts

WARM-UP

ONE-PAGERS

Students present their one-pager posters briefly. It’s challenging to give a summary of such
a detailed project so the teacher can guide the students with the help of questions and
therefore manage time more effectively. Here are some questions for the pairs:

• Which art movement is the one-pager about?

• What is the most interesting fact you’ve learnt?

Students listen to each other while the teacher helps the presenters as well as the class
to catch all the information.

SESSION

NOTE:
The teacher has made one copy of every project and hands out the copies and originals to the
pairs so now every student has a one-pager of their work. This way it is easier to arrange the
classroom to enable cooperative group work.

1. OUR MOVEMENT ARRANGEMENT

The teacher arranges the classroom so that all the students who have the same topic (e.g.
surrealism) sit together in small groups, preferably four.
LEVEL 5

NOTE:
With a class of 16 students, there will be four groups of four students, one group with each of
the art movements.
LESSON 3

When the students are seated, the teacher hands out four different colors of pens and
explains the four roles that the students will choose from. In each group there must be one
of each roles:

257
 • blue pen - recorder - writes down the ideas they have discussed (if not instructed otherwise by
the teacher)
• red pen - reporter - presents the group’s questions, findings, acts as a spokesperson
• black pen - manager - manages group dynamics, and makes sure everyone is included equally
• green pen - timekeeper - makes sure the group’s time management is right and all the
members are on track

The students quickly discuss what role each of them wants to play in the group dynamics.
They pick the pen based on their role so that it is obvious for all members and the teacher
as well.

2. OUR MOVEMENT SUMMARY

Now that the students have the roles, the teacher hands out a sheet of paper and asks the
recorder to draw a window chart on it. The teacher should give a time limit and remind the
timekeeper to keep track of it.

The teacher should ask the manager to encourage the recorder or the timekeeper to remind
the recorder of the time limit.

Once the groups have the windows, they are ready to complete the chart with the
information collected from their one-pagers. Here is a guide for the teacher’s instructions:

Step 1 - Write the name of the art movement in the middle of the window. Each student
writes with their color and should take turns letter by letter. (This activity helps students
get ready for the next step.)
If needed, the manager and timekeeper intervene and remind the group to focus on the
task.
When the task is done, the reporter raises their hand so that the teacher is informed.

Step 2 - Now the reporter shares one important piece of information from their one-pager.
Then the reporter’s right-hand neighbor says if he/she has the same or similar information.
If so, they can tick it. They move on to the next student and then to the fourth. If everybody
LEVEL 5

says if they have the information, the reporter writes the idea to the relevant part of the
window chart (if three students wrote similar ideas, it belongs to part number 3).
The manager makes sure students tick the information they have already included in the
window chart.
LESSON 3

Step 3 - The reporter’s right-hand neighbor shares a second important piece of information
and they move in a circle to see who has something similar. When all four students have
given feedback, the student writes the information to the relevant part of the window chart.

258
 Step 4 - The group continues to share their ideas and go through their one-pagers this way
and discuss any information they find incorrect.

The teacher should remind students from time to time to their roles, for example:
‘How is it going? How many ideas have your group shared, managers?’ - Then the
managers answer the teacher.
‘You have 6 minutes left. Timekeepers, how is it going?’ - Then timekeepers give some
information about how many ideas they have in their window.

At the end of the activity, each group will have a summary of an art movement with the
most important information highlighted in parts 4 and 3 of the window chart and some
extra information and interesting facts in parts 2 and 1.

3. PREPARATION

Now that the students have worked together, checked their ideas, and arranged a brief
summary together, they have created valuable learning resources. It is time to use them to
teach peers about the art movements they are not familiar with.

First of all, the group should go through the summary one last time and modify, add or
rephrase parts that might not be easily understandable.

4. PEER TEACHING

Now the teacher rearranges the classroom so that the reporters stay at their seat with the
window chart. All the other members of all the groups stand up and move to new groups.

NOTE: The teacher can coordinate the students according to their roles (e.g. all the managers go
one desk right, all recorders two desks right…) or the students can choose where they want to
sit. The important thing is that all three members of the group should go to window charts of
different art movements so that at the end they will be able to bring the knowledge back to
the group.

LEVEL 5
LESSON 3

When the students are seated again at their new seats, the reporters take the lead and
describe their art movement with the help of the window chart and the one-pagers (as the
one-pagers have the illustrations).

259
 The students listen to the reporters and take notes because they will bring the knowledge
back to their own group. It is useful to hand out blank one-pagers (Appendix) again or
ask students to take notes based on the main points of the one-pagers (name of the art
movement, dates, colors, topics, painting style, famous artists, famous painting).

5. UNITED

When the reporters’ presentations are over, the students go back to their original places
and share what they have learnt with their group.

The teacher hands out a big sheet of paper and students divide it into as many columns
as the number of art movements they have learnt about. Each line is one aspect of the art
movement (name of the art movement, dates, colors, topics, painting style, famous artists,
famous painting).

The timekeepers start the presentation in each group and another student (who hasn’t
heard about that art movement before) takes notes and completes the relevant boxes of
the table. Then the recorders continue and the reporters take notes. They take turns until
all the art movements are discussed.

6. PAUSE AND REVISE

Some information might have been forgotten or misunderstood during the learning process,
so when the students are more or less finished with their charts, the teacher encourages
students who moved to different places before to stand up and get the missing information
or clarifications they might need from the reporters.

7. FINISH-UP

The students finish their charts, which at the end are colorful boxes full of useful
information about the art movements.

WRAP-UP
LEVEL 5

The teacher places the charts on the board so that the students can look at the final
products. Then the teacher places the one-pagers of each art movement in the same
place, creating small exhibitions for each trend in different parts of the classroom. Then
the teacher has their students circulate, look at the one-pagers and their new charts, and
LESSON 3

compare what they have done.

260
Then the students anonymously vote for the most informative chart. The teacher numbers
the charts and hands out a post-it to each of the students. The students write the number
of the most informative chart on the post-it, fold it, and hand it in.
The teacher counts the votes and announces the winner.

EVALUATION

Students give feedback on their performance during the group work. If they felt motivated
and thought that they functioned well in their group and according to their role, they raise
their pen.
If they thought that they need more practice with group work or that they could have
been more efficient, they hold the pen in their right hand. If they found the lesson and the
groupwork challenging or discomforting, they leave the pen on the desk.
The teacher must conclude that cooperation and peer teaching are essential skills in life
and that being shy, tired, or too overwhelmed by such activities is totally normal and
acceptable for the first time, but it can pass with practice and time. The teacher makes sure
that the students understand the significance of group work and that it is beneficial in the
long run and a skill that is crucial to improve.

CONDENSED 3 IN 1 LESSON History Arts & crafts

WARM-UP

THE CODE IS ‘ART’

The teacher explains that the following three lessons will be centered around one idea, and
that students need to find it out.
LEVEL 5

The teacher writes ‘tradition’ on the board and asks students to find a hidden word in it
using the letters.
Students might come up with the following words by using the letters freely:drain, radio,
CONDENSED

train, titan, ratio, trait, rain, rat, and, nod, ant, air, riot, art…

261
 The teacher lets students guess the words and provides feedback until they find ‘art’ as
the code word.
Then the teacher asks where the word ‘art’ was in ‘tradition’ and students can explain that
it is the three first letters read backward.

SESSION

1. ART ROCKSTARS - TITLE

The teacher opens the BOOKR application and the book ‘Art Rockstars I.’ The teacher asks
a student to read the book blurb, and then elicits some examples of how artists can be
rebels.
Possible answers can be:
they use new techniques
they work on taboo topics
they don’t follow traditions
they have strong political views

Now the teacher can remind students that at the beginning of the lesson the code word
‘art’ came from reading the beginning of ‘tradition’ backward. This can be very symbolic as
modernism and modern art comes from the reconsideration of traditions and conventional
ways of thinking and creating.

2. REBELS OF ART

The teacher asks students to work in pairs and open the story on a phone or tablet. Then
the following question is written on the board.

What makes an art rock star?

Renoir:
Gaudí:
The teacher asks the students to copy the question into their notebook and explains that
students should find the answer to this question while reading about the two artists.

After the students have finished reading and have answered the question, the whole class
can discuss their findings.
LEVEL 5

Here are some examples for the answers:

• Renoir: impressionism, never gave up painting

• Gaudí: God’s Architect, never stopped working
CONDENSED

Then the teacher asks who the students like more and why.

262
3. IMPRESSIONISM

The teacher asks students to collect information about Renoir’s art.

The students open the app and the book Art Rockstars I. and read the first eight pages of
the book by taking turns page by page. During reading they take notes about Renoir’s art in
their notebooks.
When the time is up, the teacher stops the activity, asks what the students wrote, and
writes some ideas on the board.

Answer Key:

• looked at something and painted it

• he was criticized - people thought he couldn’t paint (because his art was very different from
the traditional)
• Quick - a lot of painting
• paintbrush and colors in new ways

When students have gathered the information, the teacher explains that Renoir painted
only based on what he saw and felt. He was guided by the impressions of what he was
looking at and he didn’t analyze it, didn’t plan the process, or try to create a precisely
realistic painting. This is why this style of painting and the art movement itself is called
impressionism.

4. IMPRESSIONIST ONE-PAGER

Now the teacher hands out a one-pager printable worksheet (Appendix) to each of the
student pairs and asks the students to read it through first.

Then the pairs to complete the one-pager based on the chapter about Renoir and what
they have talked about. The teacher can even encourage students to use the Internet to
find more information or a favourite painting.
If the students use the Internet, the teacher can advise them to use the keywords ‘simple’
‘for kids’, read the Simple English ‘language’ of Wikipedia, or add ‘kids’ encyclopedia’ after
the name of the art movement. This way the language difficulty will be more adjusted and
not too challenging.

WRAP-UP

CLEAN ENDING
LEVEL 5

The teacher writes some keywords from the book on the board, organized randomly. The
students can look at the board for a while and then they should turn their backs on the
board.
CONDENSED

263
The teacher erases one word and the students can turn back and recall what word is
missing. If they guess it, they need to turn again and the teacher erases another word. This
can be done until only three words are left.
It is useful to leave the most complicated ones on the board so that students can discuss at
the end of the activity what they mean and why they were important for the lesson.

EVALUATION

The teacher explains that colors in art symbolize different concepts and feelings, and
provides the following examples:

• yellow - happiness
• orange - thinking, creativity
• red - warning, danger

If students feel satisfied with and cheerful about the lesson and their own performance,
they pick yellow.
If students feel that they might need some more thinking about the topic, they pick orange.
If they feel that they might have missed something they pick red.

The teacher asks students to raise something of the chosen color, for example pencils, and
makes sure they encourage the ones picking red that they will have the chance to catch up.

HOMEWORK

The teacher can assign the book ‘Art Rockstars I.’ to the students and ask them to work on
the follow-up games.
As optional homework, the teacher can suggest the second part of the book as a reading
homework. ‘Art Rockstars II.’ is about Pablo Picasso and graffiti artist Banksy.’

DIFFERENTIATION:
Stronger students can read the more challenging ‘Rockstars of Art’ book from the BOOKR
Class library.
LEVEL 5
CONDENSED

264
1. MODERNISM ONE-PAGER LESSON 2 Task 2.

DOWNLOAD
the worksheets here!

LEVEL 5
APPENDIX

265
1. MODERNISM ONE-PAGER LESSON 2 Task 2.

LEVEL 5
APPENDIX

266
2. MODERNIST ART MOVEMENTS LESSON 2 Task 3.

Modernism

LEVEL 5
APPENDIX

267
 DREAM JOBS
UNIT OVERVIEW

• RUNTIME: 2 min 52 sec FOCUS OF BUILT IN GAMES:

• WORD COUNT: 301 • description of different jobs, vocabulary,
• AGE: 8-12 gap-filling
• PROFICIENCY LEVEL: Level 5 / A2 / • jobs and equipment, vocabulary, grouping
pre-intermediate words
• words and their definitions, vocabulary,
• NARRATION: American English
matching definitions
• a maths problem, cognitive, brain teaser quiz

It’s so hard to find the perfect job. Maybe this poem will help you. Which one is your
dream job?

GRAMMAR STRUCTURES: decent, conversation, lame, personal information,

present tenses, adjectives and adverbs characteristics, description, feelings, work,
TOPIC (VOCABULARY): workplace, occupations, equipment, tools, tasks,
dream, grown-up, question, suggestion, ideal, engagement, pride, satisfaction, productivity, self-
perfect, job, uniform, toolkit, carpenter, quit, reflection, success, openness, summary, reasoning,
wood, hammer, nails, baker, oven, cakes, tasty, effective communication, examples, career, path
pastry, babysitter, lullaby, chef, apron, hat, outfit, NEEDED MATERIALS & EQUIPMENT:
dish, kitchen, recommend, roast chicken, salon, Appendix (printable worksheets), notebook, pen,
hairstyles, up-to-date, latest, fashion, profession, smartphone / tablet, projector, board, pens and
hairdresser, stylish, bar, waiter, guests, tips, day paper
off, kind, advice, decision, think twice, challenge,

LEVEL 5
LESSON 1

268
 LESSON 1
Jobs and Professions
(vocabulary building) Social Studies

WARM-UP

THREE QUICK QUESTIONS

At the beginning of the lesson, the teacher puts three questions on the board:

Where would you like to live in the future?

Where would you like to work in the future?
Where would you like to travel this summer?

Students answer the questions in pairs, then share some of their answers with the class. After
that, the teacher elicits the topic of each question: place of living, jobs and travelling. Then, the
teacher has the students guess which one of these topics will be discussed in the lesson.

SESSION

1. YOUR DREAM JOB - TITLE

Once the students have guessed the topic of the lesson correctly, the teacher puts the
following expression on the board: Your dream job. Then, they ask the students to raise their
hands if they have a dream job. The students discuss in pairs what their dream job is and what
makes a dream job. When the students have shared some ideas about their dream jobs, the
teacher tells them: ‘I’m sure it’s really hard to pick your dream jobs right now. But don’t worry,
you will have more ideas by the end of the lesson. Now let’s read a fun book about this topic.’
LEVEL 5
LESSON 1

269
2. DIALOGIC READING

The teacher opens the BOOKR Class library application and starts reading the book entitled
Dream Jobs. It helps a lot if the teacher projects the pages of the book on the blackboard.
While reading the poem, the teacher stops the book at the following pages and asks these
questions:

• page 02: ‘Look at the text. Why is it special? What might be the genre?’ - poem
• page 02: ‘What can those lame suggestions be? Any ideas?’
• page 03: ‘What does „clueless” mean?’ The students explain the meaning of the word or give
synonyms.
• page 04: ‘Where are the hammer and the nails? Can you name the other equipment in the
picture?’ -ladder, helmet, gloves, drill, belt
• page 06: ‘... and their dreams quickly take wings.’ - ‘What does this expression mean? Can you
say a simpler sentence?’ - They fall asleep.
• page 08: The teacher highlights the word ‘profession’ at the end of the page. Can the students
explain its meaning? What kind of job is it? - It requires special training and skills.
• page 09: ‘What is a tip? How would you explain it? What do you know about tipping?’ - It is
some extra money paid for a service. People usually give 10-15% of the total price as a tip, but it
depends on how expensive a service is or how satisfied the customer is.
• page 10: The teacher reflects on the third line on the page: ‘I want a job that’s challenging and
decent.’ What do these two adjectives mean? Did the students list these characteristics in the
previous activity?

3. ANY MORE JOBS?

After finishing the book, the teacher asks the students if they can name any more jobs. The
students list the words and the teacher puts them on the board.

4. UNSCRAMBLE THE LETTERS

Now the students complete a sheet from the Appendix in which the names of different jobs are
hidden. The students’ task is to unscramble the letters of the words. When they have finished
completing their sheets, they check their answers in pairs, then finally with the teacher.

DIFFERENTIATION:
Fast finishers can come up with more jobs or describe the jobs on the
sheet with one or two sentences.

270
5. WHAT’S MY JOB?

One student comes up to the front, thinks of a job either from the previous activity or by themselves,
then starts to describe it very briefly, with only one sentence at a time. First, they say more general
sentences, such as ‘I work in an office.’ Then, they help their peers with more concrete ones: ‘I help
my boss and answer phone calls.’ (secretary) The first student to guess correctly is the next one to
challenge the class. The teacher models the task with an example, if they feel that to be necessary.

6. YOUR IDEAL JOB

The teacher introduces this activity like this: ‘Now it’s time for you to think a bit more about
your dream jobs.’
Students work in pairs and interview each other. They ask each other the following questions:

Would you like to work indoors or outdoors?

Would you like to work in an office at a desk?
What’s your opinion about work uniforms?
Would you work night shifts? Why? Why not?
Would you like to run your own business? Why? Why not?
How important is money for you?
Which is more important, a high salary or nice colleagues?
Would you like to work alone or with other people?
Do you like talking in front of others?
How can you handle stress?
Would you like to travel or have an exact workplace?
Would you like to work with children or adults?
What is the most exciting job, in your opinion?
What is the most boring job, in your opinion?
What is the most prestigious job, in your opinion?
What job wouldn’t you like to do?
Would you be a teacher? Why? Why not?

Students can come up with further questions. On the basis of their answers, they can think of a
job for their partners. Who comes up with the most surprising or creative ideas?

7. WHAT’S MORE IMPORTANT?

Towards the end of the lesson, it’s time to evaluate jobs and the related aspects in groups. The
teacher cuts out these expressions from the Appendix (one copy for each group), or projects
the worksheet so that students can read it easily. The groups’ task is to rank the following
LEVEL 5

aspects on the basis of their importance when looking for a job. They start with the most
important aspect.
LESSON 1

271
 • A lot of money
• Nice colleagues
• A lot of days off
• Interesting tasks
• A nice workplace
• Not too much work

The teacher sets a time limit for the discussion. When the groups have a final order for the list,
the teacher has them stand up and circulate in the classroom. This way each group can check
the list of other groups. Which aspects turned out to be the most important for the students?
What did they find surprising?

WRAP-UP

ME IN MY DREAM JOB

Now each student may have an idea about themself in their dream jobs. The teacher asks the
students to picture themselves in the future and imagine one day in their dream job. How does it
start? What do they do? What challenges do they face? The main point is that the students write
for three minutes and let their thoughts flow. At the end of the activity, they can hand in their piece
of writing to the teacher, or they can keep it to themselves and further improve it.

EVALUATION

The teacher finishes the lesson with the following words: ‘Today we have seen a lot of different
jobs and their characteristics. Imagine that you have to evaluate your performance by choosing one
job.’ The teacher explains the three possible jobs based on the self-evaluation of students.

professor - you did very well and understood everything

reporter - you learnt a lot today, but you still have questions
philosopher - you would like to talk more about this topic/practise more in the future
LEVEL 5

HOMEWORK
LESSON 1

There are four games belonging to the poem in the BOOKR Class library application. The
teacher assigns them as homework to the students.

272
 LESSON 2
Writing poems
(creative writing) Literature

WARM-UP

RHYMES

The teacher puts the following lines on the board and asks the students to guess the last word:

I’ve got a little grey mouse.

He lives with me in my …… . (house)

Once the students have found the correct word, the teacher asks the following question: ‘What
helped you to find the right word?’ The teacher makes sure that the expressions rhyme or words
that sound the same are mentioned. Finally, they ask the students how they can connect this to the
previous lesson.
Correct answer: The book Dream Jobs is a poem/has rhymes in it too.

SESSION

1. FIND THE RHYMES

The teacher has the students read the poem again in the BOOKR Class library application. After
that, the teacher writes the following words on the board:

friends, wood, tasty, sister, kitchen, fashion

The students work in pairs and their task is to recall the poem and write down the words that
rhyme with those on the board. They can check their answers with the teacher or with the help
of the poem in the application.
LEVEL 5
LESSON 2

273
2. FIND YOUR RHYMES

The aim of this activity is to divide the class into groups of threes or fours with the help of
rhyming words (see Appendix). Each student gets a slip of paper with a short word written on
it. Those students whose words rhyme sit down together. To make sure that everybody has
found the right group, the teacher has each of the students read their words out loud.

3. JOBS IN RHYMES

Now the teacher has each group choose a job that was mentioned in the previous lesson. Their
task is to collect words related to that job. (If the students need help with the vocabulary, they
can open the BOOKR Class application and take a look at the second game in the book Dream
Jobs.) Once the groups have collected at least 8-10 words, the teacher asks them if there
are any words in their list that rhyme. If not, the groups get extra time to collect words that
rhyme with some of those in their list. If the students find this task challenging, the teacher can
encourage them to look for help on the Internet and find useful websites.

4. JOBS IN POEMS

Now each group has a profession to write about, and at least a few words that rhyme with
each other. Now their task is to write a poem using the rhymes. As this might be challenging
for some of the groups, the teacher can help by highlighting that it is not necessary to write
very long poems: four or six lines can work very well. It can also be useful to check that each
line contains the same number of syllables. The teacher also encourages the students to rely
on their imagination: the poems could be artistic, funny, melancholic, or set in a fantasy world.

5. LISTEN TO THE POEMS!

When all the groups have finished writing their masterpieces, they exchange them with other
groups so that they can read them, comment on them, and suggest possible improvements.
The teacher makes sure that each poem is read by every group. Once the groups have their
own poems back, they can modify their masterpieces on the basis of the comments. Now it is
time to share the poems with the whole class! Each group chooses one member who comes
up front and reads their poem out loud. After each poem, the teacher makes sure that the
masterpieces are appreciated, either by clapping or by giving some other positive feedback.
LEVEL 5

DIFFERENTIATION:
Fast finishers can draw illustrations for their poems.
LESSON 2

274
 WRAP-UP

THE BEST POEM

The teacher puts all the poems together with the illustrations on the blackboard and gives each
student a post-it. The students get a few minutes to take a look at the poems again and vote for
their favourite by putting their post-it on or under it. It is important to specify that nobody can vote
for the poem that they worked on. The writers of the winning poem will get some reward.

EVALUATION

The teacher writes the following sentences on separate sheets of paper and puts them in
different corners of the classroom:

I loved writing poems.

It was good to try it.
I haven’t found my style yet.

The teacher has the students stand in the corner that best describes their feelings about this
lesson. In which corner are there the most students?

LESSON 3 #

A job interview
(speaking practice) Social Studies Communication
and Media

WARM-UP
LEVEL 5

ONE QUESTION

The teacher starts the lesson by describing the following situation:

LESSON 3

‘Imagine that you are working alone in an office and want to find a nice colleague. There are
three people who want to work with you, but you can choose only one of them. You can ask
each of them only one question. This will help you to choose the best colleague. What would
that question be?’

275
 The teacher allocates one or two minutes for the students to come up with a question. Then, the
students can list some of their questions, which the teacher puts on the board.
Some possible questions:

Do you eat loudly?

Do you like gummy bears?
Do you talk a lot?
Do you always arrive on time?

SESSION

1. ANSWER MY QUESTION

The teacher has the students work in pairs and asks them to imagine that now they are one
of those people who want to get the job mentioned in the previous activity, and their partner
is their future boss. Their task is to answer as many questions from the board as possible
and convince “their future boss”. When the time is up, it’s the other student’s turn to answer
questions. How much information can the students learn about each other during this time?
Can they convince their “boss” that they are the best choice for the open position?

NOTE: While the students are speaking, the teacher can walk around the classroom, listen in, and
help the students when necessary.

2. A JOB INTERVIEW

When all the pairs have finished talking, the teacher asks the class the following question:
‘How did you feel in the previous activity? What was this situation similar to?’
The teacher elicits the expression ‘a job interview’. It is possible that some of the students
report having been nervous or under pressure while answering the questions. The teacher
should reassure them that nervousness is a completely natural feeling, and that preparation
can help a lot to tackle it before a job interview.

3. INTERVIEW QUESTIONS
LEVEL 5

The teacher asks the students how it is possible to prepare for a job interview.

Here are some possible answers:

• wear nice clothes
LESSON 3

• get enough sleep

• collect information about the company
• think through possible interview questions.

276
 The teacher makes sure that the idea ‘think through possible interview questions’ is mentioned.
Next, the teacher asks the students if they can list some typical interview questions. The teacher
writes the collected ideas on the board.

4. 30 TRICKY QUESTIONS

Now the students are familiar with some typical interview questions, but it’s time to work on
this list some more. The teacher organises the students into groups of four and distributes the
printed question bank (see Appendix). The task of the groups is the following: they study the
list, then they pick three questions that they find the most surprising or challenging and give
them to another group to answer them. The teacher makes sure that each group gets three
questions. Once each group has their answers, they read them out loud and the rest of the
class tries to match a question from the list to the answer they have just heard.

DIFFERENTIATION:
If time allows, the class as a whole can agree on the most challenging
question and come up with further creative answers.

What are your three best qualities?

What are your three worst qualities?
What superpower would you like to have?
Is time important to you?
How would you describe yourself with one word?
How do you feel about change?
Are you a team player?
What is the best place in the world?
What is your dream job like?
What is your dream boss like?
What are your dream colleagues like?
How would you sell a refrigerator to a penguin?
What is the one thing you couldn’t live without?
If you could be anything for one day, what would you be?
Do you communicate well?
What did you want to be as a child?
Tell me something from your bucket list.
Are you a leader?
What would be the title of a book about your life?
What is the fastest way out of this building?
What advice would you give to your child self?
LEVEL 5

What would you like to learn the most?

How would you explain smartphones to someone from the 1700s?
Do you think you are a lucky person?
LESSON 3

Imagine that you have all the money in the world. What would you do with it?

277
 On a scale of 1 to 10 how funny are you?
What do you do when you’re stressed?
If you could be invisible for a day, where would you go first?
What is the greatest challenge in your life?
Would you like to live forever? Why or why not?

5. YOUR OWN INTERVIEW QUESTIONS

Now that the students have seen numerous possible interview questions, it’s time for them
to add some more to the list. The teacher highlights the fact that in many cases the interview
questions may be surprising or unexpected so that the interviewer can see how creative or
confident the interviewee is. The teacher gives a word to each group: apple, dog, tortilla,
concert, maths, dwarf, etc. The groups’ task is to form a job interview question using their
word. Once the questions are ready, a volunteer (or more volunteers) from the other groups can
answer them. Which group came up with the most creative/funny/surprising question? How
many answers did they get?

WRAP-UP

YOUR FAVOURITE QUESTION

The teacher asks each student to choose their two favourite questions from the question bank.
After that, the students stand in two lines facing each other. Now they have half a minute to
ask the student standing opposite them and answer that student’s questions, taking turns.
When the 30 seconds are up, the students in line A step one to the right and the student
without a partner walks to the other end of the line (where one student in line B doesn’t have
a partner either). They start asking and answering questions again. After a few rounds, the
teacher stops the activity and the students can go back to their places with a great amount of
new information.

EVALUATION

The teacher puts the three pictures (bag, table, bin - see Appendix) on the board and asks the
students to draw them on a slip of paper. The bag denotes those things that they found useful
and will take away from the lesson; the table stands for those parts of the lesson that they
would like to talk about or clarify in the future; and the bin is for those things that they found
irrelevant or boring during the lesson. The students write their ideas under each drawing and
when they have finished, the teacher collects the slips.

278
 CONDENSED 3 IN 1 LESSON
Social Studies Literature

WARM-UP

THREE QUICK QUESTIONS

At the beginning of the lesson, the teacher puts three questions on the board:

Where would you like to live in the future?

Where would you like to work in the future?
Where would you like to travel this summer?

Students answer the questions in pairs, then share some of their answers with the class. After
that, the teacher elicits the topic of each question: place of living, jobs and travelling. Then, the
teacher has the students guess which one of these topics will be discussed in the lesson.

SESSION

1. YOUR DREAM JOB - TITLE

Once the students have guessed the topic of the lesson correctly, the teacher puts the
following expression on the board: Your dream job. Then, they ask the students to raise their
hands if they have a dream job. The students discuss in pairs what their dream job is and what
makes a dream job. When the students have shared some ideas about their dream jobs, the
teacher tells them: ‘I know that there are so many jobs to choose from and it’s not easy to pick
the best. Now let’s read a fun book about this topic.’

2. DIALOGIC READING
LEVEL 5

The teacher opens the BOOKR Class library application and starts reading the book entitled
Dream Jobs. It helps a lot if the teacher projects the pages of the book on the blackboard.
While reading the poem, the teacher stops the book at the following pages and asks these
CONDENSED

questions:

279
 -page 02: ‘Look at the text. Why is it special? What might be the genre?’ - poem
-page 02: ‘What can those lame suggestions be? Any ideas?’
-page 03: ‘What does „clueless” mean?’ The students explain the meaning of the word or give
synonyms.
-page 04: ‘Where are the hammer and the nails? Can you name the other equipment in the
picture?’ - ladder, helmet, gloves, drill, belt
-page 06: ‘... and their dreams quickly take wings.’ - ‘What does this expression mean? Can you
say a simpler sentence?’ - They fall asleep.
-page 08: The teacher highlights the word ‘profession’ at the end of the page. Can the students
explain its meaning? What kind of job is it? - It requires special training and skills.
-page 09: ‘What is a tip? How would you explain it? What do you know about tipping?’ - It is
some extra money paid for a service. People usually give 10-15% of the total price as a tip, but
it depends on how expensive a service is or how satisfied the customer is.
-page 10: The teacher reflects on the third line on the page: ‘I want a job that’s challenging and
decent.’ What do these two adjectives mean? Did the students list these characteristics in the
previous activity?

3. ANY MORE JOBS?

After finishing the book, the teacher asks the students if they can name any more jobs. The
students list the words and the teacher puts them on the board.

4. UNSCRAMBLE THE LETTERS

Now the students complete a sheet from the Appendix in which the names of different jobs are
hidden. The students’ task is to unscramble the letters of the words. When they have finished
completing their sheets, they check their answers in pairs, then finally with the teacher.

DIFFERENTIATION:
Fast finishers can come up with more jobs or describe the jobs on the
sheet with one or two sentences.

5. 30 TRICKY QUESTIONS

The teacher continues the lesson like this: ‘Now you know a lot of jobs. Now it’s easier to pick
your dream job. What do you have to do to get this job?’ The teacher elicits the expression
LEVEL 5

‘going to a job interview’. Once it has been mentioned, the students’ task is to list some typical
interview questions. After that, the teacher organises the students into groups of four and
distributes the printed question bank (see Appendix). The task of the groups is the following:
they study the list, then they pick three questions that they find the most surprising or
CONDENSED

challenging and give them to another group to answer them. The teacher makes sure that each
group gets three questions. Once each group has their answers, they read them out loud and
the rest of the class tries to match a question from the list to the answer they have just heard.

280
 DIFFERENTIATION:
If time allows, the class as a whole can agree on the most challenging
question and come up with further creative answers.

WRAP-UP

WRITING A POEM

The teacher wraps up the lesson with the following questions: ‘Did you like this book? Why?
Why not? What makes it special?’ The teacher listens to the students’ answers and makes sure
that the following idea is mentioned: It is a poem./There are rhymes in it.
The teacher assigns the class the following homework: each student chooses a job and writes
a short poem (four or six lines) about it. What is this job like? Why is this a good profession?
As finding rhyming words might be tricky for some of the students, the teacher can encourage
them to look for help on the Internet and find useful websites. The students can present their
masterpieces in the next lesson and vote on the best.

EVALUATION

The teacher puts the three pictures (bag, table, bin - see Appendix) on the board and asks the
students to draw them on a slip of paper. The bag denotes those things that they found useful
and will take away from the lesson; the table stands for those parts of the lesson that they
would like to talk about or clarify in the future; and the bin is for those things that they found
irrelevant or boring during the lesson. The students write their ideas under each drawing and
when they have finished, the teacher collects the slips.

LEVEL 5
CONDENSED

281
1. UNSCRAMBLE THE LETTERS LESSON 1 Task 4.

DOWNLOAD
the worksheets here!

LEVEL 5
APPENDIX

282
2. YOUR IDEAL JOB LESSON 1 Task 6.

LEVEL 5
APPENDIX

283
3. FIND YOUR RHYMES LESSON 2 Task 2.

LEVEL 5
APPENDIX

284
4. 30 TRICKY INTERVIEW QUESTIONS LESSON 3 Task 4.

LEVEL 5
APPENDIX

285
5. EVALUATION LESSON 3 Evaluation

LEVEL 5
APPENDIX

286
 - LE VE L 6 -
A2-B1 - pre-intermediate

The A2-B1 transition is not specifically defined in CEFR, yet a smooth advancement from A2 to B1
is necessary for further language development. While A2 is the pre-intermediate stage, B1 is the
intermediate level, where learners start their journey to become independent language users.

BOOKR LEVEL 6 is designed for pre-intermediate learners who want to venture beyond their
immediate surroundings and engage with more complex topics and ideas. They are eager to
understand and interpret information, and feel confident in reflecting and commenting on such
content.

THE LANGUAGE OF THE BOOKS contains high-frequency words and expressions related
to both easy-to-grasp and more abstract concepts. Besides illustrations and animations, students
rely more heavily on their skills to comprehend ideas based on the text, using interpretative skills
and making educated guesses from context. The sentences and texts are diverse, covering special
topics, areas, and situations that may not occur in everyday life. The structures and vocabulary
used are relevant for various situations, enabling learners to have meaningful conversations.

THE BOOKS offer a range of materials, including classic stories, informative non-fiction texts
on various topics, and modern fiction to broaden learners’ horizons to the diversity of the world
around them.

THE GAMES included in this level have an explicit focus on reading comprehension, vocabulary
building, grammar practice, and general language proficiency. The language used in the games is
more complex, resembling that of language tests. Greater emphasis is placed on understanding
more complex instructions, sometimes with some meta-language.

EXAMPLES:
• Pan Gu and the World - meaning-focused classic story (Chinese origin story, culture)
• Patty’s Lifestyle Tips - form-focused situational dialogue (modals, should)
• Gertie the City Cow - form-focused situational dialogue (urban and rural living, arguments)
• Charlie Takes His Shot - meaning-focused non-fiction (American segregation, CLIL, human
rights)

287
 DAD’S PLAN
UNIT OVERVIEW

• RUNTIME: 3 min FOCUS OF BUILT IN GAMES:

• WORD COUNT: 454 • Reading comprehension - matching
• AGE: 8-12 • Grammar - word ordering (sentences with
• PROFICIENCY LEVEL: Level 6 / A2-B1 / going to)

pre-intermediate • Vocabulary - matching adjectives and nouns

to form phrases
• NARRATION: American English
• Vocabulary - matching
• Reading comprehension - grouping

Dad has got some exciting plans! Are theothers as enthusiastic as he is? Let’s find out.

GRAMMAR STRUCTURES: NEEDED MATERIALS & EQUIPMENT:

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 6
LESSON 1

288
 LESSON 1
The Wilderness
(nature vocabulary) Geography Biology

WARM-UP

ANIMAL ACTIVITY

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

1. GROUP THE ANIMALS

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 6

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.

289
 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

2. WHAT KIND OF PLAN DOES DAD HAVE?

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?”

3. STORY PREDICTION
#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?”

4. GUESS THE WORD

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.

290
5. ADJECTIVES AND NOUNS - ACTIVITY 3 (PAGE 19)

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.

6. STORY

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?

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 6

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

291
 LESSON 2
Dad’s Plan
(story, be going to) Literature

WARM-UP

HOW HIGH IS OUR MOUNTAIN?

“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

1. QUICK RECAP

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 6

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.

292
2. WORD ORDERING - ACTIVITY 2 (PAGE 16-18.)

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.

3. GOING TO

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

4. NORTH AMERICA – ACTIVITY 4 (PAGE 20)

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.
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
LEVEL 6

GROUP 1: GROTTO FALLS - PAGE 8

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

GROUP 4: DARK ISLAND SWINGING BRIDGE - PAGE 9

GROUP 5: STAYING IN A CABIN - PAGE 13

293
 WRAP-UP

PRESENTATION

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 6
LESSON 2

294
 LESSON 3
Let’s travel!
(story writing) Literature

WARM-UP

ALPHABET GAME

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.

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

1. LISTENING
LEVEL 6

Students listen to the story on their tablets and continue with the reading comprehension exercises
in the app.
LESSON 3

295
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.

3. STORY WRITING

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.

4. PRESENTATION

One group presents their plan, other students listen and vote if they would join or not.

WRAP-UP

ACTIVITY
LEVEL 6

The teacher and the students play the activity game using the new vocabulary.
(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

296
 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.

CONDENSED 3 IN 1 LESSON
Biology Geography

WARM-UP

SNOWMAN

(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

1. GUESS THE WORD

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.

297
2. PREDICTION

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?”

3. DAD’S PLANS

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?”

4. WORD ORDERING - ACTIVITY 2 (PAGE 16-18.)

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.

5. GOING TO

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

298
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.

7. DIALOGUE

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?

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
LEVEL 6

Students do the rest of the activities in the BOOKR Class app.

DIFFERENTIATION:
CONDENSED

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.

299
 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 6
CONDENSED

300
1. WILD ANIMALS FLASHCARD SET Lesson 1 Warm-up

DOWNLOAD
the worksheets here!

LEVEL 6
APPENDIX

301
1. WILD ANIMALS FLASHCARD SET Lesson 1 Warm-up

LEVEL 6
APPENDIX

302
2. NEW VOCABULARY Lesson 1 Activity 4.

LEVEL 6
APPENDIX

303
2. NEW VOCABULARY Lesson 1 Activity 4.

LEVEL 6
APPENDIX

304
2. NEW VOCABULARY Lesson 1 Activity 4.

LEVEL 6
APPENDIX

305
2. NEW VOCABULARY Lesson 1 Activity 4.

MOUNTAIN

VALLEY

CLIFF
LEVEL 6
APPENDIX

306
2. NEW VOCABULARY Lesson 1 Activity 4.

MOUNTAIN
RANGE

TRAIL

RIVER
LEVEL 6
APPENDIX

307
2. NEW VOCABULARY Lesson 1 Activity 4.

WATERFALL

BRIDGE

LEVEL 6
APPENDIX

308
3. MATCH THE WORDS TO THE PICTURES Lesson 1 Activity 4

Match the words to the pictures.

WATERFALL
MOUNTAIN

MOUNTAIN
BRIDGE

VALLEY

LEVEL 6
RANGE
RIVER
TRAIL

CLIFF

APPENDIX

309
4. GOING TO Lesson2 Activity 3.

I DAD

WE SHE
LEVEL 6
APPENDIX

310
4. GOING TO Lesson2 Activity 3.

YOU THE
KIDS

AM IS
LEVEL 6
APPENDIX

311
4. GOING TO Lesson2 Activity 3.

ARE GOING
TO

NOT
LEVEL 6
APPENDIX

312
5. EVALUATION SCALE Lesson 2 Evaluation

1.
2.
3.
4.
5.

LEVEL 6
APPENDIX
6.

313
6. EVALUATE YOURSELF Lesson 3 Evaluation

LEVEL 6
APPENDIX

314
 MR MINGY
UNIT OVERVIEW

• RUNTIME: 3 min FOCUS OF BUILT IN GAMES:

• WORD COUNT: 113 • Reading comprehension - quiz
• AGE: 12-16 • Vocabulary - definition matching: to spare,
• PROFICIENCY LEVEL: Level 6 / A2-B1 / wealth, greedy, rent, mingy
• Reading comprehension
pre-intermediate
- grouping adjectives
• NARRATION: British English
• Grammar - gap-filling - adjectives
+ prepositions

Mr Mingy is a frugal man. Sparing money? Yes, he can.

GRAMMAR STRUCTURES: TOPIC (VOCABULARY):

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
NEEDED MATERIALS & EQUIPMENT:
cards, play money, a ball, worsheets (Appendix)

LEVEL 6
1
LESSON 1

315
 LESSON 1
From pocket money to investment (money)
(vocabulary of 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

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

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 6
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

316
 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.)

2. THE BIG QUESTIONS

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?

3. WHAT TO DO WITH MONEY?

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).

4. VERBS, NOUNS OR ADJECTIVES?

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.

317
5. PAIRING UP

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.

6. NO WORDS TO SPARE

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.

7. MONEY PROBLEMS

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 6
1
LESSON 1

318
 WRAP-UP

GIVING FINANCIAL ADVICE

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

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 6
1
LESSON 1

319
 LESSON 2
Mr Mingy (the poem)
(reading session) Literature Ethics and
Philosophy
Social Studies

WARM-UP

SOME PEOPLE ARE SO POOR…

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

1. WHO IS MR MINGY?

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.
LEVEL 6
1

What is his attitude towards money?

Do you think he is poor or rather rich?
Do you think he is happy or not?
LESSON 2

320
2. MR MINGY, THE FRUGAL MAN

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?

3. THE EXTREMES

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.

4. Q&A

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.

5. BOOKR CLASS APP ACTIVITIES 1 & 3 - COMPREHENSION CHECK

LEVEL 6
1

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 facilitate the
LESSON 2

following task.
The teacher checks the results on the Teacher Dashboard.

321
6. MR MINGY’S HAPPINESS

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

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 about
LEVEL 6
1

him? Encourage your students to justify their answers.

LESSON 2

322
 LESSON 3
Aid for Mr Mingy (writing) Ethics and Social Studies Literature
(writing session) Philosophy

WARM-UP

PASS THE BOMB GAME

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

1. MR MINGY, WEALTHY, GREEDY?

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.

2. WHAT ARE THE OPTIONS?

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

323
 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.

3. A TRUE CHANGE

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?

4. BOOKR CLASS CLASSROOM APP / ACTIVITY 4

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.

5. WRITING A LETTER OF ADVICE

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.

You are a relative of Mr Mingy and you are concerned about him. Write a letter to him in 120-150
LEVEL 6

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
LESSON 3

• invite him over for dinner some time

Use as many expressions from Activity 4 as possible.

324
 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.

6. PRESENTATION

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

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 6
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 bottom for some reason? Why?
LESSON 3

325
 CONDENSED 3 IN 1 LESSON
Economics Ethics and Social Studies
Philosophy

WARM-UP

SOME PEOPLE ARE SO POOR…

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

1. WHO IS MR MINGY?

The teacher shows the title and the front page of the book Mr Mingy with the help of the BOOKR
LEVEL 6

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?

CONDENSED

Do you think he is poor or rather rich?

Do you think he is happy or not?

326
2. MR MINGY, THE FRUGAL MAN

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?

3. THE EXTREMES

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.

4. Q&A

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.

The teacher monitors the question writing and asks the groups to pick the best question and test
the rest of the class with it.students’ turn to decide what the weather is like. The teacher asks
LEVEL56

them to complete the picture with some weather elements.

LEVEL

Ask the students to leave their drawings on the table and to form new pairs and to walk around.
Ask them to say sentences about as many drawings as they can.
CONDENSED
LESSON 3

327
5. WHAT IS HE LIKE?

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?

6. AIDING MR MINGY

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.

7. REVISION

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.
LEVEL56
LEVEL
CONDENSED
LESSON 3

328
 WRAP UP

GOSSIPING GAME

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 like the
LEVEL56

mice living in Mr Mingy’s house? Are they delighted like Mr Mingy’s neighbours who gossip about
LEVEL

him? Ask your students to justify their answers.

CONDENSED
LESSON 3

329
1. VERBS, NOUNS OR ADJECTIVES? Lesson 1 Task 4.

DOWNLOAD
the worksheets here!

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.

4. FRUGAL D. AN AMOUNT OF MONEY THAT YOU HAVE

LEVEL 6

COLLECTED AND YOU KEEP IT IN A BANK.

5. TRANSFERING MONEY E. SENDING MONEY FROM ONE BANK ACCOUNT TO

ANOTHER.
APPENDIX

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 6
APPENDIX

331
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 6

H Become a bank clerk where he can handle money all day long
APPENDIX

332
4. A LETTER TO MR MINGY LESSON 3 Task 6.

LEVEL 6
APPENDIX

333
 - LE VE L 7 -
B1 - intermediate

ACCORDING TO CEFR, learners at this level can understand the main points of clear standard
input on familiar matters regularly encountered in work, school, leisure, etc. They can deal with
most situations likely to arise whilst traveling in an area where the language is spoken. They can
produce simple coherent texts on topics that are familiar or of personal interest. They can describe
experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for
opinions and plans.

BOOKR LEVEL 7 is intended for intermediate learners who want to confidently engage with
topics and subjects beyond their immediate environment. These learners are ready to express
themselves, formulate personal opinions and criticism, and interpret texts with more abstract
messages. With the help of the books, learners can understand and use more complex language
structures related to a range of topics, such as culture, society, and current events. The input
exemplifies and encourages participation in conversations, expressing ideas and opinions, and
giving reasons and explanations.

THE LANGUAGE OF THE BOOKS touches upon a wide variety of topics, including climate
change, sustainability, and the question of powerful leaders. Learners are encouraged to make
sense of the texts with the help of their knowledge and skills. The role of illustrations is primarily
to visually enhance and accompany the texts, helping to create the atmosphere of the stories.
The sentences, texts, and content are more complex and sophisticated, with a greater variety of
expressions and registers. The input is not limited to the focus of the books, and learners may
encounter lower-frequency words that they can deduce the meaning of with the help of context.
Interpretation, analysis, critical thinking, and evaluation are at the center of skills development.

THE BOOKS are mainly composed of classic stories, informative non-fiction, modern fiction, and
dialogues.

THE GAMES focus on reading comprehension, vocabulary building, grammar practice, and
general language proficiency, helping learners improve their skills not only for everyday life but
also for language tests.

EXAMPLES:
• Butterflies in Your Stomach? - meaning-focused picture book (idioms)
• The Legend of the Corn - meaning-focused classic story (Native American myth)
• Libu the Light Bulb - form-focused modern fiction (passive voice, inventions)
• The Song of a Brave Soldier - form-focused poem (military vocabulary, sense of
belonging, SEL)

334
 ON A SHOPPING TRIP
UNIT OVERVIEW

• RUNTIME: 5 min FOCUS OF BUILT IN GAMES:

• WORD COUNT: 1025 • Reading comprehension check (true or false)
• AGE: 10-14 • Vocabulary building (matching synonymous
• PROFICIENCY LEVEL: Level 7 / B1 / intermediate adjectives)
• Vo c a b u l a r y a n d g r a m m a r p r a c t i c e
• NARRATION: British English
(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, long-

adjectives and adverbs, modals, present tenses, 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, pattern, NEEDED MATERIALS & EQUIPMENT:
second hand shop, take off, put on, shopping trip, papers, marker, the printed worksheets, computer,
fitting room, pay, fits , suit, small, medium, large, projector
opinion, trendy, smart, underwear, rails, coat hanger,
pile of, ground floor,

LEVEL 7
LESSON 1

335
 LESSON 1 #
Style and Fashion
(vocabulary building) Communication
and Media

WARM-UP

LOST OBJECT

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.
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 7

DIFFERENTIATION:
The teacher can ask the students to collect even more adjectives.
LESSON 1

336
2. WORDS WITHOUT VOWELS

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

3. ONCE UPON A TIME…

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.”

4. FACTS ABOUT FASHION

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 7
LESSON 1

337
5. INFLUENCERS

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 beau-

tiful 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

338
 WRAP-UP

WHERE AM I GOING?

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 7
LESSON 1

339
 LESSON 2
On a Shopping Trip
(reading the story) Ethics and
Philosophy

WARM-UP

QUICK BINGO

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

1. ON A SHOPPING TRIP

Today we’re going to listen to a story of two friends, George and Sarah-Jane. They’re going on a
LEVEL 7

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?

340
2. TRUE OR FALSE

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.

3. VOCABULARY EXPANSION

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)

4. INTENSIFIERS

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.

341
 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]

5. LET ME HELP YOU

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

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 7

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

342
 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
(discussing personal opinions) Drama Biology

WARM-UP

SPEED DATING

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?

343
 While the students answer the questions, the teacher takes notes of the advantages and
disadvantages on the board.

SESSION

1. SECOND-HAND SHOPPING

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?

2. DIFFERENT FORMS OF FASHION

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

3. FASHION SHOW

We’re opening our own second hand shop with the clothes you’re wearing. The teacher forms
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
LEVEL 7

grease stain on the t-shirt.’

Students have about 10 minutes to write the text together. The teacher makes some space for
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
LESSON 1

walk up and down on the catwalk.

344
 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

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 7
LESSON 1

345
 #
CONDENSED 3 IN 1 LESSON
Communication
and Media

WARM-UP

SPEED DATING

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

1. WORD WEB & MATCHING

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 7

The teacher can ask the students to collect even more adjectives.
LESSON 1

346
2. INFLUENCERS

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 7
LESSON 1

347
3. ON A SHOPPING TRIP

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?

4. TRUE OR FALSE

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.

5. INTENSIFIERS

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]

348
 WRAP-UP

WHERE AM I GOING?

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.)

349
 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
the worksheets here!

__________ 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

1345 likes 1345 likes

350
#CAPTION 2 #CAPTION 2
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

1204 likes 1204 likes

#CAPTION 3 #CAPTION 3
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 7
1. INFLUENCERS - WRITING CAPTIONS LESSON 1 Task 5.

Alison FOLLOW

LEVEL 7
APPENDIX

351
2. #OOTD LESSON 1 Evaluation

LEVEL 7
APPENDIX

352
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 7

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.”

353
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 7

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:

354
 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

355
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 7
 ZEUS THE GOD
OF THUNDER
UNIT OVERVIEW

• RUNTIME: 4 min FOCUS OF BUILT IN GAMES:

• WORD COUNT: 850 • Reading comprehension
• AGE: 8-12 (matching of gods and goddesses)
• PROFICIENCY LEVEL: Level 7 / B1 / • Reading comprehension
intermediate (labeling a family tree)
• Grammar (word ordering)
• NARRATION: American English
• 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 7
LESSON 1

356
 LESSON 1
Gods and Goddesses
(Greek mythology) History

WARM-UP

MYTHOLOGICAL MINGLE

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.

The students can come up with symbols for each god and draw them in their notebooks.

SESSION

A GOD IS SOMEONE WHO…

1.
The teacher writes the following sentence-starter on the board: A god is someone who …
LEVEL 7

The students brainstorm possible endings.

LESSON 1

357
2. CAN YOU IMAGINE?

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.

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.

3. PAST SIMPLE

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.

4. ACT IT OUT

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 past-simple tense
as well as makes sure they form questions using “be,” “could” and “did.”
LEVEL 7

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, they get an
extra point.
LESSON 1

358
5. WHAT WOULD BE YOUR SUPERPOWER?

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.

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.

6. CREATION

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

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 7

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.
LESSON 1

Who is the most precise?

359
 LESSON 2
Zeus the God of Thunder
(reading session) Literature History

WARM-UP

ECHO VOCABULARY

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

1. STORY IN PIECES

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.

2. ZEUS, THE GOD OF THUNDER

The teacher writes the title on the board but leaves the ending (Thunder) out, before asking the
LEVEL 7

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

360
3. EXPANDING THE SUMMARY

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.

4. STORY CHAIN

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 7
LESSON 2

361
5. STORY OF MY LIFE

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

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.

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 7
LESSON 2

362
 LESSON 3
Rainy Battle
Science
(discussions and communicative strategies)

WARM-UP

HOT LIGHTNING BOLT

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

1. RAIN CLAP

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;
• stomps his or her feet whilst clapping.
LEVEL 7

After the last action, the teacher does them in reverse order.
LESSON 3

363
2. CLASSROOM THUNDER

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, ...

3. TOURNAMENT

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 7

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 two.
The pair with more arguments advances to the next battle.
LESSON 3

364
 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.

4. HOPE FROM PANDORA’S BOX

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 7

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 they did an
LESSON 3

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?

365
 CONDENSED 3 IN 1 LESSON
History

WARM-UP

A GOD IS SOMEONE WHO…

The teacher writes the following sentence-starter on the board: A god is someone who …
The students brainstorm possible endings.

SESSION

1. MYTHOLOGICAL MINGLE

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.

The students can come up with symbols for each god and draw them in their notebooks.

366
2. PAST SIMPLE

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.

3. ZEUS THE GOD OF THUNDER

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).

4. STORY CHAIN

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
LEVEL 7

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.

367
5. STORY OF MY LIFE

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

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 7

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

368
 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 7
LESSON 3

369
1. MYTHOLOGICAL MINGLE LESSON 1 Warm-up

DOWNLOAD
the worksheets here!

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 7

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.

370
 - LE VE L 8 -
B1-B2 - upper-intermediate

The B1-B2 transition is not defined in CEFR, yet a smooth advancement is beneficial for a feeling
of success and self-confidence. Both levels describe independent language users, but B2 users of
English are at an upper-intermediate level, concerning their use of grammar structures, range of
vocabulary, the variety of language elements and their ease at English.

BOOKR LEVEL 8 is designed for intermediate learners who are already confident in their use
of English but wish to broaden their vocabulary and familiarity with different genres and registers
of the language. Through reading a variety of texts, learners can develop their understanding
of complex language structures and communicate fluently on a wide range of topics. The books
encourage learners to engage in discussions about abstract ideas, understand different perspectives,
and argue and discuss various issues.

THE LANGUAGE OF THE BOOKS covers a wide range of topics and vocabulary, with only
some limitations on the difficulty level of the items and the length of the texts. Humor, irony, and
other literary techniques are used in the texts to keep learners engaged and entertained. The
sentences and texts in this level are more complex and sophisticated and are intended to prepare
learners for texts they may encounter in academic settings. Learners will need to rely on their
existing skills and probably apply scaffolding techniques to fully benefit from the content.

THE BOOKS are mainly comprised of informative non-fiction, descriptive texts, and dialogues,
though learners may still encounter some of the more common text types from previous levels.

THE GAMES focus on developing reading comprehension, building vocabulary, practicing

grammar, and enhancing general language proficiency, all of which are intended to prepare
students for academic tests and further studies.

EXAMPLES:
• Nature’s Gift - form-focused non-fiction (passive voice, industrialization)
• US Pop Culture - meaning-focused non-fiction (culture)
• Bernice Bobs Her Hair - meaning-focused modern fiction (Fitzgerald)
• On A Job Hunt - form-focused situational dialogue (CV, motivational letter writing)

371
 THE SHEEP
UNIT OVERVIEW

• RUNTIME: 2 min FOCUS OF BUILT IN GAMES:

• WORD COUNT: 206 • Vocabulary - definition match:
• AGE: 12-16 consumption, appreciation, nature, purpose

• PROFICIENCY LEVEL: Level 8 / B1-B2 / • Reading comprehension - quiz

• Grammar - word ordering in the
upper-intermediate
passive voice
• NARRATION: American English
• 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.

GRAMMAR STRUCTURES: NEEDED MATERIALS & EQUIPMENT:

present simple, gerund, passive voice, articles (the) exercise book, pen, Appendix (cards, passive
TOPIC (VOCABULARY): voice worksheet, worksheet for writing), colours
animals (sheep, wool, clothing, mutton, food, (pencils / highlighters / pens)
collective nouns for animals, flock, herd, moth,
stew, shepherd, job, provide, plural, animals)

LEVEL 8
1
LESSON 1

372
 LESSON 1
The Gentle Sheep
(the poem) Literature Economics Biology

WARM-UP

20 QUESTIONS

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

1. SHEEP BRAINSTORMING

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 8
1

soft
sheep
cute/nice

SHEEP
Shepherd
LESSON 1

domestic herbivore
animal

Farm

373
2. THE SHEEP - INTRODUCTION

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 8
LESSON 1

374
3. THE SHEEP - THE POEM

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’…

4. READING FOR GIST - ACTIVITY 1 AND 2

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.

5. PREPARATION FOR THE PRESENTATION OF THE SHEEP

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 8
6

• less savage than the rabbit

• good food for hungry moths
• should be first killed and peeled
• praise that they are not as fierce as leopards
LESSON 1

When the posters are done, students should divide the three parts of the poster among themselves
and prepare for the presentation.

375
 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.

6. THE PRESENTATION OF THE SHEEP

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

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.

376
 LESSON 2
The sheep is led
(passive voice) Literature

WARM-UP

FORMAL OR INFORMAL REGISTER?

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

1. SENTENCE ANALYSIS - THE FORM OF THE PASSIVE VOICE

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
LEVEL 8
1

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.
LESSON 2

The teacher asks the students to vote which one is the active and which one is the passive
sentence and why.

377
 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 8
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.

378
 After the completion of the chart, the teacher asks students to explain what happens to the
sentences and how the transformation goes on.

2. PASSIVE VOICE - THE PRACTICE OF FORM

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.

3. GAMBLING THE FLOCK

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.

379
 WRAP-UP

COUNTING SHEEP - FEEDBACK

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 8
1
LESSON 2
3

380
LESSON 3
Teachings
(writing) Literature Biology

WARM-UP

A FLOCK OF SHEEP - NOUNS

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 8
1
LESSON 3
2

381
 SESSION

1. PREPARATION FOR THE WRITING TASK

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.

2. WRITING TO TEACH

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,
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
LEVEL 8
1

brainstorming by now.
LESSON 3
2

382
 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

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 8
1
LESSON 3
2

383
 CONDENSED 3 IN 1 LESSON
Biology Literature

WARM-UP

20 QUESTIONS

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

1. THE SHEEP - INTRODUCTION

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).
LEVEL18
LEVEL
CONDENSED
LESSON 2

384
 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.

2. THE SHEEP - THE POEM

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’…

3. READING FOR GIST - ACTIVITIES 1 AND 2

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.
LEVEL18
LEVEL
CONDENSED
LESSON 2

385
4. FORMAL OR INFORMAL REGISTER?

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.

5. SENTENCE ANALYSIS - THE FORM OF THE PASSIVE VOICE

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.

The teacher encourages students to compare the two sentences, both passive and active,
LEVEL18

and to identify the differences.

LEVEL

SENTENCE 1:
CONDENSED

Present simple + This sentence had the subject after “by”.

LESSON 2

SENTENCE 2:
Should modal + This sentence did not have a subject.

386
 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)

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.

6. PASSIVE VOICE - THE PRACTICE OF FORM

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.
LEVEL18
LEVEL

7. BOOKR CLASS APP / ACTIVITY 3 AND 4

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.

387
8. THE BIG PASSIVE PRACTICE

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

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.

LEVEL18
LEVEL
CONDENSED
LESSON 2

388
1. DO YOU FEEL LIKE SHEEP? LESSON 1 Evaluation

DOWNLOAD
the worksheets here!

LEVEL 8
APPENDIX

389
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.

ACTIVE SENTENCE PASSIVE 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.

ACTIVE SENTENCE PASSIVE 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.

ACTIVE SENTENCE PASSIVE 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
LEVEL 8

20 minutes →
We read the poem
ago

People don’t keep sheep anymore →

should if he’s →
Someone the sheep
APPENDIX

cook naughty.

390
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 8
APPENDIX

391
 LEVEL 8 APPENDIX
Task 1.

..................................................
LESSON 3

(title)
TOPICS OF THE
KINDERGARTENERS ADULTS
PARAGRAPHS / VERSES

392
PREPARATION FOR THE WRITING TASK
4.
 HOW ANIMALS SURVIVE
(INTERMEDIATE)
UNIT OVERVIEW

• RUNTIME: 13 min 41 sec FOCUS OF BUILT IN GAMES:

• WORD COUNT: 1465 • special vocabulary gap-filling
• AGE: 8-12 • reading comprehension quiz

• PROFICIENCY LEVEL: Level 8 / B1-B2 / • special vocabulary - jumbled words

• hermit crabs listening quiz
upper-intermediate
• NARRATION: American English

People and animals need the same things: food, water, clean air, space to move and a home.
How can animals find these? How can they survive in nature? Read this book to find out!

GRAMMAR STRUCTURES: scientist, vertebrate, invertebrate, cold-blooded,

present tenses, adjectives and adverbs environment, predator, prey, similar, fin, plant-eater,
TOPIC (VOCABULARY): grab, eyesight, sense, chew, pointed, bark, curved,
animal, bone, warm-blooded, body temperature, seed, behavior, ocean, heart rate, breathe, pigment,
oxygen, survive, body covering, fur, moose, fat, stay still, pretend, adapt, threat, noise pollution,
feather, scale, desert, insect, blend in, nature, communicate, habitat, Earth, escape
Arctic hare, meat-eater, protect, plate, quill, NEEDED MATERIALS & EQUIPMENT:
shell, wing, flipper, hoof, tentacle, trunk, claw, Appendix (printable worksheets), notebook,
grow, baleen, beak, bill, migration, right whale, smartphone / tablet, projector, board, pens and
migrate, hibernation, hibernate, dormant, play paper
dead, horn, antler, sting, orca whale, disappear,

LEVEL 8
1
LESSON 1

393
 LESSON 1
How Animals Survive
(classifying animals - reading) Biology

WARM-UP

THE CLASSIFICATION OF ANIMALS

The teacher explains that the lesson will be about how animals survive, however, before that, it’s
useful to discuss what the students already know about animals.
The teacher asks the students if they know the groups according to which we classify animals.
The teacher tries to elicit these with the help of examples or by naming the first class, that is,
‘mammals.’ Here is a guide:

1. mammals - lion, mouse

2. reptiles - snake, tortoise
3. fish - salmon, shark
4. amphibians - frog, newt
5. invertebrates - jellyfish, ladybug
6. birds - peacock, eagle

The teacher should make sure that the students understand the six classes and have them listed
with a few examples written in their notebooks.

DIFFERENTIATION:
If the students come up with the classes easily and the teacher doesn’t need to help them by
giving examples, collecting some animals from each class of animals as fast as they can can be an
exciting task in pairs. Once the first pair to write down two examples from each class is ready, the
activity stops and the students check their answers with the teacher. Is the fastest group the most
knowledgeable or did they make some mistakes while classifying?

SESSION
LEVEL 8
1

1. CLASSIFICATION OF ANIMALS

The teacher opens the app and loads the book ‘How Animals Survive’ (intermediate level).
On the first page of the book are some animals. The teacher asks what class they can be
LESSON 1

classified into.

394
 Answer Key:
• dog, tiger - mammals
• fish - fish
• octopus - invertebrates

Then the teacher asks the students to focus on the text and try to take notes of further classes
mentioned in the book. After playing page 2, the teacher stops the book, elicits the answers and
explains any concepts if needed.

Answer Key:
There are two main groups: vertebrates and invertebrates. All animals that are not invertebrates
are vertebrates. There are two subgroups of vertebrates though: warm-blooded and cold-
blooded ones.

2. HOT OR COLD?

Now the teacher asks the students to work in pairs in their notebooks and group the animals
into these two subgroups: which animals and classes of animals are warm-blooded and
which are cold-blooded?

Once the students have discussed their ideas, the teacher elicits the answers.

Answer Key:
• warm-blooded vertebrates: mammals, birds
• cold-blooded vertebrates: fish, reptiles, amphibians

Then the teacher colour-codes the two subgroups - warm-blooded animals are circled in red,
while cold-blooded ones are circled in blue.

3. NOTES

Now the teacher plays the second page of the book again and the students add new
examples to their lists in their notebooks that are mentioned or seen on page 2.

Answer Key:
• invertebrates: spiders, insects, earthworms + bugs, dragonflies
• mammals: humans/people
• reptiles: chameleons
• birds: owls
LEVEL 8
1

DIFFERENTIATION:
If needed, the teacher can play the page again or let the students discuss their findings in pairs
LESSON 1

before checking the exercise.

395
4. BASIC NEEDS

The teacher asks the students to write down ‘basic needs’ in their notebooks. If needed, the
teacher can help the students and the numbers 1-5 can be written on the board to denote the
number of needs.

If the students have any guesses, they can write them down in their notebooks.

The teacher plays page 3 and the students take notes in their notebooks individually. Then the
teacher asks what they understood and rewards those who caught the five basic needs of animals.

Answer Key: food, water, oxygen (air), space, shelter (home)

5. CHAPTER 1

The teacher continues by playing pages 3 to 6 from the book until the end of the following
sentence: “They keep water in their bodies.”

• Why do animals have different body coverings? - because of the different weather conditions they live in
• What body coverings are mentioned? - fur, skin, feathers, scales
• How do they function?
° fur - thick, fatty skin keeps animals warm
° feathers - keep warm air in
° scales - don’t let water leave the body

If the students can’t answer confidently, the teacher can play the part again to improve their
comprehension.

The teacher continues to play the book until the end of page 7 before asking the following
questions:

• One function of body coverings is to protect animals from the weather. What else? - they help them to
blend in with the environment / they provide camouflage
• Can you give me two different examples of blending in?
° the fur of Arctic hares changes from brown to white so that they can hide
° the fur of wolves/hawks/tigers is similar in colour to their surroundings so that they can hide when
hunting - their prey can’t see them

The teacher continues playing the book until the end of page 8 before asking the students the
following question:

• Some hard body parts protect animals. What animals and body parts are mentioned? - armadillo and its
LEVEL 8
1

plates, porcupine and its quills, snail and its shell

Then the teacher continues by presenting page 9 before asking the students the following
questions:
LESSON 1

396
 • What are the monarch and viceroy butterflies examples of? - misleading species that trick predators
(monarch butterflies taste bad so viceroy butterflies developed similar coloured patterns)
• What other animal was mentioned? - the stick insect that looks like a twig

The teacher continues playing the book until the end of page 10 before asking the students
the following questions:

What are the three body parts in the picture? What is said about them?

1. fins - flippers help whales and sea lions

2. feet - the webbed feet of frogs and ducks, hooves of deer, hind legs of rabbits and kangaroos
3. wings

The teacher continues playing the book until the end of page 13 before asking:

What senses have been mentioned?

• taste: snake’s tongue

• hearing: mice
• eyesight: hawks
• touch / movement: ant’s sensors, hair on grasshoppers and crabs

The teacher continues playing the book until the end of page 14 before asking:

• What’s a baleen? - a filter resembling teeth

Finally, the teacher continues the recording and stops the book at the end of page 15 before
answering the question ‘Why is the shape of a bird’s beak important?’

Answer Key:
It tells us about the diet of the bird.

6. CLOSER COMPREHENSION CHECK

The teacher hands out a printable worksheet (Appendix) to each of the students and then
groups them into threes. The students work together, taking turns to complete Exercises 1-12.
They can use their smartphones/tablets if they need to but the teacher should make sure they
mute the BOOKR book to prevent disturbing the others.

The students should stop working 10-12 minutes before the end of the lesson.

397
 WRAP-UP

VOCABULARY BINGO

The teacher asks each group to pick the two most difficult expressions they came across while
working on their worksheet before writing them on the board and instructing the students to
draw a 3x3 grid in their notebooks and filling in each blank box with a different difficult expression.

Once the students have written in nine expressions in any arrangement they choose, the
teacher picks an expression and defines it. The students guess which expression was defined
and if they have written that specific one on their bingo grid, they should cross it out or colour
it in.

The teacher explains that if a student crosses out or colours in three boxes in a row
(horizontally, vertically or diagonally), they need to shout out ‘Bingo!’ and are the winner.

Then the teacher continues giving definitions of the expressions until the first student shouts
out ‘Bingo!’

When a student works out which expression the teacher is defining, the teacher can also ask
for the native-language equivalent which can also be written on the board. Then the teacher
can cross out that expression so that the pool of expressions shrinks and the students can
focus more easily.

HOMEWORK

If the students don’t have enough time to finish completing the worksheet in pairs, the teacher
can assign it as homework.
LEVEL 8
1
LESSON 1

398
 EVALUATION

As a funny self-evaluation, the teacher can ask the students to think about the two types of teeth
and the three examples the book mentions: sharp, flat and both. Then the teacher can encourage
the students to identify themselves with one of the following mammals:

• a wolf if they were alert, a leader, strong and motivated

• a cow if they were to lay flat, not be very active and just stand around for ages
• a human if they were inbetween, doing enough but not very energetic

LESSON 2
A Question of Survival
(adapting to survive) Biology

WARM-UP

TOTAL RECALL

The teacher hands out a printable worksheet with a spiderweb on it (Appendix) to each
student before pairing them up (preferably with different partners than in the previous
lesson). Then the teacher asks the students to recall what they learnt in the previous lesson
about animals and to fill in the spiderweb chart with the missing words.

Once a pair of students have finished, they should swap their worksheet with another pair and,
with the help of the teacher, correct their classmates’ answers. Which pair wrote down the
most correct answers?

DIFFERENTIATION:
This printable worksheet can serve as a short test as well. In this case, the teacher asks the
students to work on their own and fill in the 15 gaps with one word each to earn up to 15 points.
The teacher can let the students use the notes in their notebook and the worksheet from the
LEVEL 8
1

previous lesson to make the assessment easier as well as base the task on how well and precisely
they worked during the last lesson (if they took notes and did their homework…) instead of testing
their memory.
LESSON 2
1

399
 SESSION

1. WHAT NOW?

The teacher summarizes what the students have learnt about how the bodies of animals
adapt to survive: they have different body coverings. However, what happens, for example, if
they cannot adapt to the weather? The teacher asks the students to think about what might
happen then.

Answer Key:
They die, migrate or hibernate / fall into a deep sleep.

If the students can’t think of the given answers, the teacher should move on and tell them that
they are about to find them out.

2. BEHAVIOURS

The teacher opens the book and starts playing it from page 16 until the end of page 20. Since
the students now have the answers, the teacher asks them to collect the three behaviours
that help animals to survive. The teacher should also elicit them to make sure that every
student understands all the concepts.

Answer Key:
• migration: moving to a warmer place and going back to the original place when the temperature becomes
milder
• hibernation: a very deep sleep where body functions reduce by about 95% that animals must fall into
• deep sleep: a deep sleep that animals choose to fall into and sometimes wake up from before maybe going
back to sleep

Then the teacher continues from page 20 to the end of page 23 before asking the following
question:

How can animals escape from predators and survive?

• chameleons change colour
• opossums and some snakes play dead
• some animals fight back
LEVEL 8
1
LESSON 2
1

400
3. MEMORY

The teacher closes the BOOKR Class book and groups the students into threes. Then the
students write down ‘How do animals fight back?’ in their notebooks.

The teacher allocates 2 minutes to the students to try and recall what animals as well as body
parts were mentioned on page 23.

DIFFERENTIATION:
If it is too difficult for the students to remember the vocabulary items, the teacher can help them
by showing page 23 for a very short period of time. The teacher can do so repeatedly until all the
students have written something in their notebooks.

Then the students go up to the front of the classroom and write their answers on the board.
While they are writing, the teacher checks their answers. Once all the necessary information
is on the board, the teacher asks the students to read the items to practice pronouncing them
and elicit their meanings.

Answer Key:
• goats use their horns
• moose use their antlers
• wasps and jellyfish sting
• skunks make a smell
• porcupines use their quills
• pufferfish puff up their bodies
• parrots and cats scream

4. DISAPPEARING ANIMALS

The teacher summarizes that animals can survive by adapting to their environment and
learning behaviours. However, a lot of animals are disappearing. Next, the teacher asks the
students to write down the following question in their notebooks and try to answer it in
groups of three.

Why are animals disappearing?

After checking their ideas, the teacher asks the students to work on Exercise 17 on the
worksheet and group the reasons. If they think of some ideas that are not mentioned, they can
add them to the table.
LEVEL 8
1

The teacher helps the students to check the answers by each group reading aloud one column
from their worksheet and the other groups can add any extra ideas they have written down in
that column.
LESSON 2
1

401
5. THE IMPACT OF HUMANITY

Now the teacher asks the students to work in groups and discuss what impacts are caused by
people before highlighting / colour-coding them in Exercise 17.

Once their time is up, the teacher asks for feedback and goes over the ideas with the students.
It is important to be open-minded and critical when thinking about our impact on nature, even
if it is indirect or involuntary.

6. ORCAS / KILLER WHALES

Now the teacher reopens the BOOKR Class app before asking the students to listen
carefully to the part about orcas / killer whales and try to identify the reasons for why they
are disappearing. The teacher doesn’t play the book in video format but only as an audio
recording (without any visual support).

The teacher plays the book from page 24 until the end of page 25 before asking the students
to circle the reasons in Exercise 17.

Answer Key:
• extreme fishing
• noise pollution

7. SIERRA NEVADA

The teacher continues to play the book from page 26 until the end of page 27 and lets the
students think about the questions of the book. Then the teacher might even open a browser
and the students search for the answers online.

Answer Key:
• Are there really fewer frogs, toads and salamanders or is this just the result of a natural cycle? - There are
fewer of them.
• Have people made them disappear? - Habitat loss and a fungal disease are the main reasons. Habitat
loss is caused by climate change and the lack of safe wildlife parks. People haven’t directly made them
disappear.
• Has their habitat changed recently? - Yes, it has gotten warmer and drier.
• How can we protect them? - By creating more national parks and providing them with safe habitats.

The teacher should end the discussion on a more positive note by concluding that
LEVEL 8
1

disappearing ‘endangered’ species are a big problem, but people are becoming more and
more aware of it and ready to take action. They may even suggest that the class should try to
raise awareness in the following lesson.
LESSON 2
1

402
 WRAP-UP

GAMES SECTION

The teacher asks the students to think back and recall what they have read about in the book
‘How Animals Survive.’ The students open the BOOKR Class app and play the games to
revise a bit.

EVALUATION

Based on the games session, the teacher asks for feedback on how much the students have
remembered.

The teacher gives a Post-it note to each of the students and asks them to provide any
feedback from the lesson, e.g. what they enjoyed, what they found challenging, if they liked
the topic…
Then the students fold the notes and place them on one of the three designated desks:
desk 1: I’m happy with how I did in class and during the games session.
desk 2: I’m okay with my performance - my performance was average.
desk 3: I could have done better. I’ll try harder next time.

HOMEWORK

The teacher can ask the students to read the book again at home. There are some exercises on
the worksheet that haven’t been completed in class, namely Exercises 13-16, so the teacher
can ask them to work on those at home.
LEVEL 8
1
LESSON 2
1

403
 LESSON 3
Research project
(endangered species)

WARM-UP

DISAPPEARING ANIMALS

The teacher writes ‘disappearing animals’ on the board and asks the students to do some
brainstorming on the topic. Students can mention endangered species of animals that they
have learnt about in the previous two lessons, e.g. orcas / killer whales, salamanders in
Sierra Nevada, etc., or reasons why there are less and less of some animals in the wild. They
can also mention their general knowledge of endangered species or anything relevant, e.g.
initiatives or ideas that are related to wildlife conservation.

The students mention ideas and the teacher writes them on the board before announcing they
will do some research and project work on an endangered species in today’s lesson.

DIFFERENTIATION:
The teacher can write ‘endangered species’ on the board before eliciting the meaning of the
expression and explaining that the noun ‘species’ is both its singular and plural form.

SESSION

1. AN ENDANGERED SPECIES

The teacher pairs up the students and asks them to pick an endangered species they would
like to present to the class. They can either choose from the ones they have just brainstormed,
select other ones by looking on pages 1-7 of the book ‘Endangered Wildlife’ or search online.

Once the students have chosen an endangered species, the teacher describes the task.
LEVEL 8
1

Do some research on your chosen endangered species to be able to describe:

1. its natural habitat (continent, type of environment, country…)

LESSON 3
1

2. its body, body coverings and how it’s adapted to its environment
3. its prey (diet) and predators (possible dangers)
4. its behaviors that enable it to survive
5. why it’s endangered (its population in the wild, reasons why it’s becoming endangered)

404
 Students should write these five points down in their notebooks and then as much as they
know about this endangered species in their own words using bullet points for a few minutes.

Next the teacher should reflect on their work by highlighting some important techniques:
• take short notes
• use your own words (not too complicated expressions)
• choose the important information (not every detail)

Then the teacher sets a time limit and discusses with the students how much they will be able to
do in such a short time:

1. note down basic information

2. rephrase any complicated expressions if they are important

Finally, the teacher allows the students to start doing their research on their smartphones or in
the library. If the students are using the Internet and are not experienced, the teacher should also
mention that they can write ‘simply’ or ‘for kids’ after typing their keywords into a search engine.

DIFFERENTIATION:
If the teacher thinks the students might struggle to find information on the Internet or need more
time, they can do some research before the lesson and print some easy-to-understand articles
about some endangered species which can be placed in different parts of the classroom. Great
sources are online kids’ encyclopedias or the ‘Simple English’ section of Wikipedia amongst others.
In this case, the teacher should provide the students with the species they can choose from.

2. THE POSTER

Once their time is up and the students have gathered (most of) the information, they can
structure their project.

The teacher hands out big sheets of paper and tells the pairs of students to create an
informative poster about their chosen endangered species. The students should work and
write on the poster together.

WRAP-UP

EXHIBITION
LEVEL 8
1

Once their projects are (more or less) finished, the teacher asks the students to present them
in short. The teacher should encourage them to take turns when presenting. If they find
presenting difficult, the teacher can simply ask them questions to elicit the content of the
LESSON 3
1

poster from them.

If they haven’t completed their project, the teacher should focus on the parts that are
presentable and provide feedback on those.

405
 DIFFERENTIATION:
If the class is talkative or the teacher would like to evaluate/assess this lesson, a whole
lesson can be devoted to oral presentations.

HOMEWORK

The teacher can ask the students to finish their project at home and create a digital
presentation or write a short encyclopedia entry based on their project. Both assignments can
be done in pairs or individually and the teacher can let them choose either one depending on
what skills they would like to improve.

It’s a good idea to assign the BOOKR Class book ‘Endangered Species’ as an example if the
students write short encyclopedia entries.

EVALUATION

The teacher asks the students to stand in line based on how much they have learnt about
endangered species. The students who feel they have learnt the most stand at the beginning
of the line while the ones who couldn’t take much from the session and would need a bit more
time stand at the end of the line.

Now blend the teacher blends the line and the most confident student will stand opposite
the one who could memorize and internalize the least in their opinion. The teacher asks the
students to encourage and praise each other and end the lesson on a positive note. LEVEL 8
1
LESSON 3
1

406
CONDENSED 3 IN 1 LESSON

Biology

WARM-UP

THE CLASSIFICATION OF ANIMALS

The teacher explains that the lesson will be about how animals survive, however, before that,
it’s useful to discuss what the students already know about animals.
The teacher asks the students if they know the groups according to which we classify animals.
The teacher tries to elicit these with the help of examples or by naming the first class, that is,
‘mammals.’ Here is a guide:

1. mammals - lion, mouse

2. reptiles - snake, tortoise
3. fish - salmon, shark
4. amphibians - frog, newt
5. invertebrates - jellyfish, ladybug
6. birds - peacock, eagle

The teacher should make sure that the students understand the six classes and have them
listed with a few examples written in their notebooks.

DIFFERENTIATION:
If the students come up with the classes easily and the teacher doesn’t need to help them by
giving examples, collecting some animals from each class of animals as fast as they can can
be an exciting task in pairs. Once the first pair to write down two examples from each class is
ready, the activity stops and the students check their answers with the teacher. Is the fastest
group the most knowledgeable or did they make some mistakes while classifying?
LEVEL 8
1
CONDENSED
LESSON 1

407
 SESSION

1. CLASSIFICATION OF ANIMALS

The teacher opens the app and loads the book ‘How Animals Survive’ (intermediate level).
On the first page of the book are some animals. The teacher asks what class they can be
classified into.

Answer Key:
• dog, tiger - mammals
• fish - fish
• octopus - invertebrates

Then the teacher asks the students to focus on the text and try to take notes of further
classes mentioned in the book. After playing page 2, the teacher stops the book, elicits the
answers and explains any concepts if needed.

Answer Key:
There are two main groups: vertebrates and invertebrates. All animals that are not
invertebrates are vertebrates. There are two subgroups of vertebrates though: warm-blooded
and cold-blooded ones.

2. NOTES

Now the teacher plays the second page of the book again and the students add new
examples to their lists in their notebooks that are mentioned or seen on page 2.

Answer Key:
• invertebrates: spiders, insects, earthworms + bugs, dragonflies
• mammals: humans/people
• reptiles: chameleons
• birds: owls

DIFFERENTIATION:
If needed, the teacher can play the page again or let the students discuss their findings in
LEVEL 8
1

pairs before checking the exercise.

CONDENSED
LESSON 1

408
3. BASIC NEEDS

The teacher asks the students to write down ‘basic needs’ in their notebooks. If needed, the
teacher can help the students and the numbers 1-5 can be written on the board to denote the
number of needs.

If the students have any guesses, they can write them down in their notebooks.

The teacher plays page 3 and the students take notes in their notebooks individually. Then
the teacher asks what they understood and rewards those who caught the five basic needs of
animals.

Answer Key: food, water, oxygen (air), space, shelter (home)

4. CHAPTER 1

The teacher continues by playing pages 3 to 6 from the book until the end of the following
sentence: “They keep water in their bodies.”

Then the teacher asks some questions:

• Why do animals have different body coverings? - because of the different weather conditions they live in
• What body coverings are mentioned? - fur, skin, feathers, scales
• How do they function?
° fur - thick, fatty skin keeps animals warm
° feathers - keep warm air in
° scales - don’t let water leave the body

If the students can’t answer confidently, the teacher can play the part again to improve their
comprehension.

The teacher continues to play the book until the end of page 7 before asking the following
questions:
• One function of body coverings is to protect animals from the weather. What else? - they help them to
blend in with the environment / they provide camouflage
• Can you give me two different examples of blending in?
° the fur of Arctic hares changes from brown to white so that they can hide
° the fur of wolves/hawks/tigers is similar in colour to their surroundings so that they can hide when
hunting - their prey can’t see them

The teacher continues playing the book until the end of page 8 before asking the students the
following question:
LEVEL 8
1

• Some hard body parts protect animals. What animals and body parts are mentioned? - armadillo and its
plates, porcupine and its quills, snail and its shell
CONDENSED
LESSON 1

409
 Then the teacher continues by presenting page 9 before asking the students the following
questions:

• What are the monarch and viceroy butterflies examples of? - misleading species that trick predators
(monarch butterflies taste bad so viceroy butterflies developed similar coloured patterns)
• What other animal was mentioned? - the stick insect that looks like a twig

The teacher continues playing the book until the end of page 10 before asking the students
the following questions:

What are the three body parts in the picture? What is said about them?

1. fins - flippers help whales and sea lions

2. feet - the webbed feet of frogs and ducks, hooves of deer, hind legs of rabbits and kangaroos
3. wings

The teacher continues playing the book until the end of page 13 before asking:

What senses have been mentioned?

• taste: snake’s tongue

• hearing: mice
• eyesight: hawks
• touch / movement: ant’s sensors, hair on grasshoppers and crabs

The teacher continues playing the book until the end of page 14 before asking:

• What’s a baleen? - a filter resembling teeth

Finally, the teacher continues the recording and stops the book at the end of page 15 before
answering the question ‘Why is the shape of a bird’s beak important?

Answer Key:
It tells us about the diet of the bird.

5. WHAT NOW?

The teacher summarizes what the students have learnt about how the bodies of animals
adapt to survive: they have different body coverings. However, what happens, for example, if
they cannot adapt to the weather? The teacher asks the students to think about what might
happen then.

Answer Key:
LEVEL 8
1

They die, migrate or hibernate / fall into a deep sleep.

If the students can’t think of the given answers, the teacher should move on and tell them that they
are about to find them out.
CONDENSED
LESSON 1

410
6. BEHAVIOURS

The teacher opens the book and starts playing it from page 16 until the end of page 20. Since
the students now have the answers, the teacher asks them to collect the three behaviours
that help animals to survive. The teacher should also elicit them to make sure that every
student understands all the concepts.

Answer Key:

• migration: moving to a warmer place and going back to the original place when the temperature
becomes milder
• hibernation: a very deep sleep where body functions reduce by about 95% that animals must fall into
• deep sleep: a deep sleep that animals choose to fall into and sometimes wake up from before maybe
going back to sleep

Then the teacher continues from page 20 to the end of page 23 before asking the following
question:

How can animals escape from predators and survive?

• chameleons change colour

• opossums and some snakes play dead
• some animals fight back

7. DISAPPEARING ANIMALS

The teacher summarizes that animals can survive by adapting to their environment and
learning behaviours. However, a lot of animals are disappearing. Next, the teacher asks the
students to write down the following question in their notebooks and try to answer it in
groups of three.

Why are animals disappearing?

After checking their ideas, the teacher asks the students to work on Exercise 17 on the
worksheet and group the reasons. If they think of some ideas that are not mentioned, they can
add them to the table.

The teacher helps the students to check the answers by each group reading aloud one column
from their worksheet and the other groups can add any extra ideas they have written down in
that column.
LEVEL 8
1
CONDENSED
LESSON 1

411
 HOMEWORK

The teacher can ask the student to read the whole BOOKR Class book at home and play the
games at the end.

OPTIONAL: For extra reward, the teacher can assign the printable worksheet, as well.

EVALUATION

As a funny self-evaluation, the teacher can ask the students to think about the two types of
teeth and the three examples the book mentions: sharp, flat and both. Then the teacher can
encourage the students to identify themselves with one of the following mammals:

• a wolf if they were alert, a leader, strong and motivated

• a cow if they were to lay flat, not be very active and just stand around for ages
• a human if they were inbetween, doing enough but not very energetic

LEVEL 8
1
CONDENSED
LESSON 1

412
1. CLOSER COMPREHENSION CHECK LESSON 1 Task 6.

DOWNLOAD
the worksheets here!

Focus Curriculum - How Animals Survive - Intermediate

1. 5. How does body covering help animals

survive? Match the animals and what
protects them.
vertebrates:
1. moose A. color-changing fur

2. walrus B. bony plates

invertebrates: 3. lizard C. thick fur

4. Arctic hare D. scales

5. birds E. thick fat

6. armadillo F. shell
2. How can you classify animals? 7. porcupine feathers
Complete the chart.
8. turtle H. sharp quills
animals

6.

with legs without legs

reptiles amphibians

3.
7. Some body parts help animals survive in a
simple way: to escape. Look at the pictures
and make the words.

n, f, i g, w, i, n f, e, i, p, l, p, r

d, b, b, e, w foot e, o, t o, o, f, h

8. Can you complete the sentence? What are the

two missing words? Complete the sentence
CHAPTER 1 and explain the missing words.
4.
Some body parts can help p escape
from their p .
1. thick, soft hair on mammals
LEVEL 8

2. the covering of the body of vertebrates

3. a hard covering to protect the body

APPENDIX

4. the soft and light covering of birds

5. long hair-like protection

6. small, hard, thin coverings on the skin

413
1. CLOSER COMPREHENSION CHECK LESSON 1 Task 6.

Focus Curriculum - How Animals Survive - Intermediate

9. Read the descriptions about how animals eat. 14. Chameleons can change color when they
What animal does the book mention as an want to hide. How does it happen?
example?
They reach the highest leaves with the help of their
long n… and t… . -
They use their t… to smell and taste. -
They have t… that they use as arms to catch and taste
food. - 15. What is a peaceful way to survive an encounter
They use their t… to grap food - it’s not only for with a predator? What animals use this
smelling. technique?
Their n… is very long and their t… is very long and thin
to catch small insects. -

10. How can animals sense other animals’

movements? Find the information in the text.
16.
hawks -
mice -
grasshoppers, crabs -
1. goats A. sting

11. What exactly do animals use their teeth for? 2. moose B. make a smell
Complete the sentences.
3. wasps C. scream
Flat teeth are for… 4. skunks D. use their horns
Sharp teeth are for …
5. porcupines E. grow bigger
Really sharp teeth are for …
6. pu F. use their antlers
Baleen is for …
7. parrots G. use their quills

12.
17. Some animals can’t adapt to changes or
protect themselves, so they are disappearing.
Read the reasons and group them.

to crack open seeds

to catch and eat meat

habitat loss
to reach bugs and insects

pollution

CHAPTER 2
13. What happens when animals’ bodies can’t
LEVEL 8

wildlife trading,
poaching
adapt to the weather? Fill in the gaps.

They need to to a warmer place. If they

invasive species,
can’t leave, they slow down and go or diseases
go into a very deep sleep called .
APPENDIX

global warming

414
2. TOTAL RECALL LESSON 2 WARM-UP

m
LEVEL 8
APPENDIX

415
2. TOTAL RECALL LESSON 2 WARM-UP

LEVEL 8
APPENDIX

416
 - LE VE L 9 -
B2-B2+ - upper-intermediate

ACCORDING TO CEFR, learners at this level can understand the main ideas of complex texts
on both concrete and abstract topics, including technical discussions in their field of specialization.
They can interact with a degree of fluency and spontaneity that makes regular interaction with
native speakers quite possible without strain for either party. They can produce clear, detailed text
on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and
disadvantages of various options.

BOOKR LEVEL 9 is designed for upper-intermediate learners who have already acquired a
good command of the English language and are eager to dive deeper into various topics while
expressing themselves with specificity. Learners can experience a full immersion in the English
language and serves the purpose of preparing for the C1 level.

THE LANGUAGE OF THE BOOKS in this level provides learners with detailed information
on a wide range of subjects, without compromising the quality or quantity of input. In addition,
the books often employ humor, irony, and other literary techniques to create an engaging reading
experience. The sentences and texts are complex, sophisticated, and authentic, which prepares
learners for texts they might encounter in academic settings. Students are challenged to rely on
their skills and scaffolding techniques to extract the maximum benefit from the materials.

THE BOOKS mainly offer informative non-fiction, descriptive texts, and dialogues. Although the
text types are similar to those in previous levels, the level of detail and complexity is significantly
higher.

THE GAMES in this level focus on reading comprehension, vocabulary building, grammar
practice, and general language proficiency using metalanguage to prepare students for tests and
further academic studies. These games challenge learners to interpret and analyze complex texts,
while also deepening their understanding of English grammar and vocabulary.

EXAMPLES:
• Ancient Civilisations in Europe - meaning-focused non-fiction (CLIL)
• Rockin Robin - form-focused modern fiction (conditionals, segregation)
• Warne Saved President Lincoln - meaning-focused non-fiction (feminism)
• Long Time No See - form-focused situational dialogue (reported speech, cultures and
biases)

417
 THE YELLOW WALLPAPER
UNIT OVERVIEW

• RUNTIME: 25 min FOCUS OF BUILT IN GAMES:

• WORD COUNT: 4334 • reading comprehension (quote and concept)
• AGE: 12-16 • vocabulary gap filling
• PROFICIENCY LEVEL: Level 9 / B2-B2+ / • word search (synonyms)
upper- intermediate
• NARRATION: American English

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: querulous, debase, undulate, florid, patent, derision,

present tenses, past tenses, perfect tenses, modals misconstrue, physician, depression, hysterical,
(present simple, past simple, shall, should, must, draught, unreasonable)
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 (yellow)
tonic, congenial, sly, fancy, hedge, prescription, paper with an outline of an upper body drawn on
absorb, flamboyant, lurid, atrocious, whim, the middle of it
riotous, recurrent, loll, impertinence, gouge, skulk,

LEVEL 9
LESSON 1

418
 LESSON 1
The creeping woman
(personality adjectives) Biology Arts & crafts

WARM-UP

THE CREEPING WOMAN

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

1. LEARNING NEW VOCABULARY

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.

DIFFERENTIATION:
LEVEL 9

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

make the game more exciting. For example: “There are two birds.”, or “A boy is running.”

419
 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.)

2. COLOR PALETTE

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

3. PRACTICING VOCABULARY

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).

420
4. ROLE-PLAY

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

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 9

DIFFERENTIATION:
The teacher can write some prompts on the board to help students express themselves:
During the discussion I felt like I
It made me feel
LESSON 1

Unlike the others I

421
 LESSON 2
The Yellow Wallpaper
(analysis) Literature

WARM-UP

JOURNAL ENTRY

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. THE YELLOW WALLPAPER

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)

LEVEL 9

GROUP B: Chapter 3-4 (pp. 11-20)

GROUP C: Chapter 5-7 (pp. 21-25)
GROUP D: Chapter 8 (pp. 26-33)

After students finish, they try to summarize the text and think about the possible outcomes or
LESSON 2

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?

422
2. SUMMARY AND ANALYSIS

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:
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

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.
LEVEL 9

EVALUATION
LESSON 2

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.

423
 LESSON 3
Time travel
(Social context, mental health) History Biology Literature

WARM-UP

GALLERY WALK

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

1. SYMBOL

The teacher asks students: In what sense did the woman get free? After discussing the
responses, the teacher shows them the poster which they made at the end of Lessson 1
LEVEL 9

and asks:

• What type of feelings did you write around the figure? (Negative, sad, desperate, awful)
• What caused you to feel that way? (Oppression, ignorance)
LESSON 3

• Who is the oppressor in the short story? (John, society)

424
2. TAKING A CLOSER LOOK AT JOHN

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?

3. STRUCTURED ACADEMIC CONTROVERSY

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 9
LESSON 3

425
 WRAP-UP

MENTAL HEALTH AWARENESS RAISING POSTERS

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 9
LESSON 3

426
 CONDENSED 3 IN 1 LESSON
History Biology Literature

WARM-UP

JOURNAL ENTRY

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. THE YELLOW WALLPAPER

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)
GROUP D: Chapter 8 (pp. 26-33)
LEVEL 9

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?
CONDENSED

427
2. SUMMARY AND ANALYSIS

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.

3. DEBATE

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

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)

428
 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 9
CONDENSED

429
1. THE CREEPING WOMAN LESSON 1 Warm up

DOWNLOAD
the worksheets here!

LEVEL 9
APPENDIX

430
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 9
APPENDIX

431
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 9

MATCH THE FOLLOWING ADJECTIVES WITH THE (BOLDED) PEOPLE ABOVE BASED ON THE-
IR BEHAVIOUR:

subtle, vicious, nervous, caring, happy

APPENDIX

432
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 9
APPENDIX

433
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 9

The Yellow Wallpaper?

APPENDIX

434
5. GALLERY WALK LESSON 3 Warm-up 4.

LEVEL 9
APPENDIX

435
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 9
APPENDIX

436
 ANCIENT CIVILISATIONS
IN EUROPE
UNIT OVERVIEW

• RUNTIME: 6 min 8 sec FOCUS OF BUILT IN GAMES:

• WORD COUNT: 788 • summary with swapping synonyms
• AGE: 12-16 • character-descriptions matching

• PROFICIENCY LEVEL: Level 9 / B2-B2+ / • vocabulary: odd-one-out

• ancient civilizations: map labelling
upper- intermediate
• NARRATION: British English

Read about ancient civilisations and familiarize yourself with ancient culture. Meet the Greeks
and the Romans.

GRAMMAR STRUCTURES: carvings, mosaics, Pompeii, volcano, ash, disappear,

past simple, present simple, passive voice, language, spelling, mythology, Hercules, Troy,
adjectives and adverbs Sparta, warrior, army, wooden, conflict, gift, city,
TOPIC (VOCABULARY): country, place of living, culture)
culture, ancient, geography, Romans, civilization, NEEDED MATERIALS & EQUIPMENT:
stories, war, histor y, battle, Europe, the projector, tablets / smartphones, pens, worksheets,
Mediterranean, peninsula, Asia Minor, ruins, paper, board

LEVEL 9
LESSON 1

437
LESSON 1
Ancient Civilisations
(reading and target vocabulary) History

WARM-UP

As the title of the book is Ancient Civilisations in Europe, the teacher can spark a discussion about
the definition of civilization.
First, the teacher asks the students to pair up before collecting as many words and expressions
as they can that are related to the concept of civilization. Since they may come up with some ideas
they don’t know the English equivalent of, the teacher might allow them to use dictionaries or
help them out if needed.
After 2-3 minutes, the teacher stops the exercise and asks for feedback - the teacher writes notes
on the board and organizes their ideas into a spider web diagram similar to the following:

LEVEL 9
LESSON 1

438
 SESSION

1. ANCIENT CIVILISATIONS IN EUROPE

The teacher introduces the title of the book before encouraging the students to identify the
expressions and concepts collected during the brainstorming activity above that are of European
origin. The teacher can highlight or circle the ideas that they attribute to Europeans. The teacher
should make sure that the students form arguments and give reasons for their choices.

2. PREPARATION

The teacher hands out the printable worksheet (Appendix) and asks the students to read it
through. They can discuss the questions and the meaning of unknown words.

Match the expressions to the definitions.

1. peninsula - a piece of land in a body of water but connected to the mainland

2. carving - forming a shape or pattern by cutting into a material
3. mosaic - a picture or pattern made from small pieces
4. ruins - the remains of an old building
5. volcanic eruption - when a volcano explodes forcing magma, rocks and gas to suddenly come out of the ground
6. bury - to cover or hide something underneath something else
7. ash - a gray powder left after something has burnt
8. inhabitant - a person who lives somewhere
9. forefather - a person from the past who is an ancestor

3. ANCIENT CIVILISATIONS

If needed, the teacher can help the students think of the type of answers, for example that there
are two nouns missing from the first item, four locations from the second one; and brief answers
without the need to compose full, grammatically correct sentences are needed in questions 5 to 7.

Once they have familiarized themselves with the worksheet, they can start listening to the book
without any visual aids and try to complete the task.

DIFFERENTIATION:
For those students who find the listening exercise too challenging, the teacher can offer
an alternative one. Those who are up for this challenge face away from the board and
listen to the recording.
The students who need more help can remain seated and look at the board making use
of the visual aids to follow the text more easily.

439
 After the first listening, the teacher should ask for some feedback from the students and even let
them discuss what they can remember by making notes in pairs.

After the second (or third) listening, the class can check their understanding and answers. In
some cases, the answers can be worded differently so the teacher should be open to any ideas.
Why some answers are wrong should be explained and any mistakes treated as a natural part
of the learning process.

Here is the Answer Key:

1. Where were the ancient civilizations in Europe located? - on the shore of the Mediterranean Sea
2. Where were the four most essential civilizations located? Name their current locations.
° Spain
° Italy
° Greece
° Asia Minor
3. What was the name of the ancient Italian people? - the Romans
4. What types of ruins mentioned above provide us with information? - buildings, carvings, vases, mosaics, wall
paintings
5. What happened to the city of Pompeii? - it was destroyed when the volcano Mount Vesuvius erupted.
6. What is a positive consequence of this volcanic eruption for modern-day people? - the volcanic ash kept safe /
preserved everyday objects from that time
7. How have ancient words been modified that are used in modern-day English according to the text? - slight
changes in spelling

4. READING COMPREHENSION

After checking the worksheet, the teacher plays the story to the students until the end of page
8 while showing visual aids before they jump to the games section and work on Game 1 to check
their understanding.

5. THE MAP

Then the teacher jumps to Game 4 and asks the students to label the map. Now the students pair
up, open their notebooks and collect as much information about the places mentioned as they can.

The teacher should encourage them to consider the text before writing down some information
about Italy. Then they can continue by doing the same for the other places that have been
mentioned in the story. Alternatively, should the students prefer, the teacher can decide to conduct
a brainstorming activity to put into practice knowledge that the students have previously learnt in
LEVEL 9

their history lessons as well as from books and films, or could complete this task by searching on
the Internet and doing some quick research.

Who was able to write more? The teacher asks for some feedback, writes the best ideas on the
LESSON 1

board and rewards the pairs who wrote down the most ideas.

440
 WRAP-UP

ERASING THE PAST

As a wrap-up activity, the teacher uses the notes they wrote on the board from the previous
brainstorming activity.

The teacher anonymously defines one of the ideas on the board and the students need to guess
what it is. If they guess correctly, the teacher wipes it off the board.
Next, the teacher asks a student to pick an expression and define it. If the class can name the
expression that has been defined, that student wipes it off the board.

The activity continues until all the expressions have been wiped off the board.

EVALUATION

The teacher places the pictures of three artifacts (Appendix) on the board.
The students who regard what they have learnt today as valuable stand under the picture of the
well-preserved bracelet.
The students who worked well but not exceptionally stand under the picture of the huge mosaic.
The students who weren’t active but could leave a message in the form of graffiti stating ‘X was
here’ stand under the picture of the ancient graffiti.

LESSON 2
Trojan War
History Literature
(reading the myth)

WARM-UP
LEVEL 9

MYTHOLOGY HANGMAN
LESSON 2

The teacher starts the lesson by dividing the students into groups and drawing as many lines
on the board as there are letters in the word ‘mythology.’ Afterwards, a picture of a Roman
goddess is shown to the students as well as a pair of scissors.

441
 The students’ task is to find the letters that make up the word ‘mythology’ without losing their
goddess as after each wrong guess, time is lost as well as part of the statue (the teacher cuts it
off instead of drawing a hangman).
It depends on the teacher how many parts have to be cut off. The more chances are given, the
smaller the parts to be cut off must be.

The groups take turns by guessing the letters and the one which finds out the word first raises
their hand and says the correct answer.
Then the teacher elicits the definitions of mythology and myths.

SESSION

1. MYTHS AND LEGENDS

The teacher asks the students to open their notebooks and write down the numbers 1 to 4.
Then the teacher writes four titles in alphabetical order on the board before explaining to the
students that they are going to hear 4 short summaries of stories that they need to write down
the titles of in the order that they hear them.

Hercules and his Labors: He was an extraordinary hero with unmatched strength who was assigned twelve
challenging tasks as a punishment for a terrible mistake he made. These included fighting formidable beasts and even
retrieving a three-headed dog from the underworld.

Search for the Golden Fleece: Jason, a rightful prince, embarked on a grand quest to find a unique object, which
would confirm his royal status. Joined by a group of heroes, he faced and overcame numerous obstacles before finally
obtaining it.

Siege of Troy: A prolonged conflict ensued over a very important city due to the abduction of a beautiful woman by a
prince. The Greeks cleverly ended the war by leaving a massive wooden horse, which was filled with soldiers, at the
city’s gates, thereby causing the city’s downfall.

The Wanderings of Ulysses: The King of Ithaca endured a ten-year-long journey home following a major war. He
encountered mythical creatures and faced various trials. Upon his return, he had to reclaim his kingdom from those who
sought his throne in his absence.

When checking their answers, the teacher reads each summary again and asks a student to say
out loud the correct title.
At the end of the activity, the teacher gets the students to vote for the myth they think they are
going to hear.
LEVEL 9

2. SIEGE OF TROY
LESSON 2

The teacher opens the book in the BOOKR Class app at page 11 and plays the story until the
end of page 16.

442
3. SUMMARY

Now the teacher pairs up the students and asks them to write down a summary of this story in
their notebooks.
The teacher projects page 11 without the narration and asks the students to write down one
sentence about the essence of the page in their own words.

Once the pairs have finished their sentence, the teacher asks for some examples to make sure
the students understood the task and were able to find the most important information as well
as outline the essence of the text.

DIFFERENTIATION:
The teacher can do the first step with the students, eliciting the most important
information (Sparta, Troy, city-states, conflict, love) and composing one simple sentence
about it.

Once the students have finished the first sentence, they continue from page 12. The teacher
allocates 1-2 minutes for each page to be played until the end of page 16.

Then the students stand up with a coloured pencil, walk around the room and write down some
feedback in their notebooks, e.g. smiley faces, grades, corrections, question marks denoting
ambiguous parts, etc. The teacher can do the same.

Then the pairs sit down and modify their texts based on the feedback.

4. “BEWARE OF GREEKS BEARING GIFTS”

Now the teacher writes down the last idea from the text on the board and asks the students to
consider the aforementioned proverb. What does it mean?
The teacher elicits some ideas and explains that this expression is still used today when we
feel that we might have been deceived and is used in situations when someone starts to treat
us much more kindly than usual, raising suspicions.

5. TROJAN WAR

The teacher pairs up the students and asks them to work on the worksheet (Appendix) together
by taking turns.
The teacher walks around and helps the students complete the exercises successfully.
LEVEL 9

Then the teacher helps the students to check their answers. For the last question about the
most challenging expressions, the teacher picks several students and asks them to explain why
they chose the given answer before all the students have the opportunity to raise their hand
if they also included those expressions in their lists. (Such activities are a great way to draw
LESSON 2

attention, raise awareness and practice the most difficult expressions without drilling.)

443
6. MAIN CHARACTERS

The teacher continues with Game 2 from the BOOKR Class app. The students raise their hands
and the teacher picks one of them who reads one description and matches it to one character.

WRAP-UP

REFLECTIONS

While Game 2 is still being projected, the teacher asks the students to work in groups of three
and discuss the following questions:

• Who caused the conflict in your opinion?

• Did Menelaus rightly destroy Troy?
• Who could have stopped this catastrophe?
• Who’s your favourite and least favourite character?

After the discussion, the teacher explains that there are several versions of this myth and the
biggest question is if Paris kidnapped Helena or did Helena escape with Paris from being held
captive by Menelaus?
This will be the topic of the next lesson which the teacher can inform the students about.

SELF-EVALUATION

The students evaluate themselves based on their involvement and activity during the lesson.
The teacher asks the students to stand in one of the following three groups:

1. If they were eager and did their best, they are the Odysseus group.
2. If they did something but weren’t sure about what they were doing, they are the Paris group.
3. If they just went with the flow but didn’t put much effort into the activity, they are the Helena group.
LEVEL 9
LESSON 2

444
 LESSON 3 #
Motives and Responsibilities
(legal case - arguments and discussion) Communication Literature
and Media

WARM-UP

TROJAN CHAIN

The students stand in a circle and the teacher asks each student to say a word related to the
Trojan War. The teacher can use the worksheet from the previous lesson where the target
vocabulary was listed in a word cloud to give hints and guide the students.

DIFFERENTIATION:
The teacher can ask the students to summarize the story of Paris and Helena, moreover,
instead of just listing vocabulary items, their task is to tell the story. The first student
starts by setting the scene and the final one finishes the story.

SESSION

1. DIFFERENT POINTS OF VIEW

The teacher invites the students to recall that at the end of the previous lesson, they discussed
that several versions of the myth about the Trojan War exist when it comes to the role of the
characters and their motives. Some accuse Helena, while others say she was only a victim.
Others say Menelaus wasn’t a good enough husband and Paris was Helena’s true love.
The teacher then explains that in this lesson, the students will work on these different
perspectives, try to understand their motives as well as work out who was responsible for the
war and the chaotic destruction of Troy.

The teacher asks the students to imagine that a trial takes place regarding this question and
LEVEL 9

several people are interviewed:

1. Helena
2. Paris
LESSON 3

3. Menelaus
4. Agamemnon
5. Hector (Paris’s brother)

445
 1. The teacher then asks the students to volunteer to play these five characters throughout the trial.
2. Then the teacher asks the students to play the prosecutors who accuse these characters.
3. The rest of the students play the defense lawyers of the main characters or the assistants to the lawyers
accusing the main characters.

Altogether, there are two legal teams: one defending Helena and Paris (as well as Hector), and
one defending Menelaus and Agamemnon.

Distribution of information using strips of paper (Appendix):

The teacher divides the classroom into two and asks the two legal teams to gather.
• Then the characters (Helena, Paris, Hector) and their defense lawyers sit together in pairs and the other
students accusing Menelaus and Agamemnon sit in another group on the same side of the classroom.
• The other side of the classroom is for Menelaus, Agamemnon and their defense lawyers as well as the
prosecutors accusing Helena, Paris and Hector.

defense of Helena and Paris defense of Menelaus and Agamemnon

Defensive Perspective - Helena Accusatory Perspective - Helena

Defensive Perspective - Paris Accusatory Perspective - Paris

Defensive Perspective - Hector Accusatory Perspective - Hector

Accusatory Perspective - Menelaus Defensive Perspective - Menelaus

Accusatory Perspective - Agamemnon Defensive Perspective - Agamemnon

2. PREPARATION

The teacher distributes the texts to the students who read and discuss them in pairs before
taking notes in their notebooks. Their task is to add more arguments, details and ideas to make
their points stronger, more logical, interconnected and easy to follow.

3. LEGAL TEAM MEETING

Once the students have finished working in pairs, the two legal teams form and discuss what
information they have gathered. Pair by pair they share their ideas about and arguments
for their clients with their legal team. This roundtable discussion starts with the clients, as
well as their lawyers, reading out loud their list of arguments and ends with the accusatory
LEVEL 9

perspectives. Throughout the process, the students can take notes if there are some ideas they
can use or build on.
LESSON 3

446
4. LAST CHECK

Now the legal teams retreat and refine what they have already written down by revising
their arguments, coming up with questions to ask the opposing legal team or characters and
practicing a bit.

5. THE TRIAL

Now that all the students are well prepared, the teacher gets the two legal teams to sit
opposite each other and opens the trial as the judge. The winner of the trial is the group who
presents clear arguments built on logical connections, is easy to follow and can reflect on the
opposition’s points.

STEP 1
First, they should give sworn testimony by repeating the following sentence after the teacher: ‘I
swear to tell the truth, the whole truth, and nothing but the truth.’

STEP 2
The teacher listens to Helena, Paris and Hector. After each person, the prosecutors can ask
questions and their defense lawyers can defend their clients.

STEP 3
Menelaus and Agamemnon speak next and are interviewed by the other legal team.

6. ENDING

The teacher asks the two legal teams to discuss their conclusions and choose a spokesperson
who presents why they think their clients are innocent.

WRAP-UP

SUMMARY

The two spokespersons give their speeches and the teacher might ask some questions. Finally,
the teacher decides who presented stronger arguments and who wins the trial.
LEVEL 9
LESSON 3

447
 EVALUATION

The teacher asks the students to evaluate their performance in terms of remuneration. How
much was their work in this lesson worth?

The teacher explains that they can evaluate themselves in terms of their hourly rate.
The least satisfactory student should stand at the end of the line who earns 10 pounds per
hour while the most satisfactory one should stand at the other end who earns 50 pounds per
hour.

CONDENSED 3 IN 1 LESSON History

WARM-UP

As the title of the book is Ancient Civilisations in Europe, the teacher can spark a discussion
about the definition of civilization.
First, the teacher asks the students to pair up before collecting as many words and expressions
as they can that are related to the concept of civilization. Since they may come up with
some ideas they don’t know the English equivalent of, the teacher might allow them to use
dictionaries or help them out if needed.
After 2-3 minutes, the teacher stops the exercise and asks for feedback - the teacher writes
notes on the board and organizes their ideas into a spider web diagram similar to the following:
LEVEL 9
CONDENSED

448
1. ANCIENT CIVILISATIONS IN EUROPE

The teacher introduces the title of the book before encouraging the students to identify
the expressions and concepts collected during the brainstorming activity above that are of
European origin. The teacher can highlight or circle the ideas that they attribute to Europeans.
The teacher should make sure that the students form arguments and give reasons for their
choices.

2. PREPARATION

The teacher hands out the printable worksheet (Appendix) and asks the students to read it
through. They can discuss the questions and the meaning of unknown words.
LEVEL 9

Match the expressions to the definitions.

1. peninsula - a piece of land in a body of water but connected to the mainland

2. carving - forming a shape or pattern by cutting into a material
CONDENSED

3. mosaic - a picture or pattern made from small pieces

4. ruins - the remains of an old building

449
 5. volcanic eruption - when a volcano explodes forcing magma, rocks and gas to suddenly come out of the
ground
6. bury - to cover or hide something underneath something else
7. ash - a gray powder left after something has burnt
8. inhabitant - a person who lives somewhere
9. forefather - a person from the past who is an ancestor

3. ANCIENT CIVILIZATIONS

If needed, the teacher can help the students think of the type of answers, for example that
there are two nouns missing from the first item, four locations from the second one; and brief
answers without the need to compose full, grammatically correct sentences are needed in
questions 5 to 7.

Once they have familiarized themselves with the worksheet, they can start listening to the book
without any visual aids and try to complete the task.

DIFFERENTIATION:
For those students who find the listening exercise too challenging, the teacher can offer
an alternative one. Those who are up for this challenge face away from the board and
listen to the recording.
The students who need more help can remain seated and look at the board making use
of the visual aids to follow the text more easily.

After the first listening, the teacher should ask for some feedback from the students and even
let them discuss what they can remember by making notes in pairs.

After the second (or third) listening, the class can check their understanding and answers. In
some cases, the answers can be worded differently so the teacher should be open to any ideas.
Why some answers are wrong should be explained and any mistakes treated as a natural part
of the learning process.

Answer Key in Appendix.

4. SIEGE OF TROY

The teacher opens the book in the BOOKR Class app at page 11 and plays the story until the
LEVEL 9

end of page 16.

CONDENSED

450
5. “BEWARE OF GREEKS BEARING GIFTS”

Now the teacher writes down the last idea from the text on the board and asks the students to
consider the aforementioned proverb. What does it mean?

The teacher elicits some ideas and explains that this expression is still used today when we
feel that we might have been deceived and is used in situations when someone starts to treat
us much more kindly than usual, raising suspicions.

6. TROJAN WAR

The teacher pairs up the students and asks them to work on the worksheet (Appendix) together
by taking turns.
The teacher walks around and helps the students complete the exercises successfully.
Then the teacher helps the students to check their answers. For the last question about the
most challenging expressions, the teacher picks several students and asks them to explain why
they chose the given answer before all the students have the opportunity to raise their hand
if they also included those expressions in their lists. (Such activities are a great way to draw
attention, raise awareness and practice the most difficult expressions without drilling.)

WRAP-UP

7. ERASING THE PAST

As a wrap-up activity, the teacher writes some vocabulary items they find important on the
board.

The teacher anonymously defines one of the ideas on the board and the students need to guess
what it is. If they guess correctly, the teacher wipes it off the board.
Next, the teacher asks a student to pick an expression and define it. If the class can name the
expression that has been defined, that student wipes it off the board.

The activity continues until all the expressions have been wiped off the board.

EVALUATION
LEVEL 9

The teacher places the pictures of three artifacts (Appendix) on the board.
The students who regard what they have learnt today as valuable stand under the picture of
the well-preserved bracelet.
The students who worked well but not exceptionally stand under the picture of the huge
CONDENSED

mosaic.
The students who weren’t active but could leave a message in the form of graffiti stating ‘X was
here’ stand under the picture of the ancient graffiti.

451
 HOMEWORK

The teacher can assign the book in the BOOKR Class app and ask the students to reread it and
complete the games at the end of the book.
As optional homework, the teacher can assign the tasks of the printable worksheet, too.

LEVEL 9
CONDENSED

452
1. ANCIENT CIVILISATIONS IN EUROPE LESSON 1 Task 3.

DOWNLOAD
the worksheets here!

LEVEL 9
APPENDIX

453
1. ANCIENT CIVILISATIONS IN EUROPE LESSON 1 Task 3.

LEVEL 9
APPENDIX

454
1. ANCIENT CIVILISATIONS IN EUROPE LESSON 1 Task 3.

LEVEL 9
APPENDIX

455
1. DIFFERENT POINTS OF VIEW LESSON 1 Task 3.

LEVEL 9
APPENDIX

456
2. EVALUATION LESSON 1 Evaluation

LEVEL 9
APPENDIX

457
4. EVALUATION LESSON 1 Evaluation

LEVEL 9
APPENDIX

458
4. EVALUATION LESSON 1 Evaluation

LEVEL 9
APPENDIX

459
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