360º at the Chocolate Factory

The activity is a tour that will be carried out within a route of UAB university, answering questions about the book ‘’Charlie and the Chocolate Factory’’ by Roald Dahl. The app used is WeboBook, which specialises in doing VR/360º tours.

• Target Age: 6th grade

• Target Language Level (based on CEFR): A2.

• Location (indoors, outdoors, gym, classroom, etc.): Indoors - Classroom. 

In this school, each term, students work on a book that serves as the main theme of the trimester. All the areas of knowledge are connected to this book, and students do different activities related to it. The book is read in Catalan every day during the 30 minutes of compulsory reading. Most of the time, students are asked to read individually, but there are days in which the teacher reads one chapter while pupils listen, or each one reads half a page out loud, or they are asked to do it as homework for next week. The teacher supervises that no one gets behind, providing scaffolding to those who need it and giving chapter limits to those who read faster, making everyone being near the same progress. Books are chosen before the academic year starts in a teachers’ meeting in which they search for the most appropriate for their level, language and values. 

The 360º tour we have designed takes place in a university setting. Initially, we wanted to adapt it to Charlie and the Chocolate Factory, connecting it to the book’s world. However, due to logistical reasons such as limited resources, time and equipment, we decided to record it at the university instead. Although it is not directly related to the story, the main goal is for students to explore different spaces and connect with the sense of curiosity present in this book. In the future, if the project were to be implemented, we would look for a more suitable setting. Furthermore, the questions of the 360º are mostly open-ended answers for students to reflect on the book, including some easier questions in multiple-choice format. 

The grouping will be chosen by the teacher, creating heterogenous trios in which students with different levels of language proficiency are part of. Each student will be given a role to perform the activity: a leader, who navigates the digital tool used (reading the questions for his/her teammates), a recorder, who is in charge of recording the conversation and promoting their participation, and a notetaker, who will fill in the sheet and do the correction after.

Students will mainly use the target language for speaking and reading comprehension. Within each team, pupils must communicate in English to decide which option is correct. They will practise their communication skills and oral ability. Moreover, they will read each question aloud and respond to it, using the target language. If they have any doubts regarding a word in English, they can ask the teacher, use the dictionary or talk with their classmates.

• Reception: 

Overall reading comprehension A2:

• Can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items. 

Reading Instructions A2:

• Can understand simple instructions on equipment encountered in everyday life – such as a public telephone. Can understand simple, brief instructions provided that they are illustrated and not written in continuous text.  Can understand instructions on medicine labels expressed as a simple command e.g. ‘Take before meals’ or ‘Do not take if driving.  Can follow a simple recipe, especially if there are pictures to illustrate the most important steps.

• Interaction: 

Spoken Interaction A2: 

• Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters to do with work and free time. Can handle very short social exchanges but is rarely able to understand enough to keep conversation going of his/her own accord.

Goal-Oriented Cooperation A2:

• Can communicate in simple and routine tasks using simple phrases to ask for and provide things, to get simple information and to discuss what to do next.

• Students will demonstrate comprehension of the main ideas, characters, settings, and events of the book Charlie and the Chocolate Factory by responding to questions presented throughout the Webobook tour.

• Students will collaborate in small groups to discuss the reading questions, negotiate answers, and reach consensus through communication in English, adopting cooperative roles.

• Students will use the interactive digital tool Webobook to navigate the virtual 360º tour related to the book, following the teacher’s guidance and applying digital and linguistic skills simultaneously.

• Read the book ‘’Charlie and the Chocolate Factory’’ by Roald Dahl (throughout the first term, in class). 

• Introduce keywords of the characters and main elements in English while reading in class (5 minutes each session).

• Design scaffolding material and print the handouts to be given to students, such as the Exit ticket (approximately 1 hour, but up to the tutor, before the lesson).

• Prepare the tablets or computers needed with the app downloaded (30 minutes, before the lesson). 

• Create an account for each tablet/computer (20 minutes, before the lesson).

• Students will become familiar with the technology (15 minutes, in class)

• Distribute the students in trios around the classroom (5 minutes, in class).

• Link to the app(s) used: https://webobook.com/ 

• Handouts: Handouts 

• Equipment: Tablets or laptops (whichever the school has)

• Additional materials needed: ‘’Charlie and the Chocolate Factory’’ book by Roald Dahl, pen or pencil to fill the sheet.

• Pre-task: Students should have read the book “Charlie and the Chocolate Factory” as part of another lesson (throughout the whole first term). After that, the class itself will start with a refresh of concepts about the book to help students remember and order their ideas about it for the main task -some children might need the vocabulary handout (15 min).  Then, before starting the main activity, the teacher will introduce Webobook as an interactive app used for VR/360º images and will help students log in the activity. As a scaffolding technique, the teacher will previously show an example of an escape room. Students will do the example activities altogether so that they know how it is used, and they become more familiar with the functioning of the web (10 min). Here they practice active listening and speaking as they engage and contribute to the conversation, as well as repetition of the previously seen vocabulary about the book. 

• Main task: Students will do a tour of the book (30  min). They will have to record themselves doing the activity using zoom in order for the teacher to see if the activity was done correctly. Students will be divided in groups of three and each one will have a role (they will have a handout that explains what each role has to do). The recorder will be in charge of pressing the video recorder in zoom and of mediating the team through the activity (so that the teacher can assess their performance during the activity anytime, the videos will be shared by mail). The note-taker will write down the answers to every question (after discussing the correct option with the group). Finally, the leader will be the one to talk out loud in the name of the group, read the questions out loud and of using the Webobook tour. Once they finish the tour and answer all the questions, students will gather with another group and the leaders will exchange answers while debating about them, this way we provide more scaffolding and English discussion among peers (10 min). At the same time, students work again on repetition because they use the words learned in class and provided in the scaffolding materials. The skills worked in this part would be reading comprehension, speaking interaction and goal-oriented cooperation.

• Post-task:  Finally, students will have to self-correct the answers they have written in the worksheet using the template provided by the teacher (attached below). The notetaker will be in charge of drawing a tick or a cross in the box for each question. Thus, students will be aware of their reading comprehension and overall performance of the activity (7 min). Additionally, children are asked to provide four brief comments regarding the app and lesson in an Exit Card, which can be done the same day as the tour or afterwards (10-15 min). Moreover, in further sessions the teacher can use the most frequent mistakes to discuss altogether the appropriate option, fostering the use of the related vocabulary (by repetition) in the target language. The skills worked in this activity would be speaking interaction and written production.

This lesson is created so that students get in contact with known English vocabulary (they have already read the book), and it will be a comfortable and familiar setting for them. Also, the technologies they use are an engaging tool for boosting their vocabulary and understanding of the English language of the story, it supports their knowledge, and it is used as a method of integrating a foreign language in a didactical way. Furthermore, this foreign language has a strong role in their oral expression, as the task has to be carried out with full interactions in English among peers. The teacher role will be of guidance and scaffolding through the lesson, as she will provide help in any doubt that may arise during the activities and will be the one engaging students into completing the activities and using the correct language. Overall, the main outcomes are that students use English as a communicative tool and also as a way to refresh and strengthen their vocabulary in the specific setting of the book “Charlie and the Chocolate Factory”.

Regarding the assessment tools, in order to check everyone’s participation and engagement with the task, besides the recorder contributions to ensure all the member’s engagement, the teacher can listen to the audio file of the screen recording. Likewise, children’s way around the app will be shown (so the corresponding SWBAT can be measured). 

Lastly, thanks to the “Golden Exit Ticket”, the teacher’s practices and use of the digital tool can also be assessed, as well as giving students the chance to point out any conflict or inconvenience in the group work. 

1. Who owns the chocolate factory?
   A) Mr. Wonka
   B) Mr. Bucket
   C) Grandpa Joe
   D) Augustus Gloop

• A) Mr. Wonka
  
  

2. How many total Golden Tickets exist in the story?

• 5 Golden Tickets

3. Which child (from the book) do you think behaved the worst inside the factory? Why?

• Open-ended answer
  
  

4. What did Charlie get for his birthday? What did he do with it?

• He got a Chocolate bar. He shared it with his family.

5. If you could invent a new Wonka candy… what would it do?

• Open-ended answer.

6. Where do the children come from? Mention the cities and countries you remember.

• Düsseldorf (Germany), Atlanta (USA), Denver (USA), etc.

7. At the end — who will be the new owner of the Chocolate Factory?
   A) Grandpa Joe
   B) Charlie Bucket
   C) Willy Wonka keeps it forever
   D) Augustus Gloop

• B) Charlie Bucket

8. Willy Wonka's father forbid him something.... what was it?

• Eating candy

9. True or False: Willy Wonka made the chocolate river because it looked beautiful like a painting.

• False, he made the chocolate river because it is real chocolate to test / make / create new candies.

• putrii (putrialqiftia2004) - Profile | Pinterest. (2024, 29 agosto). Pinterest.  https://co.pinterest.com/putrialqiftia2004/

• Nona Stefanova (nonastefanova1) - Profile | Pinterest. (2025, 18 octubre). Pinterest. https://co.pinterest.com/nonastefanova1/

• Tropes, C. T. T. (2025, 24 octubre). Characters in Charlie and the Chocolate Factory: Bucket Family. TV Tropes. https://tvtropes.org/pmwiki/pmwiki.php/Characters/CharlieAndTheChocolateFactoryBucketFamily