Storytelling is one of the beloved teaching methods for language teachers to enhance cognitive abilities and promote second language acquisition for young learners. Thus, teachers need to learn how to evaluate the storybooks as the quality of material will affect their teaching success. However, past studies have yet to look into how teachers can analyse storybooks through gamified perspectives in a field of Teach English to Speakers of Other Languages (TESOL), although many textbook evaluative methods exist. By utilising Chou’s (2015) Octalysis framework, the eight motivational core drives help teachers approach storytelling innovatively (e.g., Chris Haughton’s ”Do not Worry, Little Crab”) through proactive sociocultural perspectives to make proper adjustments in teaching vocabulary and the moral of a story to young students, based on my teaching experiences with wealthy grade 1 students (e.g., Han and Tibetan students) from private educational institutions in [] district, [] city, China. Consequently, incorporating gamification elements in storytelling can help teachers understand its strengths and weaknesses, advancing the current knowledge about the opportunities of using gamification in educational fields. Future teachers and educators should consider ways to motivate students following this approach in their teaching environments and thus make proper pedagogical adaptations.