Teacher's File content:

THE RED BOOK OF TEDDY EDDIE AND HIS SOCK

1. LESSON CALENDAR…….….………………………………………. 1
2. SYLLABUS……………….….………………………………………… 2
3. FIRST LESSONS……………...……………………………………… 8
4. LESSON SCHEDULE……..………………………………………… 11
5. UNIT 1 FRAMEWORKS……...………………………………………. 15
6. UNIT 2 FRAMEWORKS………...……………………………………. 24
7. UNIT 3 FRAMEWORKS………...……………………………………. 33
8. STORY FOR PLEASURE 1………………………………………….. 44
9. UNIT 4 FRAMEWORKS…………...…………………………………. 46
10. UNIT 5 FRAMEWORKS………….…………...………………………. 56
11. STORY FOR PLEASURE 2…………….……..……………………… 67
12. UNIT 6 FRAMEWORKS……………………...………………………. 69
13. UNIT HOLIDAYS FRAMEWORKS…………...……………………… 79
14. HOW TO WRITE E-MAILS……...……………………………………. 81
15. GAME CORNER ………………...……………………………………. 83
16. PHOTOCOPIABLES………….……...……………………………….. 93
17. UNIT CHECKLIST…………………………………………………….. 118
18. LEVEL ASSIGNMENT...……………..……………………………….. 124
19. EVALUATION CHARTS……………………………………………….. 126

LESSON CALENDAR*
X XI XII I
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10 11
1 2 3 4 5 6 7 8 R 9 10 11 12
1 2 3 4 5 6 R 7

II III IV V VI
31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60
8 9 R 10 11 12
1 2 3 4 5 6 R 7 8 9 R 10 11 12
1 2 3 4 5 6 R 7 8 9 10 11 12 R R F

*The Calendar shows how units of the method should be planned to make sure you cover all units
in the right time frame and that there will be an appropriate number of revision lessons. The
Calendar is colour-coded. The colours refer to the units in the method. R stands for REVISION -
during such lessons there will be no new language input. F stands for the final lesson of the course.

To move with the times we have created an educational PLAYGROUND for Teddy Eddie
students. Since September 2016 all the stories, songs, Showtimes, vocabulary and sentences,
along with some games and exercises, have been available online at www.teddyeddie.pl. From
September 2017 a mobile application will be available to download from Google Play
(for Android systems), the App Store (for iOS systems), or www.teddyeddie.pl.

Access to the PLAYGROUND will be given to you by your Teddy Eddie Method Supervisor.
You can use our educational PLAYGROUND in the classroom on an interactive whiteboard,on the
wall using a projector, or on a widescreen TV connected to a computer with internet access.
Information about registration and access
1 is included in every student’s set.

For your convenience we have put this icon next to every activity described in
the Teacher’s File that is also available online in Eddie’s PLAYGROUND.

1
 1st LESSON PLAN
topic: WELCOME LESSON
objective:
- to make Ss feel safe (not anxious) in the classroom (especially beginners)
- to present the Eddie theme
- to make Ss familiar with the procedures, and how they should behave
- to introduce vocabulary through a flashcard presentation
- to introduce the ‘Hello’ and ‘Bye-bye’ routines
- to introduce the Flashcard set 1 – book… (Ss who are continuing to learn English)
language:
Hello, Teddy Eddie, the Sock, Bye-bye,
Words from the flashcard set 1: It’s a book. It’s a pencil. It’s paper. It’s a crayon.
BEGINNERS Ss WHO ARE CONTINUING TO LEARN ENGLISH
anticipated difficulties and solutions: anticipated difficulties and solutions:
• Ss may be shy and afraid of the new situation, they don’t • Ss probably know what it is like to be at a “lesson”,
know you and they don’t know the other children, this may they may even know you or the other Ss. You
be the first time they have ever taken part in a “lesson” should pay attention to those who are
• Some Ss may cry and insist on staying with their parents; overconfident, because they may cause problems
let the parents sit in the classroom and watch the lesson, and disturb the course of the lesson. Remember
this usually comforts the children to set rules at the very beginning of the lesson.
• This may be the first time Ss have heard English • Ss may know some English, they will probably
• You may use L1, but try to use some L2 too, you can even understand you when you use L2
mix L1 and L2 within sentences • Still there may be some Ss who are shy and insist
on staying with their parents (of course, let them
do this) or Ss who have never learnt English
before
• You should use L2 (simple structures backed up
with gestures) and switch to L1 only if you really
need to (examples of when you should use L1
are listed in the introduction to this TB)
first contact with parents
Introduce yourself to parents before the lesson. After the lesson, go out of the classroom with your Ss and say a few
words to their parents: praise Ss, ask if anyone has questions about the Method (you can ask the Method Supervisor t to
help you answer the parents’ questions if you do not feel confident enough yet).

materials: TF, SB, TCD1, flashcards Unit 1, Teddy Eddie mascot, The Sock, stamp/stickers, a CD player

PROCEDURE
min STAGE NOTES
+ teacher & student talk

• Say (L2) Hello to each S, shake hands

(Ss may not want to, if so, do not push them to do so)
• Say (L2) Sit on the floor. Use gestures to help,
This stage is mostly done
eventually you might have to use L1. Try to make
in L2 with Ss who are
students sit in a circle.
continuing to learn English.
• Ask (L1) them What’s your name?, try to remember! ☺
However, with beginners,
5 INTRODUC • Introduce yourself and tell them quickly about what you you can use L1, as
-TION will be doing during the lessons (mention things like your objective is to make
playing games, singing songs, watching cartoons) (L1 – them feel comfortable, to get
speak slowly and warmly) them organised in a circle on
• Ask (L1) Ss what they like doing and if they like the the floor.
things you’ve mentioned (if they do not speak – do not
worry, this is natural)

• Ask (L1) Have you got any toys? Have you got a
teddy bear?
• Introduce Teddy Eddie, say (L1) a few things about
Eddie (that he is a funny bear, he speaks good English,
INTRODUC he likes playing with children etc.)
2 ING • Make Teddy say (L2) Hello to each child, try to
TEDDY encourage Ss to answer Hello and to shake hands with
EDDIE Eddie. Praise them if they do so.
THEME • Introduce Eddie’s Sock. Say aloud Teddy Eddie and
The Sock and point to them.
• Do something funny with The Sock e.g. make Eddie put
his head in it and shout for help, make The Sock tickle
Eddie, make The Sock run away from Eddie etc. Try to

8
 use simple L2 language e.g. Ouch, my head, Help me,
please! No, no! Stop! Don’t run!
• Try to encourage Ss to repeat (L2)Teddy Eddie and The
Sock
• Say (L1, L2) Eddie has got a game for you. Are you
ready?
• Say Listen to Eddie. Can you do it? Perform the actions yourself
3 Hold Teddy Eddie in front of you and start giving orders to help Ss if they need it.
pretending that it is Teddy Eddie speaking. Perform the You can use more actions
actions yourself to give Ss an example of what to do. if your Ss feel comfortable
Stand up! Sit down! Jump! Clap your hands! Dance! and are already acquainted
2 • Pretend to be asking Teddy Eddie, do you like it? Can with the vocabulary.
they have the stickers? Pretend that Teddy Eddie
whispers into your ear and say Yes! Look, Eddie’s
happy!
Say Here you are and give the stickers to Ss as a
reward.

Explain (L1) that they will often be rewarded for trying to

work hard and listening to you.
• Make Ss stand in a circle, they should be still and
focused on the task (see FOCUS POCUS in the Course Beginners may not be able
Manual). to repeat the lines, so accept
• Tell (L1) Ss that they are going to learn a rhyme which it if they are only performing
will open every lesson. Tell them to look at and copy it. the actions.
• Play the CD and perform the actions (SEE THE HELLO
Continuing groups may
5 HELLO FRAMEWORK IN THE TEACHER’S FILE)
repeat the lines of the rhyme
ROUTINE • Now you say the rhyme slowly and make Ss perform (stop the CD after each line)
the actions.
• If Ss are doing well, make them repeat the lines after Remember to engage Eddie
you, doing the actions at the same time. in singing and to praise Ss
after the rhyme.
• Play the CD again – Ss perform the actions.

Beginners: this is going to

take more time as you will
probably need to pause the
recordings for Ss to be able
• Introduce Flashcard Set 1 to follow things.
FLASH- • USE THE FLASHCARD PRESENTATION AND
8 CARD Continuing groups: Ss may
INTRODUC PRACTICE FRAMEWORK (see Course Manual) know the words, but the
TION procedure may be new for
them. Do all the steps once
and do not revise it during
the following lessons.

• Make Ss stand in a circle, they should be still and

focused (see FOCUS POCUS in the Course Manual). Only do this if everything has
BYE-BYE gone smoothly so far (e.g.
• Tell (L1) Ss that they are going to learn a rhyme which
ROUTINE with the continuing groups).
will close every lesson. Tell them to look at and copy it. Beginners may not be able
• Play the CD and perform the actions to repeat the lines, so accept
5 • Now you say the rhyme slowly and make Ss perform it if they are only performing
the actions. the actions.
Continuing groups may be
• If Ss are doing well, make them repeat the lines after
better able to repeat the lines
you, doing the actions at the same time of the rhyme after the CD
• Play the CD again – Ss perform the actions. (stop the CD after each line)

• Tell (L1) Ss how much you have enjoyed the lesson,

how great they have behaved and how proud you are of
them. Invite them to the next lesson.
ENDING
3 • Give all Ss a little reward (e.g. a sticker, a stamp etc).
THE
Try to elicit a short dialogue with each S:
LESSON
- Here you are. - Thank you.
- Bye, bye. - Bye, bye.
Beginners: THE COMMAND SET These are some extra
EXTRA exercises for if there is any
ACTIVITIES time left.

9
 Continuing groups: Play the games: EDDIE SAYS and
ROBOTS, for detailed descriptions of how to go about doing
this see THE GAME CORNER in the Course Manual)
FLASHCARD GAME: if Ss feel very confident with new words,
you can choose a game from the PRACTICE FRAMEWORK
(see Course Manual)

2nd LESSON – an outline

BEGINNERS Ss WHO ARE CONTINUING TO LEARN
what to expect: ENGLISH
• Ss may still be shy but now they know you already, so the lesson what to expect:
should be easier • Ss will be more confident.
• Still, there may be some Ss who will insist on staying with their • You should consequently stick to the
parents; let them do this routines and classroom rules.
• Use more and more L2, though you can still use some L1 for
gaining a better understanding and to comfort your Ss.

PROCEDURE
min STAGE NOTES
+ teacher & student talk
• Say (L2) Hello to each S, shake hands. This stage is mostly done in L2.
• Tell (L2) Ss to sit down on the floor, try to make However, you should still
them sit in a circle. remember that your objective is
• Talk (L1) to them for a while and remind them to make Ss feel comfortable and
INTRODUC about Teddy Eddie and his Sock, ask them some safe and to get them organised in
3 a circle on the floor, so, if
-TION questions such as: What’s this? Who’s this?
What does he like doing? necessary, the use of L1 is
• Make Teddy Eddie say Hello and shake hands with acceptable.
every S.
5 REVISION • Revise the Hello routine. Try to make sure the Ss
1 repeat the phrases this time.
This lesson should mainly consist
REVISION • Revise Eddie’s favourite game from lesson 1 of revising the last lesson. You
5 can do some of the revision tasks
2 (commands).
twice.
REVISION • Revise the flashcard vocabulary from the last
5
3 lesson.
SHOWTIME • Use the SHOWTIME FRAMEWORK (TO BE
(5)
INTRODUC FOUND IN THE TEACHER’S FILE)
ITION • Introduce only the first few stages
‘TODDLER • Explain in L1 that students are going to listen to the Beginners may find it difficult to
S WALK’ song and perform some actions perform the song. Be patient and
8 praise Ss.
SONG
INTRO
Ss are usually very excited about
• Introduce a few expressions from the Command performing actions and
THE Set pretending to be robots.
5 COMMAND • Play EDDIE SAYS or ROBOTS. For a detailed However, remember to show
SET description, see THE GAME CORNER (Course them how to be a “perfect robot”.
Manual) Introduce some fun and humour
in these games.
• Play the CD and sing the BYE-BYE RHYME
ENDING • Give all Ss a little reward (e.g. a sticker, a stamp
3 THE etc.). Try to elicit a short dialogue with each S:
LESSON - Here you are. – Thank you.
- Bye, bye. – Bye, bye.

10
 LESSON SCHEDULE
LESSON
SECRET INTRO PRACTICE REVISION
WORD

1 HELLO - ROUTINE
FLASH SET 1 - BOOK…
BYE-BYE - ROUTINE

IN A CIRCLE - SHOWTIME
2
COMMAND SET FLASH SET 1 - BOOK…
TODDLERS WALK - SONG

SECRET WORD -
ROUTINE FLASH SET 1 - BOOK…
3 FLASH SET 2 – DOOR... IN A CIRCLE - SHOWTIME
BOX HELLO, TEDDY EDDIE - TODDLERS WALK - SONG
RHYME COMMAND SET
BE QUIET - ROUTINE
FLASH SET 2 – DOOR...
EXERCISE 1 IN A CIRCLE - SHOWTIME
4
BIN THE FLYING CARPET TODDLERS WALK - SONG
SHOP GAME COMMAND SET
HELLO, TEDDY EDDIE - RHYME
PIZZA GAME TODDLERS WALK – SONG
5 EXERCISE 2 HELLO, TEDDY EDDIE - RHYME
HOUSE SHOWTIME –JUMBLED THE FLYING CARPET
ORDER SHOP GAME

FLASH SET 2 – DOOR...

MEET EDDIE - STORY
X 6 BE QUIET - ROUTINE
LEAF FLASH SET 1 – EYES ... FLASH SET 1 - BOOK…
TODDLERS WALK – SONG
EXERCISE 3
PIZZA GAME

MEET EDDIE - STORY

EARS UP! – WHAT IS IT?
7 FLASH SET 1 - EYES ...
BIRD BINGO SHOP GAME
IN A CIRCLE - SHOWTIME
TEDDY EDDIE,
DISAPPEAR - RHYME

FLASH SET 2 - LEG ... MEET EDDIE - STORY

HEAD AND SHOULDERS – FLASH SET 1 - EYES ...
8 SONG TEDDY EDDIE, DISAPPEAR - RHYME FLASH SET 1 - BOOK…
BIRD THE COMMAND SET EARS UP! – WHAT IS IT? FLASH SET 2 – DOOR...
THE FLYING CARPET
SHOWTIME –JUMBLED ORDER

SPIDER ON THE FLOOR – MEET EDDIE - STORY

9 SONG FLASH SET 2 - LEG ...
GRASS TODDLERS WALK – SONG
THE FLYING CARPET HEAD AND SHOULDERS - SONG
EXERCISE 4 HELLO, TEDDY EDDIE -RHYME

FLASH SET 2 – LEG…

HEAD AND SHOULDERS - SONG PIZZA GAME
10 EXERCISE 1
GRASS SPIDER ON THE FLOOR - SONG FLASH SET 2 – DOOR...
BINGO
THE FLYING CARPET
BINGO
TWO LITTLE EYES - MEET EDDIE – STORY
IN A CIRCLE - SHOWTIME
11 RHYME SPIDER ON THE FLOOR - SONG
SWEET COMMAND SET
IT IS MY LEG! TEDDY EDDIE, DISAPPEAR - RHYME
FLASH SET 1 – EYES ...
EXERCISE 2 THE COMMAND SET
HEAD AND SHOULDERS – SONG
SPIDER ON THE FLOOR - SONG
12 TWO LITTLE EYES - RHYME HELLO TEDDY EDDIE - RHYME
FOREST PIZZA GAME
THE FLYING CARPET
THE COMMAND SET
XI
BINGO
HEAD AND SHOULDERS – SONG
THE FLYING CARPET
13 MAZE TEDDY EDDIE, DISAPPEAR – RHYME
SUN MEET EDDIE - STORY
EXERCISE 3 TWO LITTLE EYES - RHYME
FLASH SET 1 – EYES ...
IT IS MY LEG!
FLASH SET 2 – LEG ...
EARS UP! – THE LITTLE
BIRD TEDDY EDDIE, DISAPPEAR – RHYME
14 FLASH SET 2 - LEG ...
SUN GOODNIGHT, LUCY - PIZZA GAME
THE COMMAND SET
STORY MAZE
FLASH SET 1 – BALL ...

11
 TWO LITTLE EYES - RHYME
PLAY WITH A BALL -
15 EARS UP! – THE LITTLE BIRD HEAD AND SHOULDERS – SONG
RHYME
TOOTH BINGO THE FLYING CARPET
BRUSH EXERCISE 4
GOODNIGHT, L UCY - STORY
FLASH SET 1 – BALL ...

FLASH SET 2 – BALLOON SPIDER ON THE FLOOR - SONG

16 ... TWO LITTLE EYES - RHYME MEET EDDIE - STORY
SPOON THE COMMAND SET FLASH SET 1 – BALL ...
EXERCISE 1 PLAY WITH A BALL - RHYME

THIS IS HOW - SONG GOODNIGHT, LUCY - STORY

17
SPOON THE FLYING CARPET FLASH SET 2 – BALLOON ... IT IS MY LEG!
WHAT’S IN THE BAG? THE COMMAND SET
LITTLE FUNNY FISH -
GOODNIGHT, LUCY - STORY
RHYME
18 FLASH SET 2 – BALLOON ... SPIDER ON THE FLOOR - SONG
GHOST EXERCISE 2
THIS IS HOW - SONG TEDDY EDDIE, DISAPPEAR - RHYME
FLASH SET 3 – I KICK A
THE FLYING CARPET
BALL ...
PICKING TOYS - SONG
PLAY WITH A BALL - RHYME
TWO LITTLE DOGS -
19 THIS IS HOW - SONG
GHOST SONG FLASH SET 1 – BALL ...
LITTLE FUNNY FISH – RHYME
PIZZA GAME
FLASH SET 3 – I KICK A BALL ...
XII SHOP
GOODNIGHT, LUCY - STORY
PLAY WITH A BALL -RHYME
20 BINGO PICKING TOYS - SONG
PLATE TWO LITTLE EYES - RHYME
EXERCISE 3 THE COMMAND SET
THIS IS HOW – SONG
FLASH SET 3 – I KICK A BALL ...
LITTLE FUNNY FISH - RHYME
PICKING TOYS - SONG
21 STORY FOR PLEASURE 1 TWO LITTLE DOGS - SONG FLASH SET 2 –BALLOON ...
MONEY EXERCISE 4 THE FLYING CARPET
WHAT’S IN A BAG?
PIZZA GAME
22
R MONEY
BERNIE, THE HAMSTER – STORY FOR PLEASURE 1
THE FLYING CARPET
23 STORY PLAY WITH A BALL - RHYME
TOWEL FLASH SET 3 – I KICK A BALL
FLASH SET 1 – MILK .. LITTLE FUNNY FISH - RHYME
GOODNIGHT, LUCY - STORY
PICKING TOYS - SONG

STORY FOR PLEASURE 1

BERNIE, THE HAMSTER – STORY GOODNIGHT, LUCY - STORY
24 EARS UP! –MY LEG...
TOWEL FLASH SET 1 – MILK ... FLASH SET 1 – BALL ...
EXERCISE 5
LITTLE FUNNY FISH - RHYME FLASH SET 2 – BALLOON ...
TWO LITTLE DOGS - SONG
SHOP
FLASH SET 2 – APPLES BERNIE, THE HAMSTER - STORY
STORY FOR PLEASURE 1
25 ... PICKING TOYS - SONG
THE COMMAND SET
TRAFFIC PIZZA AND SPAGHETTI – TWO LITTLE DOGS - SONG
LIGHTS WHAT’S IN THE BAG?
SONG EARS UP! – MY LEG
BINGO
EXERCISE 6 THIS IS HOW - SONG
I LIKE APPLES AND
26 FLASH SET 1 – MILK ...
BANANAS - RHYME FLASH SET 3 – I KICK A BALL
TRAFFIC FLASH SET 2 – APPLES ...
I LIGHTS SHOPPING – SHOWTIME THIS IS HOW - SONG
PIZZA AND SPAGHETTI – SONG
THE COMMAND SET

THE DINNER PARTY – TWO LITTLE DOGS - SONG

RHYME I LIKE APPLES AND BANANAS -
27
CAMERA PIZZA GAME RHYME PLAY WITH A BALL - RHYME
FLASH SET 3 – PIZZA PIZZA AND SPAGHETTI – SONG
AND ... SHOPPING – SHOWTIME
THE COMMAND SET
THE FLYING CARPET FLASH SET 2 – APPLES ...
STORY FOR PLEASURE 1
28 SHOWTIME – JUMBLED I LIKE APPLES AND BANANAS -
TOILET LITTLE FUNNY FISH - RHYME
ORDER RHYME
PICKING TOYS - SONG
EXERCISE 7 THE DINNER PARTY - RHYME
29
R TOILET
BERNIE, THE HAMSTER – STORY
FLASH SET 1 – MILK ...
30 EXERCISE 1 PIZZA AND SPAGHETTI – SONG
SNOWMAN FLASH SET 2 – APPLES ...
SHOP GAME THE DINNER PARTY – RHYME
TWO LITTLE DOGS - SONG
THE FLYING CARPET
I LIKE APPLES AND BANANAS -
RHYME
31 MAZE
II FLOWER THE DINNER PARTY – RHYME
EXERCISE 2
SHOPPING – SHOWTIME
THE COMMAND SET

12
 BERNIE, THE HAMSTER– STORY
EARS UP! – THE BIG
I LIKE APPLES AND BANANAS -
32 BEAR
FLOWER RHYME
BINGO
THE FLYING CARPET
EXERCISE 3
PIZZA GAME
33
R PLANE
MARRY ME –STORY PIZZA AND SPAGHETTI – SONG
34
PLANE FLASH SET 1 – I CAN SHOPPING – SHOWTIME THE FLYING CARPET
DANCE MAZE
EARS UP! – THE BIG BEAR
BERNIE, THE HAMSTER – STORY
35 MAGIC EYES PART 1 - FLASH SET 1 – I CAN DANCE
BATH FLASH SET 1 – MILK ...
RHYME MARRY ME – STORY
FLASH SET 3 – PIZZA AND ...
MARRY ME –STORY PIZZA AND SPAGHETTI – SONG
FLASH SET 2 – I CAN
36 MAGIC EYES PART 1 - RHYME I LIKE APPLES AND BANANAS -
BATH SING
THE DINNER PARTY – RHYME RHYME
EXERCISE 4
BINGO THE COMMAND SET
MAGIC EYES PART 2 -
FLASH SET 1 – I CAN DANCE
RHYME
37 FLASH SET 2 – I CAN SING FLASH SET 2 – APPLES ...
TEETH THE COMMAND SET
SHOWTIME – JUMBLED ORDER SHOPPING - SHOWTIME
SILLY EDDIE - SONG
SHOP GAME
DISAPPEAR
FLASH SET 2 – I CAN SING
MAGIC WAND – SONG MAGIC EYES PART 1 - RHYME
38 THE FLYING CARPET MAGIC EYES PART 2 - RHYME BERNIE, THE HAMSTER - STORY
TEETH FLASH SET 3 – A SILLY EDDIE - SONG
III PRINCESS DISAPPEAR
FLASH SET 3 – PIZZA AND ...
MARRY ME –STORY
EVERYBODY ... PART 1 -
MAGIC EYES PART 1 - RHYME
RHYME
39 MAGIC WAND – SONG FLASH 3 – PIZZA AND ...
FORK FLASH SET 4 – A PIRATE
THE COMMAND SET SHOP GAME
...
SILLY EDDIE – SONG
EXERCISE 1
FLASH SET 3 – A PRINCESS
40
R FORK
MARRY ME –STORY
PIZZA GAME MAGIC EYES PART 2 - RHYME
41 THE DINNER PARTY – RHYME
GARDEN EVERYBODY ... PART 2 - MAGIC WAND - SONG
DISAPPEAR
RHYME EVERYBODY ... PART 1 – RHYME
THE FLYING CARPET
MAGIC EYES PART 1 - RHYME
MAGIC EYES PART 2 - RHYME FLASH SET 1 – I CAN DANCE
42 BINGO
GARDEN MAGIC WAND – SONG FLASH SET 2 – I CAN SING
EXERCISE 2
FLASH SET 4 – A PIRATE ...
EVERYBODY ... PART 2 - RHYME
EVERYBODY ... PART 1 – RHYME
EVERYBODY ... PART 2 - RHYME
STORY FOR PLEASURE 2
43 THE FLYING CARPET MARRY ME –STORY
UMBRELLA EXERCISE 3
THE COMMAND SET FLASH SET 3 – PIZZA AND ...
SILLY EDDIE – SONG
FLASH SET 3 – A PRINCESS
44
R UMBRELLA
EARS UP! –THE STORY
STORY FOR PLEASURE 2
BOOK
MAGIC EYES PART 2 - RHYME
45 EXERCISE 4
MONKEY EVERYBODY ... PART 1 – RHYME FLASH SET 2 – I CAN SING
EDDIE AND THE CARROT
BINGO
– STORY
FLASH SET 4 – A PIRATE ...
FLASH SET 1 – GIRL ...
STORY FOR PLEASURE 2
TEACHER IN THE EDDIE AND THE CARROT – STORY MAGIC EYES PART 1 – RHYME
46
TRIANGLE CLASSROOM –SONG FLASH SET 1 – GIRL ... FLASH SET 3 – A PRINCESS
IV
EXERCISE 5 MAGIC WAND – SONG
PIZZA GAME
EARS UP! –THE STORY BOOK
FLASH SET 2 – WOMAN ... FLASH SET 1 – GIRL ...
FLASH SET 1 – I CAN DANCE
47 WHEELS ON THE BUS – TEACHER IN THE CLASSROOM –
PILLOW THE COMMAND SET
SONG SONG
STORY FOR PLEASURE 2
EXERCISE 6 SILLY EDDIE – SONG
EVERYBODY ... PART 2 - RHYME
EDDIE AND THE CARROT – STORY
FLASH SET 3 – BIG FISH MARRY ME –STORY
48 FLASH SET 2 – WOMAN ...
RAINBOW PICKY LOLA - RHYME SILLY EDDIE – SONG
TEACHER IN THE CLASSROOM -SONG
EXERCISE 7 FLASH SET 4 – A PIRATE …
EVERYBODY ... PART 1 - RHYME
THE COMMAND SET FLASH SET 2 – WOMAN ...
49 EXERCISE 1 WHEELS ON THE BUS – SONG FLASH SET 1 – GIRL ...
FRIDGE THE BUS DRIVER - PICKY LOLA - RHYME STORY FOR PLEASURE 2
RHYME EVERYBODY ... PART 2 - RHYME

13
 EDDIE AND THE CARROT – STORY
FLASH SET 3 – BIG FISH
EVERYBODY ... PART 1 – RHYME
50 THE FLYING CARPET TEACHER IN THE CLASSROOM –
KEY EVERYBODY ... PART 2 - RHYME
SONG
FLASH SET 3 – A PRINCESS
WHEELS ON THE BUS – SONG
THE COMMAND SET
51
R SCISSORS

EDDIE AND THE CARROT – STORY

TEACHER IN THE CLASSROOM –
SONG MAGIC WAND – SONG
52
PIG EXERCISE 2 WHEELS ON THE BUS – SONG FLASH SET 1 – GIRL ...
PICKY LOLA - RHYME FLASH SET 2 – WOMAN ...
THE FLYING CARPET
THE BUS DRIVER - RHYME
V FLASH SET 3 – BIG FISH
53 BUS GAME
WHEELS ON THE BUS – SONG
MOUNTAIN PIZZA GAME FLASH SET 4 – A PIRATE ...
S PICKY LOLA -RHYME
EXERCISE 3
THE COMMAND SET
EARS UP! – THE SPIDER BUS GAME EDDIE AND THE CARROT – STORY
54
SEA BOX THE BUS DRIVER - RHYME MAGIC EYES PART 2 - RHYME
THE FLYING CARPET
THE FLYING CARPET
FLASH SET 2 – WOMAN ...
55 BINGO PICKY LOLA – RHYME
SWORD FLASH SET 3 – BIG FISH
EXERCISE 4 THE BUS DRIVER - RHYME
WHEELS ON THE BUS - SONG

FLASH SET 3 – BIG FISH

EARS UP! –THE SPIDER BOX
56 PICKY LOLA - RHYME
RING EXERCISE 5 PIZZA GAME
THE COMMAND SET
THE BUS DRIVER - RHYME
BUS GAME
EDDIE AND THE CARROT – STORY
TEACHER IN THE CLASSROOM –
57 BINGO
RING EXERCISE 6 SONG
THE FLYING CARPET
VI THE BUS DRIVER - RHYME
R 58

R 59

F 60

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 UNIT 1 HELLO!

FLASHCARDS

FLASHCARDS PRESENTATION AND PRACTICE FRAMEWORK

NOTE: When Ss do not know the procedure yet, do not worry if you must take time to explain it – if you
STEP do it properly, next time will be easier and quicker. Do not give up even if introducing the procedure
takes a few attempts.
• Ss sit in a circle / line
FOCUS • use “be quiet routine” to quiet Ss if necessary or use one of our FOCUS POCUS ideas from
Course Manual
• T presents flashcards or real objects while Ss listen to PART A on the CD
PART A
• Ss listen to PART A on the CD and point
OPTION:
listen and
look/point • Ss open their books
• Ss look at the flashcards in their books, listen to PART A on the CD and point.
• Ss stand up
PART B • T displays the flashcards AROUND THE CLASSROOM – they should be some distance apart
(you may use some blue tac to stick the cards to the walls)
listen, find • Ss listen to PART B on the CD and point rhythmically to the right flashcard
and point • as Ss get confident, T introduces CHEATING GAME (for a description see THE GAME
CORNER).
(jumbled NOTE:
order) • It is more fun for Ss to turn and point to the right flashcard than to do it while sitting, so make sure
the flashcards are around classroom (not in a line)
• It is a suitable exercise for revision, especially with the CHEATING GAME
PART C • Ss look at the flashcards in their books. Ss listen to the CD and repeat.
or
listen and • Ss close their eyes. Ss listen to the CD and repeat
repeat NOTE: This is a good time for focusing on sounds and good pronunciation, so T should pay particular
attention to this part.
FUNNY T shows the flashcards and says the words using different voices.
VOICES a) high / low
b) quickly / slowly
listen and c) loudly / quietly / whispering
repeat Ss repeat in the same way

Flashcards game / Action game, see THE GAME CORNER.

GAMES
NOTE: try to practise words in sentences more than in isolation

SET 1 PART A (SB order) TCD 1, listening 04

IT'S A BOOK. – IT'S A PENCIL. PART B (jumbled order) TCD 1, listening 05

IT'S PAPER. – IT'S A CRAYON. PART C (repeat – single words) TCD 1, listening 06

SET 2 PART A (SB order) TCD 1, listening 07

IT'S A DOOR. – IT'S A TABLE. – IT'S A CHAIR. PART B (jumbled order) TCD 1, listening 08
IT'S A FLOOR. – IT'S A WINDOW. – IT'S A BOARD.
PART C (repeat – single words) TCD 1, listening 09

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 TEXTS
NOTE! Many of the songs and rhymes contain SPOKEN PARTS. In the Student's Book and Teacher's File, they are written
in very small print as they do not belong to the main text. These phrases or sentences are not to be learnt by the students
by heart, nor drilled or formally practised. Due to this, the students may acquire some extra language material in a natural,
informal way. Very often the spoken parts help you to prepare the right objects for the song or to revise the words that are
used in the text.

HELLO – a routine TCD 1,2 listening 01

you need: general comments:

the Teddy Eddie mascot, the Sock This is the routine used to start every lesson of the course.
Make sure Ss understand this well.
TEXT ACTIONS COMMENTS
Ss should stand in a circle or line
while performing this routine.
Teddy, my Teddy, please, close the door, T closes the door, holding the Teddy
When you introduce this routine,
Teddy, my Teddy, sit on the floor. T and Ss sit on the floor stand in one place (just pretend
to close the door) to avoid
potential disruption. Ss should
Teddy, my Teddy, look at the clock, T points to the clock
follow your every step.
Teddy, my Teddy, where is your sock? After a while, you may hide the
Ss look around to try to find where
the Sock is (it should be in a place Sock in different places which
which is easy to spot). are not so obvious. The Ss
should enjoy the challenge of
trying to find it.

THE SECRET WORD – a routine TCD 1,2 listening 02

you need: general comments:

the Secret Booklet This is a routine used during the lessons when a secret word is
introduced. Introduce 1-2 secret words every week. When you are not
introducing a new word, you can revise the ‘old’ secret word(s) during this
routine.
TEXT ACTIONS COMMENTS
Pay attention to the TH sound!
T points to his head
Toddlers, toddlers, think and say -
Remember to revise secret words
what’s the secret word today? T shrugs his / her shoulders on a regular basis. You can use
flashcard games to help you do
so.
T shows the picture of the secret
word and whispers the word. Ss The easiest revision game:
The secret word is…
repeat. T says the secret word. Ss find it
in their Booklets.

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 BYE-BYE – a rhyme TCD 1,2 listening 03

you need: general comments:

the Teddy Eddie mascot, the Sock This is the routine used to end every lesson of the course.
Make sure Ss understand this well.
TEXT ACTIONS COMMENTS
Ss stand up and point to the clock or
Teddy, my Teddy, it’s time to go, to an imaginary watch on their wrist You can do this routine at the
very end of the lesson: Ss wave
Teddy, my Teddy, thanks for the show! Ss thank the Teddy (they either nod and leave the classroom.
their heads or shake Eddie’s hand)
Or: You can use the routine
before distributing the stickers or
Teddy, my Teddy, look at the clock, T points to the clock. Ss look at it stamps. After the routine, Ss must
stand in line in front of the T
Teddy, my Teddy, go to your sock! T puts the Teddy in his Sock. waiting for their reward.

Explain to Ss that after the ‘Bye-

bye’ routine, they should be quiet
because Eddie is sleeping.

BE QUIET – a routine TCD 1 listening 10

you need: general comments:

--- The goal of this routine is to settle the children down. You should practise
this until your Ss become quiet at your very first words.
TEXT ACTIONS COMMENTS
Pay attention to the voiced
Abracadabra, buzzy bees! T says this loudly and clearly endings! /bi:z, pli:z/ Teach Ss
that whenever they hear the
Everybody quiet, please. Shh! T and Ss put their finger to their lips routine, they should be quiet
and whisper ‘shhh…’ immediately. If not, Teddy may
become angry and cross!

TODDLERS WALK – a song TCD 1 listening 11

you need: general comments:

--- The song may be used to calm down any overly energetic children or to
activate any sleepy ones.

TEXT ACTIONS COMMENTS

Ss walk in a circle following the T Repeat the chant a few times.
Toddlers walk and walk, and walk.
To calm down Ss, always finish
T and Ss stop with the stopping part.
Toddlers walk and walk, and stop.
Toddlers run and run, and run. Ss run in a circle following the T If you happen to have a very well-
behaved group (e.g. one that is
Toddlers run and it is fun! T and Ss put their hands up and never too energetic or too
laugh sleepy), use the song simply to
have fun!

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 UNIT 1 - SB p. 4 IN A CIRCLE – Showtime TCD 1 listening 12,13

introduce the notion of a radio show (L1)

SHOWTIME
1 make sure the Ss are sat still concentrating on the task (have a look at our FOCUS
introduction
POCUS ideas in the Course Manual)

play the CD. Mime the actions. Ss listen and look at the T. Ss follow the actions (TPR).
For a change, you can play the PLAYGROUND and Ss follow the actions

do not worry if all the Ss are not able to join in the action from the start
listen and
2
ACT Ss listen and do the actions. T helps out, motivating the Ss to do the actions if
necessary

remember to stop helping the Ss at some point; the less confident Ss can look at the
others and follow their actions until they learn the routine themselves.

play the CD. Show appropriate flashcards so Ss do not lose track of what is happening.
listen and FOLLOW
3 You can also use the PLAYGROUND. If you do, let Ss watch it without any
the pictures
interruptions.

play the CD (the jumbled version)

a) Ss do the actions (T helps out if necessary)

b) Ss point to the correct flashcard

if you have a big classroom, you can put the flashcards on the floor and Ss should
stand next to them touching the right flashcard with a hand
listen,
4
CHOOSE and ACT c) Ss point to the right picture in the SB

after each sentence, say a random colour. Ss must colour the pictures in their books
according to the colours that you say

at this stage, through observing the student actions, you should be able to see whether
the Ss really understand the text or whether they have they just memorized the order of
the actions
show the flashcards and say the sentences out loud. Ss repeat the sentences (using a
choral chaining method if necessary).
You can also use the CD or the PLAYGROUND for repetition
5 REPEAT
with less advanced Ss, do not expect very accurate responses. Accept any utterances
that sound close to the target ones

flashcard games – try to elicit full sentences

a) DEAD FAX
b) MEMORY GAME
(for descriptions of the games, see THE
c) A PILE
GAME CORNER in the Course Manual)
action games – try to elicit full sentences
a) SILENT SHOW
b) EDDIE SAYS
6 GAMES (for descriptions of games, see THE GAME
c) ROBOTS
CORNER in the Course Manual)
a) SILENT MOVIE – T plays the PLAYGROUND without the sound.
Ss say the sentences.
PLAYGROUND
games
b) WHAT’S NEXT? – T pauses before the next picture.
Ss try to say what will come next.

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 IN A CIRCLE – Showtime text TCD 1 listening 12, 13

comments:
Follow the Showtime framework above. Use flashcards and / or mime all the actions.
TEXT ACTIONS
Hello, this is Showtime! My name is Mr. Motion. Are you ready?
Let’s start.

1. Stand in a circle! Well done! Ss stand in a circle, holding hands

2. Jump! Good! Ss jump (just a bit)

3. Jump again higher! Fantastic! Ss jump higher

4. Sit down! That’s right! Ss sit down

5. Shhhh… Be quiet! Oki-doki! Ss put their index fingers on their lips

6. Close your eyes - one, two, three.. Ss close their eyes and count to three

7. Open your eyes! Good job! Ss open their eyes

HELLO, TEDDY EDDIE! – a rhyme/game TCD 1 listening 14

you need: general comments:

the Teddy Eddie mascot, a pencil, book, This is a simple rhyme / game which practises the basic vocabulary from
and crayon and some paper (real objects Unit 1. It allows Ss to move around a lot.
to demonstrate what to do; cut-outs for
each S)
TEXT ACTIONS COMMENTS
Ss sit in a line holding the cut-outs.
Hello, Teddy Eddie, T holds the Teddy Eddie mascot. Ss
wave at Eddie and ask ‘Teddy
Tell me: are you ready? Eddie, are you ready?’. Before you start the task, revise all
the names of all the items with your
Stand up, please! Ss stand up. Ss. First, hold all the items or cut-
outs yourself, and demonstrate to
Count to four: 1,2,3,4… Ss count to four. the Ss how to perform the actions
(use the crayon and pencil from the
Ss take the pencil and put it on the
Put the pencil on the floor! box, Eddie’s book and any piece of
floor. Choose a spot in the middle of
the room, where the objects or cut- paper you can find). Then give the
outs can be put together). cut-outs to the Ss so that they can
all play the game.
Sit down and get a book / a crayon / paper Ss sit down and get another object
ready! or cut-out ready.

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 TEDDY EDDIE and deDOMO – UNIT 1

You will find information about the deDOMO method in:

• the Parents’ Guide

• the Course Manual

• if you need any more support, ask the METHOD Supervisor at your school

Besides the Red Book of Teddy Eddie, parents may practise “speech events” (translated as: “okazje”) from the deDOMO
MULTIROM. It is a voluntary part of the Course which parents may use if they wish to. While the children practise

UNIT 1, the parents use “speech events” from chapter: ‘RYSUJEMY’

Encourage parents to do so. You should:
- remind them about the deDOMO during your after-lesson chat
- remind them about the deDOMO in your weekly e-mail
- explain how and what to practise
- tell them exactly where they can find the “occasions” (in the Guide and also in the deDOMO MultiROM
which they should have received with the Teddy Eddie Students’ Set at the beginning of the course)
- hand out deDOMO stickers to your students so that they can put them in the Parents’ Guide when they have
practised some “occasions” with their parents
- ask the children if they have practised the deDOMO parts with their parents – praise them if they have

EXAMPLE deDOMO DIALOGUE:

Child: Will you draw with me?

Parent: Ok, dear. What do you want to draw?
Child: A spaceship.
Parent: A spaceship? Fine, let’s try.

EXERCISES

See the EXERCISE FRAMEWORK (Course Manual chapter: HOW TO WORK WITH THE METHOD)
for how to conduct exercises in the classroom.

EXERCISE 1 Where is it? Listen and match. Listen and say YES or NO. SB p. 5
WHAT TO SAY: WHAT TO DO:
The paper is on the floor. Ss listen and point to the objects.
The bee is on the chair. Ss match the objects using their fingers. T shows Ss how to
The clock is on the table. match the objects using a pencil (i.e. how to draw a line). Ss
match the objects.

The bee is on the floor. Ss listen and say YES or NO.

The paper is on the chair.
The clock is on the table.
OPTIONAL (for more advanced Ss):
Let Ss say the sentences out loud telling the truth or a lie to
their partners, who will respond with YES or NO.

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EXERCISE 2 Listen and answer. Listen and say YES or NO. SB p. 5

WHAT TO SAY: WHAT TO DO:

What is there on the green truck? Ss listen and point to the trucks first.
What is there on the yellow truck? Ss listen and answer the questions.
What is there on the red truck?
What is there on the blue truck?

There is a chair and a door on the yellow truck. Ss listen, look and say YES or NO.
There is a table and a chair on the red truck.
There is a board and a window on the green
truck.
There is a board and a door on the blue truck.
OPTIONAL (for more advanced Ss):
Let Ss say the sentences out loud telling the truth or a lie to
their partners, who will respond with YES or NO.

EXERCISE 3 Colour and answer. SB p. 6

WHAT TO SAY: WHAT TO DO:

Take a brown crayon and colour the picture. Ss listen and colour the picture.

Who is it? Ss listen, look and answer the questions. Support your Ss at
What’s his name? this point to encourage and elicit full sentence answers.
Can he speak Polish?
Can he speak English?
Is he funny?
Do you like him? OPTIONAL (for more advanced Ss):
Let Ss ask some questions about Teddy Eddie in pairs.
Monitor and help the pairs if they have any problems.

EXERCISE 4 Listen and colour. Listen and say YES or NO. SB p. 6

WHAT TO SAY: WHAT TO DO:

The window is blue. And the chair is blue. Ss listen and colour the picture. Ss may come to you and
The door is red. And the floor is red. ‘buy’ crayons from your crayon shop.
The board is yellow. And the table is yellow.

The window is red. Ss listen, look and answer YES or NO.

The chair is blue.
The door is red.
The floor is yellow.
The board is blue. OPTIONAL (for more advanced Ss):
The table is yellow. Let Ss ask some questions in pairs:
S1: What’s this?
S2: This is/It’s a table.
S1: What colour is this/it?
S2: It’s yellow.

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 GAMES

PIZZA SB p.7

for a detailed description of how to play the game, have a look at THE GAME CORNER

- While playing and pointing to the pieces of pizza, Ss use the sentences: It’s a……….

SHOP SB p. 7
you need: flashcards or cut-outs of different things you general comments:
can buy in the shop This game practises natural dialogues and words used in
specific contexts/situations. Ss have to say a sentence to get
If your group have already attended the Teddy Eddie something, which should be very motivating for them!
course before, bring in flashcards from previous years
(from the Yellow or the Blue Book of Teddy Eddie). After
a short revision, Ss may play shop using many old and
new words.
how to play:
1. Explain (L1) to Ss that you are going to play a shopping game.
2. Get Ss to stand in a line.
3. Place a chair or small table in front of you - this will be the counter.
4. Ss queue and buy things from the shop one after another (using the dialogues below).
5. Ss can replace the T to be the shop assistant.
the dialogues: LEVEL 1: LEVEL 2/3:
A crayon, please. Can I have a crayon, please?
Here you are. Here you are.
Thank you.
You’re welcome.

BINGO SB p. 8
for a detailed description of how to play the game, have a look at THE GAME CORNER

EARS UP! – WHAT IS IT? TCD 1, listening 15

for the EARS UP! FRAMEWORK see the Course Manual (chapter: HOW TO WORK WITH THE METHOD)
TEXT QUESTIONS
- Hello, Anna.
- Hello Sam.
- Let’s sit on the floor.
1. What is on the floor?
- OK. 1. Co jest na podłodze?
2. Is it a book?
- Oh, look, a book! 2. Czy to jest książka?
3. Is it a pencil?
- No, it isn’t a book. 3. Czy to jest ołówek?
4. Is it a crayon?
- No? What is it, then? 4. Czy to jest kredka?
5. Where are the children
- I think…I think… It’s a pencil. 5. Gdzie siedzą dzieci?
sitting?
- No, it isn’t.
- Oh, I know. It’s a crayon.
- Yes! You’re right. It’s a crayon .

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 THE FLYING CARPET
see the Course Manual (chapter: HOW TO WORK WITH THE METHOD)
for a thorough description of the Flying Carpet procedure

Hello / Hi ! Give me (the book), please.

What’s this? Here you are.
It’s (a book). Thank you.

Is it (a crayon)? What colour is (the pencil)?

Yes, it is. / No, it isn’t. It’s (blue).
It’s (paper).

THE COMMAND SET

- In this unit, your Ss start to get used to classroom routines and rules (if they are beginners). One of the routines
is that the T gives commands to Ss and Ss perform the commands.
- Make Ss stand in a line against the wall and do what you say.
- As soon as the Ss are familiar with the commands, try to help them to take over the instructional side of the task:
ask one S to be the teacher giving commands to the other students.
- If Ss are not very creative in coming up with commands, show them the flashcards as clues.
- You can play games with the commands, such as: ‘Eddie says’ or ‘Robots’ (see the Game Corner in the Course
Manual for more action games).
- Use some negative commands too: ‘Don’t jump!’ ‘Don’t sit down!’ etc.

Open your eyes!

Stand in a circle! Sit down! Look at (the clock)!
Jump! Be quiet! Run!
Jump again! Higher! Close your eyes! Sit on (the floor)!
Stand up!

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