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					Module 2 – Getting around Aims of the module: On completing the Module, Ss - will be able to buy tickets, tell the time, reserve a room, and find places in a town - will know how to use the following functions of TMM: szótársítás, keresztrejtvény, rejtőzködő szavak, az odaillő szó, mondatkiegészítés, diktálás Lesson 1 Aim of the lesson: - going on a bus trip Language skills: speaking: sights in London, planning a journey in London listening: video on A bus trip in TMM (Tell Me More) reading: London sights vocabulary: telling the time + topic vocabulary Stage 1. Activity London Teacher’s activities: Learners’ activities/ Skills Speaking Whole group None 5 min Arrangement Extra materials Time

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2.1.1.1 Put the word “LONDON” on the board and ask your Ss to work in pairs and collect as many things/expressions/famous places that come to mind about it. Stage 2. Activity London Learners’ activities/ Skills Listening Speaking Reading Writing Teacher’s activities: 2.1.2.1 Ask Ss to listen to the dialogue in TMM, and note down the names of all of the famous places that occur in the dialogue. 2.1.2.2.A Tell Ss to choose two places and find out some information about them. (TIP: http://www.londonpass.com/ has a short introduction to the most famous sights.) 2.1.2.2.B Variation: If your group is less advanced, direct them to the Kulturális műhely section of TMM. 2.1.2.3 Ss should write altogether five True/False questions about their chosen sights for the others to solve. 2.1.2.4 Ss work in pairs and try and answer the questions, followed up by a whole-group check. Stage 3. Activity Telling the time Learners’ activities/ Skills Listening Individual None. 25 min Arrangement Extra materials Time Individual Pairs None 25 min Arrangement Extra materials Time

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Reading Writing Teacher’s activities:

Pairs

2.1.3.1 Tell Ss to listen to the dialogue one more time, this time paying attention to the expressions that appear in the dialogue. 2.1.3.2 Ask Ss to work in pairs and take a look at the keywords and the corresponding word matching exercise within TMM. 2.1.3.3 Draw a clock on the board, and explain Ss the use of “past” and “to” in telling times, along with the expressions “half past”, “quarter past” and “quarter to”. 2.1.3.4 Dictation. Ask Ss to write down the following times: a) 2:30 (half past two) b) 4:15 (quarter past four) c) 6:45 (quarter to seven) d) 8:25 (eight twenty five) e) 7:20 (twenty past seven) 2.1.3.5 Ask Ss to check their answers in pairs and then tell five times to each other each. Once again, ask them to check their answers. Stage 4. Activity A journey in London Teacher’s activities: 2.1.4.1 Cut up the route cards (see Handout 2.1.3.1) and distribute them in a way that each pair gets two cards. Learners’ activities/ Skills Reading Writing Pairs Route cards 10 min Arrangement Extra materials Time

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2.1.4.2 Tell Ss to go to http://journeyplanner.tfl.gov.uk/ 2.1.4.3 Tell Ss to select “Place of interest” under “I want to go…” and then enter their route. Stage 5. Activity A journey in London Learners’ activities/ Skills Listening Speaking Reading Writing Teacher’s activities: 2.1.5.1 Ask Ss to write and act out a dialogue following the model in TMM in which they go to their destination. 2.1.5.2 If you still have time, ask one or two pairs to act out the dialogue they have written. As a task for the rest of the class, tell them to watch out for times, and write them down as they hear them. Follow-up by checking if the times are okay. Lesson 2 Aim of the lesson: - to book a room in a hotel Language skills: speaking: booking a room listening: video on Bed and breakfast in TMM (Tell Me More), dictation vocabulary: saying dates, prepositions of place and time, and topic vocabulary writing: filling in a booking form, dictation Pairs Whole class None 25 min Arrangement Extra materials Time

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study skills: using a mind map Stage 1. Activity Hotels Learners’ activities/ Skills Listening Speaking Study skills: using a mind map Reading Writing Teacher’s activities: 2.2.1.1 Put the sample mind map on the whiteboard, and tell Ss how it works (e.g. it shows concepts in groups). Ask them to use their own vocabulary and http://szotar.sztaki.hu/index.hu.jhtml to make the mind map grow. When pairs are more or less ready, ask them to contribute to the mind map on the board. 2.2.1.2 Now ask Ss to take a look at the keywords before listening to the dialogue. Tell them to listen to the expressions and repeat them. 2.2.1.3 Ss listen to the dialogue; then do the corresponding “odaillő szó” and “mondatkiegészítés” exercises. Remind the Ss that they can get help by clicking on Help > Current screen. Stage 2. Activity Learners’ activities/ Skills Arrangement Extra materials Time Pairs Whole class Sample mind map http://szotar.sztaki.hu/index.hu.jhtml screenshot 25 min Arrangement Extra materials Time

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Dates and e-mail addresses Teacher’s activities:

Listening Speaking Writing

Pairs Whole class

Dates and e-mails handout

20 min

2.2.2.1 Distribute the Dates and e-mails handout, and ask Ss to complete the missing months. 2.2.2.2 Point out that we use the ordinal numbers to say the dates, e.g. the FIRST of October. Also, point out how we say e -mail addresses. 2.2.2.3 To check understanding, ask Ss to write down the following: a) 22 September b) 23 February c) 12 March d) 2 August e) 4 November f) 25 December g) 1 January h) bigben@yahoo.co.uk [bigben-AT-yahoo-DOT-C-O-DOT-U-K] i) myname@freemail.hu [myname-AT-freemail-DOT-H-U] j) georget@msn.com [george-T-AT-M-S-N-DOT-com] 2.2.2.4 Check the answers, and then direct Ss to http://www.learnenglish.org.uk/words/activities/prepositions_time.html. Tell Ss that they have to match the prepositions with the time phrases. 2.2.2.5 Check the answers when they are ready. Stage 3.

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Activity Booking a hotel room

Learners’ activities/ Skills Reading Speaking Writing

Arrangement Pairs

Extra materials None

Time 20 min

Teacher’s activities: 2.2.3.1 Tell Ss that they are going to book a hotel room for their holiday this year. Tell Ss to go to http://e-mea.hotels.com/ and select the date, the number of rooms and number of people they want to make the booking for, as well as where they would like to stay (e.g. London, Paris, New York, etc.). 2.2.3.2 Tell Ss to select a hotel and fill in the booking form. (Obviously, they do not have to fill in their credit card details or click submit in any case.) Stage 4. Activity Booking a hotel room Learners’ activities/ Skills Listening Speaking Writing Teacher’s activities: 2.2.4.1 Ask Ss to listen to the dialogue one more time, this time paying close attention to the expressions used when booking a room. 2.2.4.2 Following the model, ask the Ss to write down a dialogue similar to the one, but using the details of the hotel they found for themselves. Pairs Booking form 25 min Arrangement Extra materials Time

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2.2.4.3 Ask Ss to join another pair and act out the dialogues for them. The new pair should note down all the details of the booking: the dates, type of bedroom, type of hotel (1-star, etc.) as well as any meals included in the price (see Booking form). 2.2.4.4 Pairs should now change roles: the ones listening in 2.2.3.5 now act out their own dialogue. 2.2.4.5 Ask the “new pairs”, i.e., the ones who were taking notes to report back to the class. Put the most important data on the board, and see who has got the most expensive holiday. Lesson 3 Aim of the lesson: - giving directions / explaining where things in a town are Language skills: speaking: Giving directions listening: video on A city tour in TMM (Tell Me More) vocabulary: giving directions + topic vocabulary Stage 1. Activity Card-swap game Learners’ activities/ Skills Vocabulary Speaking Listening Teacher’s activities: 2.3.1.1 Cut up and distribute the cards to the Ss (one card per S), and tell them not to show their cards to anyone. Tell them that their task will be to give a definition of the word on their card to their partner, and their partner will have to guess the word on their Whole group Mingling Cards containing keywords 15 min Arrangement Extra materials Time

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card. Next they change roles: their partner gives a definition, and they have to guess. Tell them to swap cards once they are done, and move on to another partner. 2.3.1.2 Once everybody has had a go with most of the words, ask them to return to their seats. Ask Ss to define the word on their cards, and ask the group to say what the word can be. Put the words on the whiteboard. Stage 2. Activity TMM Topic 6: A city tour Learners’ activities/ Skills Listening Speaking Vocabulary Teacher’s activities: 2.3.2.1 Tell Ss to listen to the dialogue and ask them to note down which places are mentioned in the dialogue. 2.3.2.2 For vocabulary consolidation, ask Ss to try their hand at the corresponding “rejtőzködő szavak” and “keresztrejtvény” tasks, respectively. Stage 3. Activity Learners’ activities/ Skills
Describing where places are

Arrangement Individual Pair

Extra materials None

Time 20 min

Arrangement Pair

Extra materials Empty town plan

Time 5 min

Grammar Speaking Listening Writing

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Teacher’s activities: 2.3.3.1 Tell Ss to work in pairs. Distribute the empty town plan (see Handout 2.3.3.1), and ask them to put the things on the plan, anywhere they like. Stage 4. Activity Learners’ activities/ Skills
Describing where places are

Arrangement Pair

Extra materials Completed town plan

Time 25 min

Grammar Speaking Listening Writing

Teacher’s activities: 2.3.4.1 Tell them to listen to the dialogue one more time, this time paying close attention to the way the locations are expl ained. 2.3.4.2 Tell Ss to swap their maps with another pair, and write a dialogue similar to the one in the unit. 2.3.4.3 Ask Ss to work with a new pair and act out the dialogue they have written. The “new pair” should note down which places are mentioned. 2.3.4.4 Ask one or two pairs to present their dialogue to the whole class. In this case, ask individual Ss to report back on the places mentioned to check understanding. Stage 5. Activity Giving directions Learners’ activities/ Skills Listening Pair Town plan (Handout 25 min Arrangement Extra materials Time

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Speaking Teacher’s activities: 2.3.5.1 Put the following expressions on the board: “Excuse me, how do I get to …, please?” “Go straight.” “Turn right/left.” “The … is next to / opposite / between the ….”

2.3.3.1)

2.3.5.2 Check that Ss understand the meaning of the expressions, and then ask them to create mini dialogues. 2.3.5.3 As a follow-up, ask one or two pairs to share their dialogues with the rest of the group.

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