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This month’s Teacher’s Corner explores the world of travel and tourism. Specifically, each week covers travel-related topics that students can use to practice speaking, reading, and listening.

For many English learners, traveling the world is one of the many reasons they study English. No matter where you travel, it is easy to find a speaker of English to help you on your journey. However, as every good traveler knows, it is best to be prepared. This month’s Teacher’s Corner is devoted to giving students the chance to practice and prepare their English for the world of travel.

The activities this month are designed to give students the opportunity to creatively practice their English while thinking about travel both at home and abroad:

Week 1 – Around the World
Week 2 – What to See in Town
Week 3 – Planning a Trip
Week 4 – Over-tourism

Week 1 begins the month with a Pecha Kucha style presentation. In these fast-paced presentations, students must describe an around-the-world trip in three minutes using only six presentation slides. In Week 2, students practice common phrasal verbs used in travel and tourism. In Week 3, students describe the tourist attractions in their home countries by preparing a six-day trip for a new visitor. Finally, this month’s Teacher’s Corner concludes with a debate activity focused on the increasing concern of over-tourism.

In this week’s Teacher’s Corner, students are tasked with creating a Pecha Kucha presentation on an around-the-world trip. Pecha Kucha is a presentation style where each presenter is allowed twenty slides which are shown for twenty seconds each. The goal is to encourage the speaker to be concise – to not talk too long. For this activity, students will get six slides shown for thirty seconds each, with each slide showcasing a place they would like to visit on a trip around the world.

Intermediate to Advanced

LANGUAGE FOCUS

Speaking, reading (primary focus) Listening (secondary focus)

Students will practice speaking, reading, and listening through

Researching locations they would like to visit on a trip around the world
Delivering a three-minute presentation about their around-the-world trip
Teacher: computer, projector, stopwatch or other timing device, a map
Students: notebook, pencil, paper, computers (for research to be done as homework, or books and encyclopedias)

PREPARATION

Read through all the materials carefully.
For this activity, students will be giving presentations to the class. To save time, be sure that students submit their presentations as a homework assignment before the day they will present them. The teacher should then have all the presentations loaded onto the class computer, ready to go at the start of the class. Having the presentations already loaded will save time, compared to each student separately loading his or her presentation on the computer. Having the presentations ready to go at the start of class will save time, compared to each student separately loading his or her presentation on the computer. If a computer is not available, this can be done on sheets of large paper as well.
During this activity, students will be giving presentations that have a set time limit of three minutes. To keep students on time, the teacher controls when the slides of the presentation change. Optionally, a student can be selected as the official timekeeper. This student can sit at the presentation computer to advance the slides instead of the teacher.

PART ONE: PREPARING TO DEPART

Begin the class by showing a map of the world. To warm students up for the activity, ask students to come to the board and point to countries that you name.
If none of the students know the meaning of the word, give them a clue. For example, point to the United States and tell the students, “The United States is a country.” Next, point to Mexico and tell the students, “Mexico is a country, too.” Finally, point to Canada and say, “Canada is also a country.” Then tell the students, “The United States, Mexico, and Canada are all on the same continent.” While speaking, use your finger to draw a large circle around the North American continent. (Don’t forget to include Central America too!)
To check the students’ comprehension of the word continent ask the class, “How many continents are there in the world?” Students should respond with “seven”; if they answer “six,” they may have forgotten about Antarctica!
Ask the students which continent they most want to visit and why. Tell the students to think about their answers.
Next, have the students form pairs and share their answers with their partners.
Finally, have students share their answers with the entire class.
Inform the class that for homework they are going to plan an around-the-world trip.
Explain to the students that they will prepare a presentation to show the class about their around-the-world trip.
Instruct the students that their one location per continent must be a city, national park, or sightseeing location. An entire country is too large to select as one location!
Students must travel in one direction around the world (either east or west).
Each slide should have some basic information about the location and at least one picture of the location.
Finally, inform the students that they will only have three minutes to give their presentation to the class, and each slide will only be shown for thirty seconds. So, students should practice their presentations before class!

PART TWO: CLASS PRESENTATIONS

On the day students give their class presentations, remind them they only have thirty seconds for each slide. If time permits, give the students a few minutes to check their notes and prepare for their presentations.
Have the first student presenting come to the front of the class.
Open the student’s presentation and start the timer. After thirty seconds move to the next slide; after another thirty seconds move to the third slide; and so on.
Optional: After all the students have presented their around-the-world trip, have the class vote on the most interesting trip!

This week’s Teacher’s Corner provides students with the opportunity to practice using phrasal verbs in an activity about New York City.

Reading, speaking (primary focus) Listening (secondary focus)

During this activity, students will

Practice speaking skills through a matching activity
Practice reading skills and using travel-related phrasal verbs in a worksheet activity
Teacher: whiteboard or chalkboard, markers or chalk
Students: pencils or pens, notebooks or writing paper
Print out copies of the phrasal verb cards in Appendix 1. a. Students will use the phrasal verb cards in a pair-work activity. Print enough copies of the phrasal verb cards for each pair of students to have a set.
Cut out the phrasal verb cards and for each set, mix the cards so that the phrasal verbs and definitions are mixed well.
Print out copies of the phrasal verbs fill-in-the-blank worksheet in Appendix 2. Students will use the worksheet in a pair-work activity. Print enough copies of the worksheet for each pair of students to have one. The answer key is in Appendix 3.

ACTIVITY PART ONE: PHRASAL VERB WARM-UP

Begin the class by having the students form pairs.
Give each pair a set of phrasal verb cards (already mixed up) from Appendix 1.
Have the students work together to match each phrasal verb to its correct definition.
After the students have completed the matching activity, review the answers as a class.
Next, ask the students, “What do the phrasal verbs have in common?” a. Answer: Each of the phrasal verbs is related to travel.
Next, ask the students, “What is the one city in the world you would like to visit?” a. Optional: Ask the students this question as part of a Think, Pair, Share activity. i. First, have the students think about their answer individually. ii. Next, have the students share their answer with their partner. iii. Finally, encourage the students to share their answer or, even better, to share their partners’ answers with the class.

ACTIVITY PART TWO: PHRASAL VERB WORKSHEET

Begin this part of the activity by asking the students if they would like to visit New York City.
Next, ask why they would like to visit the city, or ask what they would like to do if they visited the city.
As students answer the questions, pass out the phrasal verb fill-in-the-blank worksheet to the pairs of students. Instruct them to read through the worksheet and circle any vocabulary they don’t know. a. If students have questions about vocabulary, take a few moments to answer their questions before moving on to Step 4.
Next, have the pairs of students fill in the blanks on the worksheet with the phrasal verbs on the cards they used in Part 1 of this activity. As students work, walk around the room to check on their progress.
Once the pairs have finished filling in the blanks, check their answers as a class.

APPENDIX 1: PHRASAL VERBS MATCHING CARDS

week2_chart.png

APPENDIX 2: PHRASAL VERBS FILL-IN-THE-BLANK WORKSHEET

appenx2_3.jpg

New York has been called “The City That Never Sleeps!” With so many things to do at any time of day, New York is a great place to visit on vacation. Thanks to New York’s many transportation options, you don’t need anyone to __________ you __________ at the airport. Instead, you can take a bus or the subway into the city, or even have one of the city’s famous yellow taxis __________ you _________ at your hotel. After you ___________________ to your hotel, you can ____________________ on your NYC adventure!

If it is your first visit to New York, be sure to take some time to ____________________ the city by taking a walk. It can be a great way to get to know the city and experience the New York way of life. Some of the best things about New York can be found by ___________________ the many diverse neighborhoods full of great food, interesting events, and historical landmarks. Even though New York is famous for its busy streets, you can ___________________ from the crowds by visiting Central Park. There you can walk through the trees, sit by the lake, and even get a famous New York City hot dog.

Of course, no trip to New York would be complete without visiting the Statue of Liberty. To visit, you need to ____________________ a ferry at Battery Park. While crossing the water, you can ____________________ a wonderful view of the city. Once on Liberty Island, you can walk around the statue, visit the museum, or climb the 377 steps to the top of the Statue of Liberty. It is an incredible experience, but tickets sell out quickly!

As you leave New York and your plane ____________________, be sure to enjoy the view out the window to get one last look at the city that never sleeps!

APPENDIX 3: PHRASAL VERBS FILL-IN-THE-BLANK ANSWER KEY

New York has been called “The City That Never Sleeps”! With so many things to do at any time of day, New York is a great place to visit on vacation. Thanks to New York’s many transportation options, you don’t need anyone to ____pick you up_____ at the airport. Instead, you can take a bus or subway into the city, or even have one of the city’s famous yellow taxis ______drop you off________ at your hotel. After you _____check in________ to your hotel, you can ____set out_________ on your NYC adventure!

If it is your first visit to New York, be sure to take some time to __look around____ the city by taking a walk. It can be a great way to get to know the city and experience the New York way of life. Some of the best things about New York can be found by __checking out___ the many diverse neighborhoods full of great food, interesting events, and historical landmarks. Even though New York is famous for its busy streets, you can ___get away_________ from the crowds by visiting Central Park. There you can walk through the trees, sit by the lake, and even get a famous New York City hot dog.

Of course, no trip to New York would be complete without visiting the Statue of Liberty. To visit, you need to ____get on__________ a ferry at Battery Park. While crossing the water, you can _____take in________ a wonderful view of the city. Once on Liberty Island, you can walk around the statue, visit the museum, or climb the 377 steps to the top of the Statue of Liberty. It is an incredible experience, but tickets sell out quickly!

As you leave New York and your plane ___takes off________, be sure to enjoy the view out the window to get one last look at the city that never sleeps!

This month’s Teacher’s Corner explores travel and tourism. This week’s activity asks students to think about their own cities or countries by designing a six-day trip for a visiting tourist.

LEVEL Intermediate to Advanced

FOCUS Reading, writing (primary focus) Speaking, listening (secondary focus)

GOALS During this activity students will

Practice speaking skills while creating a travel plan for their country or city
Practice presentations skills while delivering their travel plans to the class
Teacher: whiteboard or chalkboard, markers or chalk, poster paper (optional)

In this activity, students will prepare a travel plan for someone visiting their country or city for the first time. This activity can take place during one class period or across two classes depending on how much time your students need to prepare their travel plans.

Print out copies of Appendix 1 Travel Plans. Print enough copies so that each group of two to three students has one to complete.

ACTIVITY PART ONE: HOMEWORK – TRAVEL PLANNING

Begin this activity by having the students form groups of two to three students.
Give each group a copy of the Travel Plan from Appendix
Have the students work together to brainstorm a six-day travel plan to their country. a. If your students are from a large city, they could plan the entire six-day trip just in their city. If your students are from a smaller city or more rural area, they can plan a regional or nation-wide trip.
As the groups work, walk around the room asking groups for details about their trip. Encourage them to be as specific as possible. For example: if they write “stay in a hotel,” instruct them to be more specific: What hotel? Where in the city? What makes that hotel or area of the city interesting?
Optional: Depending on time and student levels, this activity can also be a homework assignment. After the groups have finished their travel plans, the homework can challenge the students to use the travel plans to create a poster, a flyer, or even a video where students can show off their six-day travel plans.

ACTIVITY PART TWO: TRAVEL SHOWCASE

After the groups have finished their travel plans, give them time to prepare a speaking presentation to the class. a. Instruct the students that for the presentation each student in the group must speak. For example, in a group of three students, each student can present on two days of the trip. b. Note: Depending on students’ level and ability, this presentation part of the activity can be done on a separate day to give the students more time to prepare.
Next, have each group come to the front of the class and describe the travel plan they made to the rest of the class. a. For additional speaking practice, encourage the rest of the class to ask questions about the trip.
After each group has presented their travel plan, have the class vote on the presentations. Which travel plan was the best? Which was the most adventurous? Which was the most historic?

APPENDIX 1: TRAVEL PLANS

Directions: Plan a six-day trip to your country for a person who has never visited before. Choose a city, region, or the entire country. Include everything, such as what to visit, where to stay, and what to eat!

This month’s Teacher’s Corner explores the world of travel and tourism. With travel becoming easier and cheaper all around the world, people who live in popular tourist locations have begun to ask if too much tourism can be a problem. In this week’s activity, students will debate the positives and negatives of tourism.

Speaking, listening (primary focus)

Reading, writing (secondary focus)

Practice reading skills while reading an article about over-tourism
Practice speaking and listening during a debate on tourism
Teacher: whiteboard or chalkboard, markers or chalk, a timing device, Internet (optional)
Before class, read the article " Too Much Tourism "and listen to the audio version of the story.
Print out copies of Appendix 1: “Too Much Tourism” article. Print enough copies so that each student has one. Note: If a computer lab is an option for your class, have the students read the article by visiting this URL: https://learningenglish.voanews.com/a/too-much-tourism/4118421.html
On the website, the article has an audio version that can be streamed over the Internet or downloaded and played on a computer in class.

ACTIVITY PART ONE: "TOO MUCH TOURISM" ARTICLE

Direct students' attention to the board.
On the board write the word tourism . Ask the students what the word tourism means.
Next, as a check of their understanding, ask the class where in their country is popular for tourism?
Then, write the word over in front of the word tourism to create the new word over-tourism.
Again ask the students to provide a definition for this word. a. Note: Over-tourism is a recent issue that has gained attention in the news and travel industry. It does not have an exact definition, but as long as students describe a problem of too many visitors to a place, their definition is acceptable.
Once again, check the students’ understanding by asking if there are any locations in their country that they think face problems with over-tourism. a. Note: Depending on the level of the students, this question can be asked as a Think, Pair, Share. First have the students think about the question, then have them share their answers with a partner, finally have the pairs of students share their answers with the class.
Next, provide each student with a copy of the “Too Much Tourism” article in Appendix 1. Give students time to read the article. a. Note: To provide students more listening practice, have them listen to the article by playing the audio version of the story from the webpage.
To check their comprehension, ask the following questions: a. How many trips are tourists expected to take by the year 2030? (Answer: 1.8 billion) b. What is Croatia doing to help stop over-tourism? (Answer: Limiting the number of daily visitors to the city of Dubrovnik.)
Finally, as a show of hands, ask the students who thinks limiting tourism is a good idea? Tell the class they will have the opportunity to share their opinions in a debate.

ACTIVITY PART TWO: THE TOURISM DEBATE

Note: For this debate, students will argue for and against tourism. If you teach a large class, you may want to break students into groups and then have these groups form two teams that can debate. Another option for larger classes is for students to volunteer to participate in the debate, while the rest of the class can act as audience and decide which team won.
Begin the debate by dividing the class (or a group of students) into two teams. Decide which team will be the For side, which will argue in favor of the topic, and which will be the Against side, which will argue against the theme of the topic.
While the students are forming For and Against teams, go to the chalkboard and write the theme and topics for the debate: Debate Theme: Tourism Topic #1: Whether tourism is always good for the local economy, and the economy is more important than too many tourists. Topic #2: Whether too much tourism can harm the local culture of a city. Topic #3: Whether people should travel less. a. Note: If time permits have the students debate all three topics. For large classes, students can take turns debating: one group of students debates one topic, then the next group of students debates the next topic, and so on.
Direct the students’ attention to the three debate topics that you have written on the board and tell the students they should prepare their ideas on these topics for the debate. a. Note: For more advanced lessons, assign the debate preparation as homework so students can research the topics and prepare with more details.
Once the students are prepared, have the students who are going to debate first come to the front of the class. Have the two teams form lines on opposite ends of the board. Begin the debate by having the first student in line of the For team present his or her argument for one minute. Then the first student from the Against team has one minute to challenge the ideas presented by the For team’s student.
After the first students from each team have spoken for a minute, have them move to the back of the line and have the second student in each line more forward. They will now debate against each other. This time the Against student goes first for one minute. The student for the For team then gets to present his or her argument on the topic. Continue until all students have had the opportunity to debate.

Remember: An effective debate is not only about presenting an argument but also challenging the argument of one’s opponent. For more information on debates and ideas for using debates in class, check out The Great Mini-Debate on the American English webpage.

APPENDIX 1: TOO MUCH TOURISM?

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Travel ESL Lesson Plans

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ESL Travel Lesson Plans

If you are looking for an ESL lesson plan on transportation and travel, look no more. You’re in the right place.

Why we travel

This Upper Intermediate lesson plan focuses on expanding travel vocabulary and…

Check out Vienna!

This A2 ESL lesson plan aims to enhance students’ understanding of…

How safe is flying?

This C1 lesson plan focuses on expanding aviation vocabulary …

The geography of small talk

In this Intermediate lesson plan, students will engage in discussions about the nuances…

Chillin’ in Svalbard

In this Upper-Intermediate lesson plan, students will learn about must vs. have to. They will…

If you’re going to San Francisco…

In this Advanced ESL lesson, the students will learn about the culture of…

Paragliding to work

In this Intermediate lesson plan, students will talk about the most popular ways…

Exactly where are we now?

In this C2 lesson plan, students will practice vocabulary about travel and international borders. They…

Doing Mardi Gras like a real New Orleanian

In this Advanced ESL lesson, students will talk about a parade and the…

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Here you can find ESL lesson plans on transportation and travel for all difficulty levels, both free and premium.

Our offer – Travel English

We are offering ESL lesson plans for you to use during lessons with your students. Lessons are currently available at A2 and B1 levels , B2, C1 and C2. The duration of each lesson is between 30 and 90 minutes, depending on the plan you choose . This means that you can choose a lesson that suits your students’ level as well as your desired lesson length. The plans are designed to make your job as easy as possible and your teaching as effective as possible. Tired of “forcing” your students to speak? Try our lessons, they guarantee all kinds of discussions between students on topics they actually enjoy, since everyone travels sometimes.

Learn travel vocabulary

Our lesson plans focus on travelling, which gives your students a chance to learn language skills that they will most likely use in their lives. This can also make the lessons interesting – the students can share their experiences with travelling, stories about their travels, share their views on different countries, different cultures and various tourist attractions that they have seen. Lessons include current events, such as traveling during the pandemic, all kinds of situations that may occur at the airport, types of luggage you may bring and much more.

Lessons consist of content that should provoke discussion and prevent students from answering with a simple “yes” or “no”. This will help increase student confidence and also make the teacher’s job easier.

What else to expect

All our ESL Travel lesson plans comprise reading comprehensions, entertaining and inspirational videos, grammar rules and exercises, as well as various forms of discussion related to the topic.

Each week you can expect a new lesson to become available.

Currently we have lessons on travel related topics, such as:

travelling abroad,
travelling by planes,
types of luggage,
different types of travels and vacations,
tourist attraction and different tourist destinations,
life-on-the-road experience.

Our lessons in a few words

You can browse through our lessons to find the ones that suit your needs best. There is an overview for each lesson, so you know exactly what kind of vocabulary you will be teaching and what methods you will use.

Lessons include warm up discussions, videos for your students to watch, reading sections and grammar exercises. All of these elements add up to a complete lesson plan that will ensure your students go home with valuable new skills.

Teaching secondary
Lesson plans
Secondary lesson plans - Intermediate B1

Round-the-world travellers

This lesson offers a variety of activities based on British round-the-world travellers; a cyclist, a running granny and a teenage sailor.

Students will firstly review country names, and then there is an activity to pre-teach vocabulary for a jigsaw reading task, where students will explain their texts to each other. There follows a role play in which students play the part of a traveller or a journalist, and this is followed by a task where students compare ideas on advice to world travellers. Finally there is a more open discussion task about young people, travel and world records.

Aims: • To learn vocabulary related to travel and adventure • To develop reading skills • To practise speaking skills Age group: 12- adult

Level: B1 / B2

Time: 60 minutes

Materials: Around-the-world travellers student worksheet, jigsaw reading texts, and lesson plan

All the materials on these pages are free and available for you to download and copy for educational use only. You may not redistribute, sell or place these materials on any other web site without written permission from the BBC and British Council. If you have any questions about the use of these materials, please e-mail [email protected]

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ESL Lesson Plan: Travel Plans

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This English lesson plan helps reinforce vocabulary related to traveling by asking students to plan trips and excursions based on the profile of different groups of travelers. It is helpful to use local newspapers, especially newspapers that provide local events, to give students ideas of real places to visit. Most large cities have specialty newspapers that focus on local events and attractions available for free throughout the city.

Instructions for Teachers

The lesson begins with students deciding which types of groups are going to take a trip. Based on which group of travelers are going, students then use resources to plan out a short stay in a specific city or area of the country. Of course, you can choose to have students focus on distant locations. If you are teaching English in another country, it's probably best to vary this and focus on traveling abroad to allow the use of English place names.

Lesson Aims: Completing a small group task using the internet and other resources available in English, describing a travel destination and itinerary in detail

Activity: Planning a short trip to a specific location based on different traveler types

Level: Intermediate

Lesson Plan

As a class, discuss what types of locations, travel plans, etc. might be suitable for these different types of travelers:

A married couple on a honeymoon
Two friends who are attending college
Two business people

As a class, discuss which resources students can use to make travel plans. There are many travel websites online that offer all the necessary tools for scheduling a trip. If available, use a projector and walk through the process of finding round trip flight tickets and hotels on a travel site.

Using the worksheet below, break students up into pairs or small groups (maximum of 4) assigning a pair of travelers to each group. Have students come up with detailed plans for each travel group. After each group has finished, have them present their travel plans to the entire class.

Variation: To extend this activity, ask students to create a presentation using PowerPoint or another similar software application. Students should find photos and write up bullet points for each of the activities to include in the presentation .

Plan a Trip to ___________ for the Following Travel Groups:

Honeymooners

Mary and Tim have just married and are in the mood for a great honeymoon to celebrate their eternal love for each other. Make sure to include lots of romantic options and some excellent meals to mark this happy event.

College Friends

Alan and Jeff are attending college together and are looking to have a wild week of fun and adventure. They love going to clubs and partying hard, but they don't have a lot of money to eat at fine restaurants.

Cultured Couples

The Andersons and the Smiths are married couples that have been friends for years. Their children are grown up and have their own families. Now, they enjoy traveling together and place a great deal of emphasis on visiting sights of cultural significance. They also love going to concerts and eating fine food.

Business People

These business people are interested in opening up a new company at your chosen location. They need to find out about the area, meet local business people, and discuss their proposal with local government.

Family with Children

The McCarthur family has three children aged 2, 5, and 10. They love spending time outdoors and have a limited budget for eating out. They aren't interested in entertainment, but the parents like to take the children to important museums to help with their cultural education.

Peter and Dan

Peter and Dan married a few years ago. They love to explore gay hot spots in cities they travel to, as well as do traditional sight-seeing tours. They are also gourmets who spend up to $500 on good meals, so they'd like to go to at least one top rated restaurant.

Travel Planning Sheet

Fill in the information to complete the vacation plans.

Dates / Times: Cost:

How many nights?: Cost:

Rental car yes/no? If yes, cost:

Trips / Sightseeing for the day: Cost:

Restaurants / Eating: Where?: Cost:

Evening entertainment: What / Where? Cost:

Add as many days as necessary to your travel planning sheet.

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Travel & Tourism (Intermediate ESL Lesson Plan)

Download the Travel & Tourism ESL lesson plan here: Travel-Tourism-ESL-Intermediate-19042012.doc

Note : This plan is out of date . An updated (2022) travel lesson plan for intermediate levels can be found here .

Travel Lesson Plan (ESL): Intermediate: Warm-up (Pair Work)

1) Where are you planning to go for your next holiday? 2) Is there a place you'd never visit again? Where and why? 3) Do you prefer traveling independently or with a group on an organized tour? 4) What do you know of the following countries: Uganda, Myanmar, Ukraine, and Jordan?

Travel: The Top Four of Lonely Planet's “Countries To Visit in 2012” List

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17 comments on “ Travel & Tourism (Intermediate ESL Lesson Plan) ”

This looks like a great lp. I plan on doing it this week with my 8th gr. RR class. Thanks

I hope it works out. What is RR?

It’s very useful for me. Thanks.

Sorry, but Odessa is aside from the Crimea and linked with it by a ferry.

Thanks. I’ve updated the lesson plans.

Thanks, it worked out perfectly. But it took more than a 2h class to finish it.

This plan is great!! Went down a treat. Had a lot of fun. Thanks.

WoW! very useful for me. Thank You so MUCH!!!!

Great lesson plan, thank you.

Great lesson plan. helpful

thanks alot

I have written the sentences.

This plan looks interesting. Will I teach it to two students in approx. 60 minutes? Thank you in advance for your replying.

You’ll be able to cover half of it in an hour. If I were you, I’d pick the most interesting parts. Also, the world has changed since 2012 so some of the information is outdated.

Where is the 2010 list of most visited countries? I can’t find it.

2010 Tourism Ranking: France (76.8m), US, China, Spain, Italy, UK, Turkey, Germany, Malaysia, Mexico (22.4m)

The discussion questions are a good idea. I’ll make use of them thanks!

Overtourism

"Take only memories, leave only footprints." Chief Seattle (1786 – 1866), Native American chief

January 17, 2022
General English
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Home » Overtourism

Latest lesson plans

This free ESL lesson plan on overtourism has been designed for adults and young adults at an intermediate (B1/B2) to advanced (C1/C2) level and should last around 45 to 60 minutes for one student.

As nations become wealthier, their people travel more. Once the preserve of the middle class from Western nations, today, as the global middle class has massively expanded in populous countries like China, Brazil and India, tourism has also experienced an explosion. While this has been great for local economies, and obviously great for the people who get to experience the world, it has not been without its negative consequences. Housing prices have rocketed in tourist hotspots, forcing locals out of the places they call home. Ancient sites of historical importance find themselves with irreparable damages. And who can ignore the impact on the environment this boom in travel is responsible for? In this ESL lesson plan on overtourism, students will have the opportunity to discuss and express their opinions on issues such as the causes, consequences and solutions to excessive tourism.

This lesson plan could also be used with your students to debate these issues for World Tourism Day , which takes place in September. For more lesson plans on international days and important holidays, see the calendar of world days to plan your classes for these special occasions.

For advice on how to use this English lesson plan and other lesson plans on this site, see the guide for ESL teachers .

PRE-CLASS ACTIVITIES

Reading activity Before the English class, send the following article to the students and ask them to read it while making a list of any new vocabulary or phrases they find (explain any the students don’t understand in the class):

Nomadic Matt | Overtourism: How You Can Help Solve This Worldwide Problem

In this blog post, Nomadic Matt explains some of the causes of overtourism and what tourists can do to avoid contributing to this problem whilst still enjoying their trips. Advice includes visiting areas other than the most popular ones, eating away from the tourist areas, and being environmentally friendly. At the start of the class, hold a brief discussion about what the students thought about the article. What do they think about the issues raised in the article? Do they agree with what was said? Can they think of any ways they might disagree with the content of the article?

Video activity To save time in class for the conversation activities, the English teacher can ask the students to watch the video below and answer the listening questions in Section 3 of the lesson plan at home. The questions for the video are styled in a way similar to an exam like the IELTS.

The video for this class is called “Too Many People Want to Travel” by The Atlantic which looks at the reasons why so many more people are travelling today, and what the negative consequences of this boom in tourism has brought.

IN-CLASS ACTIVITIES

The focus in the class is on conversation in order to help improve students’ fluency and confidence when speaking in English as well as boosting their vocabulary.

This lesson opens with a short discussion about the article the students read before the class. Next, the students can give their opinion on the quote at the beginning of the lesson plan – what they think the quote means and if they agree with it. This is followed by an initial discussion on the topic including the reasons more people are travelling today, how to escape the crowds, and which places are suffering because of overtourism.

After this, students will learn some vocabulary connected with overtourism such as cruise , package holiday and throng . This vocabulary has been chosen to boost the students’ knowledge of less common vocabulary that could be useful for preparing for English exams like IELTS or TOEFL. The vocabulary is accompanied by a cloze activity and a speaking activity to test the students’ comprehension of these words.

If the students didn’t watch the video before the class, they can watch it after the vocabulary section and answer the listening questions. Before checking the answers, ask the students to give a brief summary of the video and what they thought about the content.

Finally, there is a more in-depth conversation about overtourism. In this speaking activity, students will talk about issues such as the effect of overtourism on house prices, whether tourist numbers should be restricted, and whether it’s hypocritical for tourists and locals to complain about overtourism.

After the class, students will write about their opinion of overtourism. This could be a short paragraph or a longer piece of writing depending on what level the student is at. The writing activity is designed to allow students to practise and improve their grammar with the feedback from their teacher. For students who intend to take an international English exam such as IELTS or TOEFL, there is an alternative essay question to practise their essay-writing skills.

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Downsides of tourism

Global Issues

Speaking class

LESSON OVERVIEW

This speaking lesson focuses on talking about tourism and its problems. Students talk about travelling in general and tourism as an industry, watch a video and discuss solutions to the problems.

This is a Speaking Class worksheet. It includes a variety of tasks that let your students practise their speaking skills. This lesson format does not focus on grammar or vocabulary. Learn more about it here.

WARM-UP & VIDEO

This speaking lesson includes an additional warm-up activity that is also a vocabulary revision . Students receive a list of words and try to create ten pairs of synonyms (e.g. hidden gems and lesser-known spots, tourist attraction and landmark , etc.). There is another warm-up in the lesson which focuses on speaking. Students look at the list of famous places (e.g. Venice, the island of Phuket, the Louvre , etc.) and discuss if they are trending and whether they would like to visit them. After that, students look at two terms , overtourism and responsible tourism , and discuss how they are connected. Students complete some sentences talking about tourism more. Then, they watch a video and compare its messages to their ideas.

TALKING ABOUT TOURISM AND ITS PROBLEMS

Students have a few more activities and continue talking about tourism and its problems. After watching the video, they discuss questions and say whether they consider themselves responsible tourists. Students also talk about the advantages and disadvantages of tourism, about safety and responsibilities. After the discussion, students take a look at the list of common problems that tourism causes (e.g. local traditions are often altered or simplified to suit tourist preferences ) and say whether they have experienced them where they live or while travelling. Talking about tourism, students also look at the solutions to these problems (e.g. educating tourists, introducing quotas, restricting Airbnb , etc. ) and decide whether they would be effective and whose responsibility they should be: governments, travel agents or tourists. Teachers can also ask students about the implementation of these solutions and encourage them to come up with more ideas.

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Breaking News English Lesson on Tourism

Home | help this site, dutch towns tell tourists how to behave (14th april, 2017).

26-page lesson (40 exercises)
2-page MINI lesson
North American & British English
20 questions
Listen & spell
4-speed reading
Text jumble
The / An / A
Prepositions
Missing letters
Initals only
Missing words

The Reading / Listening - Tourism - Level 6

Old Holland is an idyllic area that matches people's image of Dutch life from a slower, bygone age. There are windmills everywhere and locals live in beautifully preserved, traditional wooden houses. Local resident Peter-Jan van Steenbergen told Holland's Het Parool newspaper that the village of Zaanse Schans is like an open-air museum. He said: "I talked to one resident who opened his curtains in the morning and looked into the camera lenses of nine amateur photographers." He added: "The visitors seem happy to knock on the wooden houses to see if it is real wood. If you are the resident of that house, that is not pleasant, of course." He said the busloads of tourists were the biggest nuisance.

Try the same news story at these easier levels:

Tourism - Level 4 or Tourism - Level 5

http://www. dutchnews.nl /news/archives/2017/03/tourists-told-to-behave-in-old-holland-as-popularity-surges/
http://www. bbc.com /news/blogs-news-from-elsewhere-39281245
http://www. parool.nl /amsterdam/gedragsregels-moeten-overlast-in-old-holland-tegengaan~a4474122/

Make sure you try all of the online activities for this reading and listening - There are dictations, multiple choice, drag and drop activities, crosswords, hangman, flash cards, matching activities and a whole lot more. Please enjoy :-)

"Much has been said and written on the utility of newspapers; but one principal advantage which might be derived from these publications has been neglected; we mean that of reading them in schools." The Portland Eastern Herald (June 8, 1795)

"News is history in its first and best form, its vivid and fascinating form, and...history is the pale and tranquil reflection of it." Mark Twain, in his autobiography (1906)

"Current events provide authentic learning experiences for students at all grade levels.... In studying current events, students are required to use a range of cognitive, affective, critical thinking and research skills." Haas, M. and Laughlin, M. (2000) Teaching Current Events: It's Status in Social Studies Today.

Buy my 1,000 Ideas and Activities for Language Teachers eBook. It has hundreds of ideas, activity templates, reproducible activities, and more.

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--> 1. TOURISM: Students walk around the class and talk to other students about tourism. Change partners often and share your findings. 2. CHAT: In pairs / groups, talk about these topics or words from the article. What will the article say about them? What can you say about these words and your life? leisurely / old towns / villages / thrill / tour guides / tourists / litter / popularity / idyllic / windmills / preserved / traditional / museum / photographers / nuisance Have a chat about the topics you liked. Change topics and partners frequently. 3. RULES: Students A strongly believe there should be strict rules for tourists when they visit places; Students B strongly believe otherwise. Change partners again and talk about your conversations. 4. CODE OF CONDUCT: Make some rules for tourists for these things? Complete this table with your partner(s). Change partners often and share what you wrote. Rules Why? Clothes Groups Photos Food Local people Souvenirs MY e-BOOK See a sample 5. VISITOR: Spend one minute writing down all of the different words you associate with the word "visitor". Share your words with your partner(s) and talk about them. Together, put the words into different categories. 6. SITES: Rank these with your partner. Put the best at the top. Change partners often and share your rankings. The Amazon Machu Picchu Masai Mara Mount Fuji The Pyramids The Statue of Liberty The Great Wall of China Sydney Opera House Before reading / listening 1. TRUE / FALSE: Read the headline. Guess if a-h below are true (T) or false (F). The article said receiving tourists is a thrill for local people. T / F 'Old Holland' is a part of central Amsterdam. T / F New rules for tourists say there is to be no photography in villages. T / F The number of tourists may increase by 50% in the next 10 years. T / F 'Old Holland' does not fit people's idea of life in Holland in the past. T / F A resident said one village was like an open-air museum. T / F One resident opened his curtains to find 9 photographers outside. T / F A resident said busloads of tourists were the most annoying thing. T / F 2. SYNONYM MATCH: Match the following synonyms from the article. leisurely thrill disturbing permission booming idyllic preserved resident real nuisance picturesque annoyance relaxed mushrooming local interrupting authentic excitement maintained say-so 3. PHRASE MATCH: (Sometimes more than one choice is possible.) leisurely wandering tour guides with megaphones deal with the growing popularity the number of tourists is expected to in the next an idyllic life from a slower, like an open- amateur busloads of tourists were the biggest nuisance rise by 50 per cent area bygone age around old towns photographers disturbing their peace decade air museum of the region Gap fill Put these words into the spaces in the paragraph below. conduct litter leisurely decade enough permission thrill popularity

It's great being a tourist and (1) ____________ wandering around old towns and villages seeing the sites, but is it such a (2) ____________ for the local residents? Villagers living in the area known as 'Old Holland' outside of Amsterdam have had (3) ____________ of visitors traipsing around and of tour guides with megaphones disturbing their peace. They have got together with local tour companies to create rules of (4) ____________ for tourists. The rules include not photographing residents without (5) ____________, not strolling into their gardens and not dropping (6) ____________. The new code of conduct is an attempt to deal with the growing (7) ____________ of the region. Tourism is booming and the number of tourists is expected to rise by 50 percent in the next (8) ____________.

air age real nuisance preserved pleasant idyllic resident

Old Holland is an (9) ____________ area that matches people's image of Dutch life from a slower, bygone (10) ____________. There are windmills everywhere and locals live in beautifully (11) ____________, traditional wooden houses. Local resident Peter-Jan van Steenbergen told Holland's Het Parool newspaper that the village of Zaanse Schans is like an open- (12) ____________ museum. He said: "I talked to one (13) ____________ who opened his curtains in the morning and looked into the camera lenses of nine amateur photographers." He added: "The visitors seem happy to knock on the wooden houses to see if it is (14) ____________ wood. If you are the resident of that house, that is not (15) ____________, of course." He said the busloads of tourists were the biggest (16) ____________.

Listening — Guess the answers. Listen to check.

1) enough of visitors traipsing around and of tour guides with megaphones ______ a. disturbing their piece b. disturbing there peace c. disturb in their peace d. disturbing their peace

2) They have got together with local tour companies to create ______ a. rules off conned duck b. rules of contract c. rules of conduct d. rules off conduit

3) photographing residents without permission, not strolling into their gardens and ______ a. not drooping litter b. not dropping litter c. not dropping letter d. not drooping letter

4) The new code of conduct is an attempt to deal with the growing popularity ______ a. of the region b. of the regional c. of the regions d. of the legion

5) the number of tourists is expected to rise by 50 per cent in ______ a. the next decades b. a next decadence c. the next decade d. the next decadent

6) matches people's image of Dutch life from a slower, ______ a. bygone age b. be gone age c. bye gone age d. beginning age

7) told Holland's Het Parool newspaper that the village of Zaanse Schans is like an ______ a. open-airy museum b. open-air museum c. open-aired museum d. open-airs museum

8) The visitors seem happy to knock on the wooden houses to see if ______ a. it is real wood b. it is real wooden c. it is real woods d. it is real woody

9) If you are the resident of that house, that ______ a. is not pleasing b. is not pleasantry c. is not pheasant d. is not pleasant

10) He said the busloads of tourists were the ______ a. biggest nuance b. biggest nonsense c. biggest nuisance d. biggest nascence

Listening — Listen and fill in the gaps

It's great (1) ___________________ and leisurely wandering around old towns and villages seeing the sites, (2) ___________________ thrill for the local residents? Villagers living in the area known as 'Old Holland' outside of Amsterdam have had enough of visitors traipsing (3) ___________________ guides with megaphones disturbing their peace. They have got together with local tour companies to create (4) ___________________ tourists. The rules include not photographing residents without permission, not strolling into their gardens (5) ___________________ litter. The new code of conduct is an attempt to deal with the growing popularity of the region. Tourism is booming and the number of tourists (6) ___________________ rise by 50 percent in the next decade.

Old Holland (7) ___________________ area that matches people's image of Dutch life from a slower, bygone age. There are windmills everywhere and locals live in beautifully preserved, (8) ___________________ houses. Local resident Peter-Jan van Steenbergen told Holland's Het Parool newspaper that the village of Zaanse Schans is (9) ___________________ museum. He said: "I talked to one resident (10) ___________________ curtains in the morning and looked into the camera lenses of nine amateur photographers." He added: "The visitors seem (11) ___________________ the wooden houses to see if it is real wood. If you are the resident of that house, that is not pleasant, of course." He said the (12) ___________________ were the biggest nuisance.

Comprehension questions

What did the article question tourism might not be for local residents?
What do tour guides have that disturb locals' peace?
What do tourists need permission to take photos of under the new rules?
What did the article say was booming?
By when is the number of tourists expected to rise by 50%?
What kind of area did the article say Old Holland was?
What are the houses made from that the locals live in?
How many photographers did a resident find outside his window?
What do some tourists knock on?
What did a resident say was the biggest nuisance?

Multiple choice quiz

1) What did the article question tourism might not be for local residents? a) profitable b) a thrill c) the dream life d) touristy

2) What do tour guides have that disturb locals' peace? a) giant loud speakers b) mobile phones c) fights d) megaphones

3) What do tourists need permission to take photos of under the new rules? a) the inside of churches b) the houses c) the local residents d) windmills

4) What did the article say was booming? a) tourism b) the voices of tour guides c) a 12th-century cannon d) fireworks

5) By when is the number of tourists expected to rise by 50%? a) 2050 b) in the next decade c) 2020 d) the end of next year

6) What kind of area did the article say Old Holland was? a) idyllic b) age c) matchless d) slow

7) What are the houses made from that the locals live in? a) steel b) brick c) wood d) rocks

8) How many photographers did a resident find outside his window? a) 9 b) 8 c) 7 d) 6

9) What do some tourists knock on? a) trees b) windows c) buses d) the wooden houses

10) What did a resident say was the biggest nuisance? a) tourists breaking flowers b) rush hour c) busloads of tourists d) litter

Role A — The Pyramids

You think The Pyramids is the world's best site. Tell the others three reasons why. Tell them why their site is not as good. Also, tell the others which is the least interesting of these (and why): the Statue of Liberty, the Amazon or Mount Fuji.

Role B — The Statue of Liberty

You think the Statue of Liberty is the world's best site. Tell the others three reasons why. Tell them why their site is not as good. Also, tell the others which is the least interesting of these (and why): The Pyramids, the Amazon or Mount Fuji.

Role C — The Amazon

You think the Amazon is the world's best site. Tell the others three reasons why. Tell them why their site is not as good. Also, tell the others which is the least interesting of these (and why): the Statue of Liberty, The Pyramids or Mount Fuji.

Role D — Mount Fuji

You think Mount Fuji is the world's best site. Tell the others three reasons why. Tell them why their site is not as good. Also, tell the others which is the least interesting of these (and why): the Statue of Liberty, the Amazon or The Pyramids.

After reading / listening

1. WORD SEARCH: Look in your dictionary / computer to find collocates, other meanings, information, synonyms … for the words...

'code' ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ and 'conduct' . ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________

• Share your findings with your partners.

• Make questions using the words you found.

• Ask your partner / group your questions.

2. ARTICLE QUESTIONS: Look back at the article and write down some questions you would like to ask the class about the text.

3. GAP FILL: In pairs / groups, compare your answers to this exercise. Check your answers. Talk about the words from the activity. Were they new, interesting, worth learning…?

4. VOCABULARY: Circle any words you do not understand. In groups, pool unknown words and use dictionaries to find their meanings.

5. TEST EACH OTHER: Look at the words below. With your partner, try to recall how they were used in the text:

area traditional open camera real biggest great outside peace include attempt next

Student survey

Write five GOOD questions about this topic in the table. Do this in pairs. Each student must write the questions on his / her own paper. When you have finished, interview other students. Write down their answers.

(Please look at page 12 of the PDF to see a photocopiable example of this activity.)

Discussion - Dutch towns tell tourists how to behave

STUDENT A’s QUESTIONS (Do not show these to student B)

What did you think when you read the headline?
What springs to mind when you hear the word 'tourism'?
What kind of tourist are you?
What kind of tourism is there in your town?
What responsibilities do tourists have?
What are the bad things about tourism?
Why is tourism such a big industry?
What rules for tourists would you add?
What should happen to tourists who break these rules?
What benefits do tourists bring to a town or area?

STUDENT B’s QUESTIONS (Do not show these to student A)

Did you like reading this article? Why/not?
What do you think of when you hear the word 'tourist'?
What do you think about what you read?
What kind of bad behaviour can tourists have?
Should people have culture lessons before going to other countries?
What image do people from your country have overseas?
Do you like being a tourist?
Do you prefer solo travel or being part of a tour group?
Would you be a good tour guide? Why?
What questions would you like to ask the villagers?

Discussion — Write your own questions

(a) ________________ (b) ________________ (c) ________________ (d) ________________ (e) ________________

(f) ________________ (g) ________________ (h) ________________ (i) ________________ (j) ________________

Language — Cloze (Gap-fill)

It's great being a tourist and (1) ______ wandering around old towns and villages seeing the sites, but is it such a (2) ______ for the local residents? Villagers living in the area known as 'Old Holland' outside of Amsterdam have had enough of visitors traipsing around and (3) ______ tour guides with megaphones disturbing their peace. They have got together with local tour companies to create rules of conduct for tourists. The rules include not (4) ______ residents without permission, not strolling into their gardens and not dropping (5) ______. The new code of conduct is an attempt to deal with the growing popularity of the region. Tourism is booming and the number of tourists is expected to (6) ______ by 50 percent in the next decade.

Old Holland is an (7) ______ area that matches people's image of Dutch life from a slower, bygone (8) ______. There are windmills everywhere and locals live in beautifully preserved, traditional wooden houses. Local resident Peter-Jan van Steenbergen told Holland's Het Parool newspaper that the village of Zaanse Schans is like an open-(9) ______ museum. He said: "I talked to one resident who opened his curtains in (10) ______ morning and looked into the camera lenses of nine amateur photographers." He added: "The visitors seem happy to knock on the wooden houses to (11) ______ if it is real wood. If you are the resident of that house, that is not pleasant, of course." He said the busloads of tourists were the biggest (12) ______.

Which of these words go in the above text?

(a) leisurely (b) leisure (c) leisured (d) leisureliness
(a) trill (b) till (c) thrill (d) thriller
(a) have (b) by (c) of (d) to
(a) photographed (b) photo (c) photograph (d) photographing
(a) litter (b) kittens (c) mittens (d) smitten
(a) risen (b) rise (c) arise (d) raise
(a) metalic (b) alcoholic (c) acrylic (d) idyllic
(a) old (b) age (c) history (d) before
(a) oxygen (b) wind (c) air (d) breeze
(a) a (b) that (c) one (d) the
(a) watch (b) look (c) view (d) see
(a) nuance (b) nuisance (c) nascence (d) nonsense

Paragraph 1

llueyisre wandering around old towns
the local esnretsdi
tour guides with aengmehsop
without emssopinri
the growing popularity of the iergon
rise by 50 per cent in the next ddeeca

Paragraph 2

Old Holland is an llydcii area
beautifully sevperrde , traditional wooden houses
like an open-air summue
nine rteaaum photographers
that is not natelaps
tourists were the biggest ianucnes

Put the text back together

( ) thrill for the local residents? Villagers living in the area known as 'Old Holland' outside of Amsterdam have had enough

( ) of visitors traipsing around and of tour guides with megaphones disturbing their peace. They have got together

( ) age. There are windmills everywhere and locals live in beautifully preserved, traditional wooden houses. Local

( ) resident Peter-Jan van Steenbergen told Holland's Het Parool newspaper that the village of Zaanse Schans is like

( ) seem happy to knock on the wooden houses to see if it is real wood. If you are the resident of that

( ) with local tour companies to create rules of conduct for tourists. The rules include not

( ) house, that is not pleasant, of course." He said the busloads of tourists were the biggest nuisance.

( 1 ) It's great being a tourist and leisurely wandering around old towns and villages seeing the sites, but is it such a

( ) litter. The new code of conduct is an attempt to deal with the growing popularity of the region. Tourism is booming and

( ) curtains in the morning and looked into the camera lenses of nine amateur photographers." He added: "The visitors

( ) the number of tourists is expected to rise by 50 per cent in the next decade.

( ) photographing residents without permission, not strolling into their gardens and not dropping

( ) Old Holland is an idyllic area that matches people's image of Dutch life from a slower, bygone

( ) an open-air museum. He said: "I talked to one resident who opened his

Put the words in the right order

old and towns leisurely Being wandering a around tourist .
megaphones their Tour with disturbing peace guides .
photographing not include rules The permission without residents .
with the growing popularity of the region An attempt to deal .
50 by rise to expected is tourists of number The cent per .
preserved Locals , live traditional in wooden beautifully houses .
resident in who the opened morning his One curtains .
nine the amateur camera photographers lenses Looked of into .
to the The happy on houses seem knock wooden visitors .
the nuisance of were biggest Busloads tourists .

Circle the correct word (20 pairs)

It's great being a tourist and leisurely / leisure wandering around old towns and villages seeing the sites, but is it such a thrilling / thrill for the local residents? Villagers living in the area known / knowing as 'Old Holland' outside of Amsterdam have had enough for / of visitors traipsing around and of tour guides with / within megaphones disturbing their peace. They have got together with local / locally tour companies to create rules of conduct for tourists. The rules include not photographs / photographing residents without permission / persimmon , not strolling into their gardens and not dropping litter. The new code of conduct is an attempt to deal by / with the growing popularity of the region. Tourism is booming and the number of tourists is expected to raise / rise by 50 percent in the next decade.

Old Holland is an idyllic area that match / matches people's image of Dutch life from a slower, bygone / begin age. There are windmills everywhere and locals live in beautifully preserved / preservative , traditional wooden houses. Local resident / residence Peter-Jan van Steenbergen told Holland's Het Parool newspaper that the village of Zaanse Schans is similar / like an open-air museum. He said: "I talked to one / once resident who opened his curtains in / on the morning and looked into the camera lenses of nine amateur photographers / photographs ." He added: "The visitors seem happy to knock on the wooden houses to see / view if it is real wood. If you are the resident of that house, that is not pleasant, of course." He said the busloads of tourists were the biggest nuance / nuisance .

Talk about the connection between each pair of words in italics, and why the correct word is correct.

Insert the vowels (a, e, i, o, u)

_t's gr__t b__ng _ t__r_st _nd l__s_r_ly w_nd_r_ng _r__nd _ld t_wns _nd v_ll_g_s s___ng th_ s_t_s, b_t _s _t s_ch _ thr_ll f_r th_ l_c_l r_s_d_nts? V_ll_g_rs l_v_ng _n th_ _r__ kn_wn _s '_ld H_ll_nd' __ts_d_ _f _mst_rd_m h_v_ h_d _n__gh _f v_s_t_rs tr__ps_ng _r__nd _nd _f t__r g__d_s w_th m_g_ph_n_s d_st_rb_ng th__r p__c_. Th_y h_v_ g_t t_g_th_r w_th l_c_l t__r c_mp_n__s t_ cr__t_ r_l_s _f c_nd_ct f_r t__r_sts. Th_ r_l_s _ncl_d_ n_t ph_t_gr_ph_ng r_s_d_nts w_th__t p_rm_ss__n, n_t str_ll_ng _nt_ th__r g_rd_ns _nd n_t dr_pp_ng l_tt_r. Th_ n_w c_d_ _f c_nd_ct _s _n _tt_mpt t_ d__l w_th th_ gr_w_ng p_p_l_r_ty _f th_ r_g__n. T__r_sm _s b__m_ng _nd th_ n_mb_r _f t__r_sts _s _xp_ct_d t_ r_s_ by 50 p_rc_nt _n th_ n_xt d_c_d_.

_ld H_ll_nd _s _n _dyll_c _r__ th_t m_tch_s p__pl_'s _m_g_ _f D_tch l_f_ fr_m _ sl_w_r, byg_n_ _g_. Th_r_ _r_ w_ndm_lls _v_rywh_r_ _nd l_c_ls l_v_ _n b___t_f_lly pr_s_rv_d, tr_d_t__n_l w__d_n h__s_s. L_c_l r_s_d_nt P_t_r-J_n v_n St__nb_rg_n t_ld H_ll_nd's H_t P_r__l n_wsp_p_r th_t th_ v_ll_g_ _f Z__ns_ Sch_ns _s l_k_ _n _p_n-__r m_s__m. H_ s__d: "_ t_lk_d t_ _n_ r_s_d_nt wh_ _p_n_d h_s c_rt__ns _n th_ m_rn_ng _nd l__k_d _nt_ th_ c_m_r_ l_ns_s _f n_n_ _m_t__r ph_t_gr_ph_rs." H_ _dd_d: "Th_ v_s_t_rs s__m h_ppy t_ kn_ck _n th_ w__d_n h__s_s t_ s__ _f _t _s r__l w__d. _f y__ _r_ th_ r_s_d_nt _f th_t h__s_, th_t _s n_t pl__s_nt, _f c__rs_." H_ s__d th_ b_sl__ds _f t__r_sts w_r_ th_ b_gg_st n__s_nc_.

Punctuate the text and add capitals

it's great being a tourist and leisurely wandering around old towns and villages seeing the sites but is it such a thrill for the local residents villagers living in the area known as 'old holland' outside of amsterdam have had enough of visitors traipsing around and of tour guides with megaphones disturbing their peace they have got together with local tour companies to create rules of conduct for tourists the rules include not photographing residents without permission not strolling into their gardens and not dropping litter the new code of conduct is an attempt to deal with the growing popularity of the region tourism is booming and the number of tourists is expected to rise by 50 percent in the next decade

old holland is an idyllic area that matches people's image of dutch life from a slower bygone age there are windmills everywhere and locals live in beautifully preserved traditional wooden houses local resident peter-jan van steenbergen told holland's het parool newspaper that the village of zaanse schans is like an open-air museum he said "i talked to one resident who opened his curtains in the morning and looked into the camera lenses of nine amateur photographers" he added "the visitors seem happy to knock on the wooden houses to see if it is real wood if you are the resident of that house that is not pleasant of course" he said the busloads of tourists were the biggest nuisance

Put a slash (/) where the spaces are

It'sgreatbeingatouristandleisurelywanderingaroundoldtownsandvill agesseeingthesites,butisitsuchathrillforthelocalresidents?Villagersli vingintheareaknownas'OldHolland'outsideofAmsterdamhavehaden oughofvisitorstraipsingaroundandoftourguideswithmegaphonesdis turbingtheirpeace.Theyhavegottogetherwithlocaltourcompaniestoc reaterulesofconductfortourists.Therulesincludenotphotographingre sidentswithoutpermission,notstrollingintotheirgardensandnotdrop pinglitter.Thenewcodeofconductisanattempttodealwiththegrowing popularityoftheregion.Tourismisboomingandthenumberoftouristsis expectedtoriseby50percentinthenextdecade.OldHollandisanidyllica reathatmatchespeople'simageofDutchlifefromaslower,bygoneage. Therearewindmillseverywhereandlocalsliveinbeautifullypreserved,t raditionalwoodenhouses.LocalresidentPeter-JanvanSteenbergent oldHolland'sHetParoolnewspaperthatthevillageofZaanseSchansislik eanopen-airmuseum.Hesaid:"Italkedtooneresidentwhoopenedhi scurtainsinthemorningandlookedintothecameralensesofnineamate urphotographers."Headded:"Thevisitorsseemhappytoknockonthew oodenhousestoseeifitisrealwood.Ifyouaretheresidentofthathouse,t hatisnotpleasant,ofcourse."Hesaidthebusloadsoftouristswerethebi ggestnuisance.

Free writing

Write about tourism for 10 minutes. Comment on your partner’s paper.

_____________________________________________________________________________

Academic writing

What are the pros and cons of tourism for a town? How should tourists behave?

1. VOCABULARY EXTENSION: Choose several of the words from the text. Use a dictionary or Google’s search field (or another search engine) to build up more associations / collocations of each word.

2. INTERNET: Search the Internet and find out more about 'Old Holland'. Share what you discover with your partner(s) in the next lesson.

3. TOURISM: Make a poster about tourism. Show your work to your classmates in the next lesson. Did you all have similar things?

4. RULES: Write a magazine article about tourists having to follow the rules of conduct in a town. Include imaginary interviews with people who are for and against this.

Read what you wrote to your classmates in the next lesson. Write down any new words and expressions you hear from your partner(s).

5. WHAT HAPPENED NEXT? Write a newspaper article about the next stage in this news story. Read what you wrote to your classmates in the next lesson. Give each other feedback on your articles.

6. LETTER: Write a letter to an expert on tourism. Ask him/her three questions about it. Give him/her three of your ideas on how to boost tourism in your town. Read your letter to your partner(s) in your next lesson. Your partner(s) will answer your questions.

A Few Additional Activities for Students

Ask your students what they have read, seen or heard about this news in their own language. Students are likely to / may have have encountered this news in their L1 and therefore bring a background knowledge to the classroom.

Get students to role play different characters from this news story.

Ask students to keep track of this news and revisit it to discuss in your next class.

Ask students to male predictions of how this news might develop in the next few days or weeks, and then revisit and discuss in a future class.

Ask students to write a follow-up story to this news.

Students role play a journalist and someone who witnessed or was a part of this news. Perhaps they could make a video of the interview.

Ask students to keep a news journal in English and add this story to their thoughts.

Buy my 1,000 Ideas and Activities for Language Teachers eBook. It has hundreds of ideas, activity templates, reproducible activities for:

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Working with words
While-reading / While-listening
Moving from text to speech
Post-reading / Post-listening
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Using opinions
Using lists
Using quotes
Task-based activities
Using the central characters in the article
Using themes from the news

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(Please look at page 26 of the PDF to see a photocopiable example of this activity.)

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Terrific Travel and Tourism Language and Vocabulary Lessons

1 talking about travel and culture speaking lesson.

This is an ESL speaking and writing lesson for practicing basic language for talking about travel and culture. First, students complete the sentences with the vocabulary at the bottom of the page. Then they give their own opinions about what they like and dislike about traveling.

Travel and culture vocabulary (PDF)

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Subscribe to get full access to complete (not just extracts) lessons with picture/vocabulary exercises and answers. Many lessons include and audio and video. There are no ads in the newsletter and you will receive high quality, and up-to-date teaching resources regularly. And, if you subscribe, you will get access to ideas for creating artificial intelligence prompts , that will enable you to create English language teaching materials quickly! In addition, you will get access to the complete sets of exercises, with a wider variety of exercises and activities. Also, if you take out a paid subscription, you can download large collections of PDF, audio and video materials in zip files.

2 Tourism & travel ranking/rating vocabulary and discussion lesson (with answers)

This is an ESL speaking for discussing travel. Students match the vocabulary to the pictures. Then they rank their preferences for the various types of travel experience. Finally, they discuss their preferences.

Travel activity picture -vocabulary matching and ranking exercise for ESL and English language students.

Rating different kinds of travel (PDF)

3 Brainstorming the pros/cons of traveling alone or traveling in groups

This is an exercise for discussing the advantages/disadvantages of traveling alone or traveling in groups . Students look at the pictures and then try to write down their ideas. Then, on the third page of the PDF, they can organize their ideas for a discussion or an essay.

Travel alone or in groups (PDF)

Related Resources for the Hospitality Industry

5 Complaints and Annoyances Speaking and Language Exercises

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10 Food, Eating and Restaurant Vocabulary and Speaking Exercises

8 Hotel Vocabulary and Speaking Skills Exercises

5 Airport and Airline Vocabulary and Language Skills Exercises with Answers

5 Intercultural Communication Language Exercises and Worksheets

5 Cool Advertising & Branding Vocabulary & Language Exercises

Related Cultural Resources:

Celebrations and festivals lesson

Body language and gestures vocabulary exercises

US vs UK vocabulary

Tourism home

4 Speaking skills worksheet: travel situations (with answers)

This is an English language exercise exploring language commonly used in various traveling situations. Students try to imagine what is being said in each situation and fill in the speech bubbles. Then listen to the audio.

Travel situations speaking skills (PDF)

5 Tourism & travel survey and speaking lesson

This is an ESL speaking and writing lesson for giving opinions about tourism and travel. First, students write five survey questions about advertising. There are some examples of questions at the top of the first page of the PDF. When they have written five questions, they can walk around the class asking classmates their questions and noting down their answers on the worksheet. Finally, they write a short report from their survey question answers. This is a fun communicative exercise that allows students to mix freely.

Tourism/travel classroom survey (PDF)

2 Replies to “Travel and tourism language and vocabulary lessons”

I am looking for a TESOL Lesson plan for Speaking skills, on ‘A trip to any holiday destination’. Which includes an audio clip and related worksheets. Thanks .

Oh! If I have time.. I really want to do audio clips for these worksheets.

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Tag: tourism

C1/c2 reading & conversation: barcelona anti-tourism march.

Image credit: Smart Meetings

Article credit: https://www.theguardian.com/world/2017/jan/29/barcelona-residents-protest-high-rents-fuelled-by-tourism

Follow me on twitter @ RobbioDobbio

This is a lesson plan based around an article from the Guardian newspaper about an anti-tourism march that took place in Barcelona last year. Download the lesson plan, key and power point below:

warmer reading tourism

Barcelona tourism effect article + key

Warmer: Predict text topic from key words

Project the power point and have students try to guess what the text they’re going to read is about by flashing up the picture and the keywords 2 at a time. Students continue predicting until all the key words are visible.

Article: Reading comprehension, vocab focus and discussion

Go through the activities on the hand out, answer key for comprehension questions is at the bottom.

Barcelona marches to curb negative effects of tourism boom

Community groups join forces to protest over soaring level of rents fuelled by a big rise in visitor numbers

Behind banners reading “Barcelona is not for sale” and “We will not be driven out”, some 2,000 people staged an “occupation” of the Rambla, the city’s famed boulevard , on Saturday.

The protest was organised by a coalition of more than 40 resident and community groups from all over the city, not just the neighbourhoods most directly affected by mass tourism.

Visitor numbers have grown exponentially in recent years . In 2016 an estimated 9 million people stayed in hotels and a further 9 million in holiday apartments. In addition, the city received around 12 million day-trippers arriving by car and train or on cruise ships.

Tourists looked on bemused as the banners were unfurled at the top of the Rambla, beside the Canaletes fountain.

“I don’t understand. What do they mean, Barcelona is not for sale?” asked Qais from Kuwait. “It’s not what we were expecting, but I can see their point,” he said when it had been explained to him. He added: “Things are really bad in the Middle East,” which put things in perspective . “Does it mean they don’t want us here?” his wife asked. Birgid from Denmark was less sympathetic. “ Tourism brings in lots of money to the city, doesn’t it? I’m sure it’s changed the city, but that’s life, isn’t it?”

Roger from Wigan, here on his second visit, commented: “I can understand it, the place is very commercial. And if I understand what’s written on some of these placards, they are complaining that tourism is forcing their rents up. I can sympathise with that.”

This was one of the key issues behind the march, as the money to be made from holiday lets is forcing rents up and driving people out of the city .

Christine, an Englishwoman on the march who has lived in Barcelona for more than 20 years, said: “We’ve been renting our flat in the old town for 17 years. In that time I reckon we’ve paid around €150,000 in rent. Now they want to kick us out because they can make more money renting it out to tourists.”

The march coincides with a new law passed by Barcelona city council on Friday that, for the first time, seeks to curb tourism . The special urban plan for tourist accommodation aims to limit the number of beds on offer from hotels and apartments by imposing a moratorium on building new hotels. No new licences will be issued for tourist apartments.

There are currently 75,000 hotel beds in the city and around 100,000 beds in tourist flats, at least half of them unlicensed and illegal. The city is at loggerheads with Airbnb, the principal letting agency. Last year the council fined Airbnb and HomeAway €600,000 each for advertising unlicensed apartments.

Airbnb argues that the overwhelming majority of its clients in the city are people who are letting out rooms as a way of making ends meet during Spain’s prolonged financial crisis.

“ That may be true up to a point , but it masks the real problem, which is speculation,” says Daniel Pardo, a member of the Neighbourhood Assembly for Sustainable Tourism. Yet people are free to visit the city, so what’s to stop them?

“ One thing we could do is stop spending millions on promoting tourism,” says Pardo. “We’re subsidising tourism with public money, by exploiting workers in the service economy and exploiting the infrastructure of the city, which we citizens pay for. Furthermore, tourism is distorting the economy and there is little support for anyone who wants to establish non-tourist enterprises.”

The good-humoured march moved to the seaward end of the Rambla, where one of the organisers read out a manifesto calling for more local shops, more homes, rather than businesses, and control of the pollution caused by private cars and cruise ships. “ It’s a great turnout ,” one of the marchers quipped. “There are more people here than at Trump’s inauguration. The citizens have never been consulted about this, although they’re the ones who suffer the consequences and aren’t enjoying the benefits . [We’re asking for] the debate to be opened to everyone and that we reach some other resolution of the problem, instead of the present one based on continuous growth.”

Comprehension Questions

Who organised the march?
How many tourists did Barcelona receive in total last year?
How did tourists feel about the march?
What is the main detrimental effect that tourism is having on the city’s residents?
How has the council responded to the rising number of tourists?
How does airbnb defend itself?
What suggestions does Daniel Pardo make?
The march was very serious and angry true/false

Language Focus

Work with a partner, look at the underlined expressions in the text, what do you think they mean?

Now try to complete the expressions from memory:

This was one of the k____ issues behind the march,
The protest was organised by a c____________ of more than 40 resident and community groups.
Visitor numbers have grown e_______________ in recent years.
Now they want to k_______ us out because they can make more money renting it o_______ to tourists.”
The money to be made from h_______ lets is f_______ rents up and d________ people out of the city.
They are complaining that tourism is forcing their rents up. I can s________ with that.
The city is at l____________ with Airbnb.
A new law p_________ by Barcelona city council on Friday that, for the first time, s_________ to c___________ tourism.
The special urban plan for tourist accommodation a______ to limit the number of beds ____ offer from hotels and apartments by i__________ a m__________ on building new hotels.
Airbnb argues that the o___________ majority of its clients in the city are people who are l___________ out rooms as a way of m_______ ends m________ during Spain’s prolonged financial crisis.
“That m_______ be true up to a p________, but it masks the real problem, which is speculation,”
The citizens have never been c__________ about this, although they’re the ones who s_________ the consequences and aren’t e_________ the b___________.
“It’s a great t____________,”

Language of opinion

Complete the sentences with one word to make expressions of opinion.

F_____________ where I stand,
In my h_____________ opinion,
As f________ as I’m concerned,
A_______ I see it,
I don’t have very s___________ views on the matter but,…
I t___________ to agree with people who say…
If you a______ me, I’d say that…
I’m co___________ that…
From my p_______ of v__________,
Speaking from p____________ ex______________,
I’m a big s________________ of…
I’m d_______ against…
I’m a f__________ believer in….

Conversation

What do you think of the march? Are you in agreement with their message?
Would you consider protesting on the issue?
What are the pros and cons of tourism in your city?
How does tourism affect your neighbourhood?
What experiences do you have of the downsides of tourism?
Do you think you have enjoyed the benefits of tourism? In what way?
Do you think tourism should be curbed in any way? If so, how?

Language Development

Look at the language from the text, in what other contexts could you use it?

The city’s famed boulevard – what other things could be famed?
Stage an occupation – what other things can you stage?
A coalition of resident and community groups – what other coalitions can you think of?
Visitor numbers have grown exponentially in recent years. – What other things can grow exponentially?
“Puts things in perspective” – In what other contexts could you use this expression?
Tourism brings in a lot of money. – What other things bring in money for a government/company?
“That’s life, isn’t it?” – In what other contexts could you use this expression?
A new law passed by the council seeks to curb – What other things would the government pass laws to curb?
Now they want to kick us out – what other things could you be kicked out of?
The plan aims to limit the number of beds on offer. – What other things could be limited?
A manifesto calling for more local shops – What other things could a manifesto or a protest call for?
They’re the ones who are suffering the consequences and not enjoying the benefits ? – What other things could you suffer the consequences or enjoy the benefits of?

ESL Worksheets for Teachers

Topic: tourism industry, check out our selection of worksheets filed under topic: tourism industry. use the search filters on the left to refine your search..

FILTER PHRASEBOOKS

Customised lessons

Worksheet type

Advanced (C1-C2)

Students read an article about how the growing space tourism industry will be financed and regulated. The worksheet activities focus on key vocabulary and understanding the text. At the end of the lesson, students discuss the worksheet topic.

Mixed levels

Students read an article about the billionaire who will be the first person to take a private flight around the Moon. The focus of the worksheet is on key vocabulary and understanding the text. At the end of the lesson, students discuss the topic of space tourism. In the pre-intermediate version of the worksheet, which is available for full members only, there is an exercise on prepositions.

In this advanced lesson plan, students read an article about the role of politics in the tourism industry. Activities focus on key words and phrases and understanding the text. Students discuss the worksheet topic at the end of the lesson.

Students read about the plan to ban holiday rentals in Palma on the Spanish island of Majorca. Activities focus on key vocabulary and phrases, plus understanding the text. At the end of the lesson, students discuss the worksheet topic. The upper-intermediate version of the worksheet is available for full members only.

Elementary (A1-A2)

In this lesson, students learn and practice vocabulary to talk about a city break. Exercises cover places to go, what to pack and how to get around a city. There is a also a grammar activity on there was/there were, in which students complete a conversation in a messaging app.

In this dialogue-aided lesson, students learn and use words for different souvenirs. Learners listen to a conversation between a tourist and a shop assistant, and practice buying souvenirs.

Intermediate (B1-B2)

In this lesson, students read about the potential dangers of ecotourism. The worksheet includes a grammar exercise on the structure be/get used to doing something.

This lesson plan is designed to prepare IELTS candidates to talk about travel accommodation and hospitality in Parts 2 and 3 of the Speaking test. The worksheet can also be used for general speaking practice.

In this lesson, students practise talking about a sightseeing holiday and learn some common adjectives for describing a tourist destination.

Pre-intermediate (A2-B1)

This lesson plan is based on an article about a new "Gangnam style" tourist police force in South Korea. The worksheet includes a grammar exercise on defining relative clauses.

Upper-intermediate (B2-C1)

This ESP worksheet presents a list of discussion questions designed to encourage hotel managers to talk at length about their profession.

This lesson is based on an article on the nascent space tourism industry. The text focuses on the different companies that will be operating in this market, including Richard Branson’s Virgin Galactic, as well as the future costs and environmental impact of commercial space flights. In the grammar section of the worksheets, reported statements and questions are studied and practised. At the end of the lesson, students discuss whether they believe space tourism could become mass market.

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Reading lesson plans: Tourism

By Jackie McAvoy

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Jackie McAvoy asks students to think about the impact of tourism.

Photo of a natural, tourist attraction where effects of tourism are visible.

Source: vovashevchuk, Getty Images/iStockphoto

Elementary:

Skills: Reading skills including a dictogloss and filling in a chart to compare the past with the present. Follow on activities include working out the meaning of words through context, and speaking.

Upper intermediate:

Skills: Reading skills including recognizing a writer's tone and style. Follow on activities include discussing the pros and cons of tourism, and writing a letter to a newspaper.

Reading lessons: Tourism: Elementary - Teacher's notes

Reading lessons: tourism: elementary - reading text, reading lessons: tourism: elementary - tasks, reading lessons: tourism: upper intermediate - teacher's notes, reading lessons: tourism: upper intermediate - reading text, reading lessons: tourism: upper intermediate - tasks.

British English
Lesson Plan / Teacher's Notes
Printable Worksheet
Up to 60 mins
Upper-Intermediate

Box of Heart Shaped Chocolates. Valentines Candy

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Reading lesson plans: Football

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Debate: The end of reading?

The full debate in response to Scott Thornbury's three-part article on the apparent paradoxical relationship between teaching reading and teaching language.

Students complete a series of activities based on a text about cheating.

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Jackie McAvoy asks students to think about strange hybrid animals and why they exist.

Jackie McAvoy asks students to think about unusual homes and the people who live in them.

Jackie McAvoy asks students to think about banking.

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TRAVEL AND HOLIDAYS
Lesson Plan Travel
Lesson plan: Travel
Travelling
Tourism
lesson plan about tourism

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Imphal Jiribam Kaipundai Makru Kaimai Barak Nunba Khongsang Irang Noney Imphal Manipur
Tourism Lesson Plans, PowerPoint or Google Slides, TechnoTravel by TechnoKids, Presentation Skills
English Travel Phrases
Travel Vocabulary
Travel English
Travel Vocabulary｜English Speak Up｜Vocabulary with pictures

COMMENTS

Travelling Lesson Plans
This speaking lesson focuses on talking about tourism and its problems. Students talk about travelling in general and tourism as an industry, watch a video and discuss solutions to the problems. Unlimited Plan Show. C1 / Advanced | C2 / Proficiency. Critical Reading Club 30 min / 45 min.
Teacher's Corner: Travel and Tourism
Over-Tourism Expand. This month's Teacher's Corner explores the world of travel and tourism. With travel becoming easier and cheaper all around the world, people who live in popular tourist locations have begun to ask if too much tourism can be a problem. In this week's activity, students will debate the positives and negatives of tourism.
ESL Lesson Plans For Teachers Topic: Travel And Leisure
This lesson is based on information from the English Heritage and Natural England websites. Students will learn factual information about England's, tourism, politics and history. Exercises will test students' listening and reading skills and the language point will give students practice in asking for information during a trip to England.
ESL Travel Lessons Plans: English For Adults
Our offer - Travel English. We are offering ESL lesson plans for you to use during lessons with your students. Lessons are currently available at A2 and B1 levels, B2, C1 and C2. The duration of each lesson is between 30 and 90 minutes, depending on the plan you choose. This means that you can choose a lesson that suits your students' level ...
Your English Pal
This free ESL lesson plan on travel has been designed for adults and young adults at an intermediate (B1/B2) to advanced (C1/C2) level and should last around 45 to 60 minutes for one student. ... This lesson plan could also be used with your students to debate these issues for World Tourism Day, which takes place in September.
Round-the-world travellers
Round-the-world travellers. This lesson offers a variety of activities based on British round-the-world travellers; a cyclist, a running granny and a teenage sailor. Students will firstly review country names, and then there is an activity to pre-teach vocabulary for a jigsaw reading task, where students will explain their texts to each other.
Tourists: ESL/EFL Lesson Plan and Worksheet
There is also an optional extension activity for students to practise part 1 of the IELTS speaking exam with questions about travel and tourism. This lesson is part of Here and There, one unit in the IELTS A-Z B1/B2 course plan which provides practice in listening, speaking, reading and writing for the IELTS exam. The full lesson plan takes a ...
Topics: Travel
Topics: Travel. By Adrian Tennant. Students are introduced to the topic of travel in this instalment of Adrian Tennant's Topics series. The lesson is available at two language levels (Pre-intermediate and Intermediate) and gives students practice in reading, listening and speaking skills, as well as exercises focusing on grammar and vocabulary.
Travel and tourism: Vocabulary and speaking
The lesson aims to broaden students' travel-related vocabulary and enhance their ability to express opinions and preferences about different aspects of travel, a valuable skill for real-world conversations and experiences. The lesson plan includes a boardwork activity designed to warm up students and initiate a conversation about travel.
ESL Lesson Plan: Travel Plans
Updated on May 30, 2019. This English lesson plan helps reinforce vocabulary related to traveling by asking students to plan trips and excursions based on the profile of different groups of travelers. It is helpful to use local newspapers, especially newspapers that provide local events, to give students ideas of real places to visit.
Transport & Travel Lesson Plans & Worksheets
Travel Vocabulary & Roleplays. Browse our collection of PDF lesson plans and worksheets about 'Transport & Travel' for English language teachers, complete with answers and teachers' notes. Free to download and use in class!
Travel & Tourism (Intermediate ESL/EFL Lesson Plan)
Download the Travel & Tourism ESL lesson plan here: Travel-Tourism-ESL-Intermediate-19042012.doc. Note: This plan is out of date. An updated (2022) travel lesson plan for intermediate levels can be found here. Travel Lesson Plan (ESL): Intermediate: Warm-up (Pair Work) 1) Where are you planning to go for your next holiday?
Travel plans: ESL/EFL Lesson Plan and Worksheet
Travel plans. Share. Level: Pre-intermediate (A2-B1) Type of English: General English. Tags: transport travel and leisure going to + infinitive Vocabulary and grammar. Publication date: 16/06/2014. In this dialogue-based lesson plan, students review the structure 'going to' + infinitive for stating plans and making predictions. Share this audio.
Overtourism
In this ESL lesson plan on overtourism, students will have the opportunity to discuss and express their opinions on issues such as the causes, consequences and solutions to excessive tourism. This lesson plan could also be used with your students to debate these issues for World Tourism Day, which takes place in September.
Leisure and Tourism
Leisure and Tourism. Activities to encourage students to think critically about the impact of tourism: its benefits and disadvantages for countries, and its promises and pitfalls for travellers. Source: Markus Daniel, Getty Images. A range of activities to stimulate thought and conversation about tourism, including recent trends in tourism and ...
Downsides of tourism
This speaking lesson focuses on talking about tourism and its problems. Students talk about travelling in general and tourism as an industry, watch a video and discuss solutions to the problems. B2 / Upper Intermediate 45 min. 60 min Speaking Class Unlimited Plan. Unlock these lesson worksheets with the Unlimited subscription.
ESL Lesson Plan on Tourism
Tourism is booming and the number of tourists is expected to rise by 50 per cent in the next decade. Old Holland is an idyllic area that matches people's image of Dutch life from a slower, bygone age. There are windmills everywhere and locals live in beautifully preserved, traditional wooden houses.
Tourism and hospitality vocabulary and speaking exercises
Tourism and Hospitality Industry Language Exercises Understanding and communicating in English is essential for any students wanting to pursue a career in the tourism and hospitality industries.Practicing and being able to respond to expressions that are commonly used in each segment of these industries is essential for success.Hotels, restaurants, airports and airlines all have specialized
Travel and tourism language and vocabulary lessons
Terrific Travel and Tourism Language and Vocabulary Lessons 1 Talking about travel and culture speaking lesson This is an ESL speaking and writing lesson for practicing basic language for talking about travel and culture. First, students complete the sentences with the vocabulary at the bottom of the page. Then they give their own opinions about.
tourism
This is a lesson plan based around an article from the Guardian newspaper about an anti-tourism march that took place in Barcelona last year. Download the lesson plan, key and power point below: warmer reading tourism. Barcelona tourism effect article + key.
Travel agents
Travel agents. The sixth lesson plan in this series by Keith Harding is available at two levels - elementary and intermediate - and contains comprehensive teacher's notes and student worksheets. The elementary lesson practises vocabulary related to holidays and dealing with bookings, while the intermediate lesson concentrates on language ...
ESL Lesson Plans For Teachers Topic: Tourism Industry
Accommodation and hospitality (IELTS Speaking Part 2-3) Intermediate (B1-B2) This lesson plan is designed to prepare IELTS candidates to talk about travel accommodation and hospitality in Parts 2 and 3 of the Speaking test. The worksheet can also be used for general speaking practice. 30 min. Sightseeing.
Reading lesson plans: Tourism
Elementary: Skills: Reading skills including a dictogloss and filling in a chart to compare the past with the present. Follow on activities include working out the meaning of words through context, and speaking. Upper intermediate: Skills: Reading skills including recognizing a writer's tone and style. Follow on activities include discussing ...