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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.

Table of Contents

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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Tourism Teacher is the number 1 choice for travel and tourism teaching resources amongst teachers, lecturers and trainers. The extensive resource bank provides a range of travel and tourism teaching resources to those working in secondary schools, colleges and universities as well travel and tourism practitioners and trainers. 

The travel and tourism teaching resources are differentiated to suit learners of all needs and abilities, ranging from entry level travel and tourism students, to GCSE , A Level , BTEC and university level travel and tourism students. With over 1300 travel and tourism resources, including a range of activities, case studies, worksheets and PowerPoint presentations, teachers are well equipped to develop a comprehensive learning programme for their students. 

As any travel and tourism teacher will know, the industry is dynamic and progressive, with ongoing changes to policy and practice. It is for this reason that the Tourism Teacher travel and tourism resources are updated regularly and new resources are developed each month. If there is a particular resource that you require that isn’t part of the 1300 bank of resources, then please do get in contact and I will do my best to produce these for you. 

The resources are organised by topic and there is also a full resource bank for the BTEC Tech Award in Travel and Tourism and soon there will be the entire Cambridge International A Level in travel and tourism and Cambridge IGCSE in travel and tourism.

Types of travel and tourism teaching resources

There are a range of travel and tourism teaching resources available for you to use and adapt for your own classroom, including:

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Travel and Tourism Course Specific Resources

Whilst the 1300 travel and tourism teaching resources provided are useful for any course specification, I understand that sometimes it is easiest to ‘pick up and go’. Therefore I have created resources for the entire syllabus for the following qualifications:

• BTEC Teach Award
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• Cambridge IGCSE Travel and Tourism (coming soon)

Travel and tourism topics

The travel and tourism resources cover a wide range of topics, including:

• Travel and tourism industry
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• Destination planning and development
• Working in travel and tourism
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Lesson Plan: Exploring Careers in Hospitality and Tourism

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In this lesson, students will explore careers in the hospitality and tourism industry and research skills, education, abilities, and work activities for a specific career.

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Hospitality and Tourism

• 1 Hospitality and Tourism
• 2 Checking in at Hotels and Airports
• 3 Event hospitality
• 5 Holiday reps
• 6 Hospitality & Tourism: Giving information: Tourist information centres
• 7 Travel agents

By Keith Harding

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In this introduction to his series of resources for English learners in the Hospitality and Tourism industry, Keith Harding provides some tips for using the materials, including teaching pre-work and in-work students, mixed ability classes and how to balance grammar and vocabulary with a focus on communication and functional language.

The language of Hospitality and Tourism

Hospitality and Tourism is often described as 'the pleasure industry' or 'the welcome industry'. It's an industry where communication is the key feature. It's also an international industry and will involve a range of intercultural encounters. The language of this industry is quite clearly English in a global context. Still, it is also the language of meeting needs, providing high service levels, understanding people, delighting people, and solving problems.

From a teaching point of view, the emphasis is on functional language – giving information, making recommendations, dealing with problems, and creating realistic situational practice where language functions can be demonstrated and developed alongside essential service-oriented performance.

A word about grammar and vocabulary

Grammar will be important, but, as with most ESP (English for Specific Purposes), grammar should be treated as the slave, not the master. The order in which learners will meet grammatical forms may not be the same as in a general-English or secondary school course. Question forms, for example, are fundamental and tend to be used more frequently than affirmative and negative statements. Past tenses occur less regularly than present and future forms.

Because nearly everyone travels, the specialized vocabulary of Hospitality and Tourism will be familiar to teachers and general English users to a greater extent than in other ESP subjects (for example,   package tours , five-star hotels , travel agents , tour operators, etc. ). However, there will still be some less well-known technical lexis. Do you know what a TIC, pax , or a fam trip is ?

As with other ESP subjects, it is not just the technical but also the semi-technical, or enabling, vocabulary that is important. Think of the verbs that are used when you check in at a hotel: fill in the form, take the lift, insert your card, breakfast is served , enjoy your stay, and so on. Collocation and context are important.

What does the series cover?

This series of lessons looks at several different Hospitality and Tourism encounters:

• Giving information
• Checking in at hotels and airports
• Tour-guiding
• Working as a holiday rep
• Providing hospitality at tourism events
• Travel agency situations

Each of these focuses on different functions and situations, but all have in common the general underlying feature of working with and interacting with the public to establish a particular result, whether it's checking someone into a hotel, solving a problem, or helping someone to choose and book a holiday.

They will involve a variety of media: not just face-to-face, but also telephone, email, websites, and printed information. The same core principles exist in all instances: service – function – register.

How to use the material

The lesson plans and worksheets provide the basic tools for your lessons. They are designed to be useable with large groups, small groups, and, in most cases, one-to-one classes as well.

Remember that Hospitality and Tourism classrooms are usually bright, lively places in which smiling professional providers meet pleasure-seeking tourists. Ideally, you will have a flexible furniture arrangement to act out dialogues and role-plays, and walls will be decorated with colourful brochures and maps to make the learning environment attractive and relevant. Homework and coursework should be practical and interesting, with real-life tasks rather than dry mechanical exercises. Teaching (and learning) Hospitality and Tourism is fun!

Teaching ESP has great rewards, but it also has challenges. Because of the nature of the subject, Hospitality and Tourism probably suffers less than other ESP subjects, but it is important to be aware of them – and how to deal with them. Here are some ideas:

Mixed levels and abilities: The fact that the learners have the subject in common often overcomes this challenge, but you should know your students' strengths and weaknesses, mix them, and group them accordingly.

Motivation: Some vocational learners can lack motivation in 'English' (particularly if they have not enjoyed their previous language learning experience). Keep the materials bright, interesting, and focused on the subject and the students' interests. Let the topic and the subject lead the language work, not the other way around.

In-work / Pre-work: If you have students working in Hospitality and Tourism already, they will be able to bring relevant experiences to the classroom, and you can tailor delivery to their needs. For pre-work students, you will need to set up contexts and situations very clearly, drawing on any experience they have of using hospitality services but making sure they switch to the provider/professional role.

Teacher knowledge: Some ESP teachers worry that their understanding of the subject will not be as good as that of their students. You need to stay one step ahead of the learner by reading about topics and subjects. However, it is also acceptable for you to tap into your learners' knowledge and get them to explain concepts and procedures.

Above all, remember to 'keep it real'. That way it will be fun for the teacher as well as benefit the learner. Enjoy!

• Business / ESP

Checking in at Hotels and Airports

Event hospitality, holiday reps.

Hospitality & Tourism: Giving information: Tourist information centres

Travel agents, related articles.

Current Themes: Unsustainable Tourism

By Karen Capel

Use this handy worksheet to get your students talking about the harmful effects of mass tourism.

Career Readiness (A1): Services—We Aim to Please

The reading lists ways a hotel manager makes sure the guests are happy.

Language for… air travel (how to avoid delays at the airport)

By Tim Bowen

In this lesson, students will learn the necessary vocabulary for checking in for a flight and navigating airport security.

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Only registered users can comment on this article., more from esp lesson plans.

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Subject: Geography

Age range: 7-11

Resource type: Lesson (complete)

Last updated

28 June 2023

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Full unit of work for tourism. All lesson are suitable for 50 minutes to 1 hour of teaching time. Includes supporting worksheets for lessons - no additional resources are required. Homework’s integrated into lessons where appropriate.

Most suitable for KS3 geography.

All lessons have a starter and lesson objectives. All PowerPoints in the same style.

Lesson sequence: 1 - What is tourism? 2 - The growth of tourism 3 - What attracts tourists to different destination? 4 - British tourism 5 - What are the impacts of tourism in National Parks? 6 - Declining tourism in Britain 7 - History and tourism 8 - The impact of tourism 9 - Jobs in the tourist industry 10 - Ski resorts 11 - Tourism in Kenya 12 - Sustainable tourism 13 - Sustainable tourism in Peru 14 - Does tourism cause conflict?

For more resources visit This is Geography . Full SoW for all new GCSE specifications - AQA , Edexcel , OCR , CIE IGCSE , Edexcel IGCSE and Eduqas . As well as over 200 lessons for KS3 and KS2 . Want something bespoke designing? Email us for further details [email protected]

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Get this resource as part of a bundle and save up to 54%

A bundle is a package of resources grouped together to teach a particular topic, or a series of lessons, in one place.

Middle School Geography - 5 Years of Teaching

This bundle contains 304 lessons and is suitable for teaching the whole of KS2 and KS3 Geography at Middle School. Recommended sequence: Year 5 Bizarre Biomes Map Skills & The UK How We Live Where We Live Year 6 Crumbling Coasts The Problem with Resources Dangerous Earth Year 7 Rainforests UK, Weather and Climate Population Year 8 Coasts Extreme Environments Tourism Fragile Environments Year 9 Kenya: Learning Through Enquiry Development Gap Energy China For more resources visit [**This is Geography**](http://thisisgeography.co.uk). Full SoW for all new GCSE specifications - [AQA](https://thisisgeography.co.uk/gcse/), [Edexcel](https://thisisgeography.co.uk/edexcel), [OCR](https://thisisgeography.co.uk/ocr/), [CIE IGCSE](https://thisisgeography.co.uk/igcse/), [Edexcel IGCSE](https://thisisgeography.co.uk/edec/) and [Eduqas](https://thisisgeography.co.uk/eduqas/). As well as over 200 lessons for [KS3](https://thisisgeography.co.uk/ks3/) and [KS2](https://thisisgeography.co.uk/ks2/). Want something bespoke designing? Email us for further details [[email protected]](https://thisisgeography.co.uk/bespoke-modules-2/)

Geography - 5 Years of Teaching (AQA)

This bundle contains 322 lessons and is suitable for teaching the whole of KS3 Geography and the AQA 1-9 GCSE. Recommended sequence: Year 7 Map Skills Rainforests Settlement UK, Weather and Climate Year 8 Coasts Extreme Environments Tourism Natural Hazards Fragile Environments Year 9 Kenya: Learning Through Enquiry Development Gap Energy Population The Challenge of Natural Hazards Year 10 The Living World Urban Issues and Challenges Physical Landscapes in the UK Year 11 The Challenge of Resource Management The Changing Economic World For more resources visit [**This is Geography**](http://thisisgeography.co.uk). Full SoW for all new GCSE specifications - [AQA](https://thisisgeography.co.uk/gcse/), [Edexcel](https://thisisgeography.co.uk/edexcel), [OCR](https://thisisgeography.co.uk/ocr/), [CIE IGCSE](https://thisisgeography.co.uk/igcse/), [Edexcel IGCSE](https://thisisgeography.co.uk/edec/) and [Eduqas](https://thisisgeography.co.uk/eduqas/). As well as over 200 lessons for [KS3](https://thisisgeography.co.uk/ks3/) and [KS2](https://thisisgeography.co.uk/ks2/). Want something bespoke designing? Email us for further details [[email protected]](https://thisisgeography.co.uk/bespoke-modules-2/)

KS3 Geography - 3 years of teaching

This bundle contains 205 lessons and is suitable for teaching the whole of KS3 Geography. If bought alongside the AQA GCSE bundle you can buy a whole 5 years of teaching resources. Recommended sequence: Year 7 Map Skills Rainforests Settlement Climate Change UK, Weather and Climate Year 8 Coasts Extreme Environments Tourism Natural Hazards Fragile Environments Year 9 Kenya: Learning Through Enquiry Development Gap Energy Population The Challenge of Natural Hazards For more resources visit [**This is Geography**](http://thisisgeography.co.uk). Full SoW for all new GCSE specifications - [AQA](https://thisisgeography.co.uk/gcse/), [Edexcel](https://thisisgeography.co.uk/edexcel), [OCR](https://thisisgeography.co.uk/ocr/), [CIE IGCSE](https://thisisgeography.co.uk/igcse/), [Edexcel IGCSE](https://thisisgeography.co.uk/edec/) and [Eduqas](https://thisisgeography.co.uk/eduqas/). As well as over 200 lessons for [KS3](https://thisisgeography.co.uk/ks3/) and [KS2](https://thisisgeography.co.uk/ks2/). Want something bespoke designing? Email us for further details [[email protected]](https://thisisgeography.co.uk/bespoke-modules-2/)

KS3 Human Geography - Tourism, Population & Settlement

39 lessons for 3 core KS3 human geography topics. All lesson are suitable for 50 minutes to 1 hour of teaching time. Includes supporting worksheets for lessons - no additional resources are required. For more resources visit [**This is Geography**](http://thisisgeography.co.uk). Full SoW for all new GCSE specifications - [AQA](https://thisisgeography.co.uk/gcse/), [Edexcel](https://thisisgeography.co.uk/edexcel), [OCR](https://thisisgeography.co.uk/ocr/), [CIE IGCSE](https://thisisgeography.co.uk/igcse/), [Edexcel IGCSE](https://thisisgeography.co.uk/edec/) and [Eduqas](https://thisisgeography.co.uk/eduqas/). As well as over 200 lessons for [KS3](https://thisisgeography.co.uk/ks3/) and [KS2](https://thisisgeography.co.uk/ks2/). Want something bespoke designing? Email us for further details [[email protected]](https://thisisgeography.co.uk/bespoke-modules-2/)

Y7 Geography 1 Year of Teaching

5 modules to cover teaching a full year of Y7 Geography. Total of 62 lessons For more resources visit [**This is Geography**](http://thisisgeography.co.uk). Full SoW for all new GCSE specifications - [AQA](https://thisisgeography.co.uk/gcse/), [Edexcel](https://thisisgeography.co.uk/edexcel), [OCR](https://thisisgeography.co.uk/ocr/), [CIE IGCSE](https://thisisgeography.co.uk/igcse/), [Edexcel IGCSE](https://thisisgeography.co.uk/edec/) and [Eduqas](https://thisisgeography.co.uk/eduqas/). As well as over 200 lessons for [KS3](https://thisisgeography.co.uk/ks3/) and [KS2](https://thisisgeography.co.uk/ks2/). Want something bespoke designing? Email us for further details [[email protected]](https://thisisgeography.co.uk/bespoke-modules-2/)

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Was hoping that with the reviews being 2 years old, the lesson 4 card sort would have been added, however, I to and without the card sort - any chance this can be sorted please? Other than that I've found these lessons great to use and adapt for my classse.

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Rabbitmasella

Hi, all good but lesson 4 there is no card sort, are you able to provide please?

Excellent resources on tourism, and have given me lots of ideas. <br /> For lesson 4 which focuses on attracting people to the UK on the task slide it mentions looking at sort cards to help regarding what the Government has said the focus should be on however these are not in the bundle - please may I have a copy of these sort cards? Thank you.

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ESL Activities

ESL Games, Activities, Lesson Plans, Jobs & More

in Icebreakers + Warm-Ups · Listening · Reading · Speaking · Writing

Travel & Holidays ESL Games, Worksheets | ESL Travel Activities

If you need some fresh, new ideas for the ESL travel and holiday unit that you can find in most textbooks, then you’re in the right place. We’ll share our top ideas for games and activities, along with travel vocabulary, worksheets and lesson plans. Let’s get to the best ESL holiday activities.

ESL holiday and travel-themed activities

Let’s get into everything you need to know for an ESL holiday lesson. Keep on reading!

ESL Travel and Holiday Activities

Here are the top ESL travel activities that you may want to try out with your students.

#1: Plan a Trip

Have your students plan a dream vacation in English! Instead of researching in their first language, use Google in English. In order to practice writing, keep notes only in English. Here’s an example of how you might plan your trip using English. You can have your students add as little, or as much detail as you’d like. However, the point of the activity is to practice writing in point form which is useful when writing outlines for tests or essays.

Day 1: Monday, January 1

Fly Seoul (3pm) —-> Vancouver (7am) Check in Hotel ABC, 123 Avenue Rest, relax

Day 2: Tuesday, January 2

Stay Hotel ABC Tour Stanley Park Eat Pub XYZ dinner

Day 3: Wednesday, January 3

Check out Hotel ABC Rent car Budget 123 Drive Whistler Rent skis shop ABC Go Skiing Lunch ski lodge Check in Hotel ABC Whistler Bed early

Procedure for one of my favourite ESL travel activities:

• Give students time to do some Internet research about a place they want to go. It’s helpful to specify the number of days. I generally make a rule that they must do this research in English. Suggest some helpful websites where they might like to start (Trip Advisor, Air BnB, etc.).
• Students can make a day-by-day itinerary of what they’re trip is going to look like.
• They can share about their trip with the class or turn it in for a graded assignment.

• Amazon Kindle Edition
• Bolen, Jackie (Author)
• English (Publication Language)
• 78 Pages - 03/22/2021 (Publication Date)

#2: A-Z Alphabet Game

If you know that your students already know a fair bit about holiday and travel, you may want to try this quick warm-up game. Or, you could consider using it as a review game at the end of a class.

The way it works is that students, in pairs or small groups write down the alphabet on a piece of paper. Then, they have to think of one travel related word for each letter. It doesn’t have to be done in order. For example:

P: Passport

The winner is the team with the most completed letters at the end of the allotted time. Do you want to find out more? Check this out: A-Z Alphabet Game ESL .

#3: Travel Word Association

This is nice ESL activity to do if you know that your students have studied about travel and holidays before. They can shout out vocabulary words related to this and you can make a mind map or sorts on the board. Group similar things together. For example, articles of clothing.

Find out more about this quick ESL warmer right here: ESL Vocabulary Word Association.

• 146 Pages - 06/18/2020 (Publication Date)

#4: Postcards ESOL Travel Activity

If you can get your hands on some cheap postcards or have some laying around your house or teacher’s office, try out this fun writing activity. It may just be the novelty factor, but students seem to love it. This activity is ideal for working on common greetings, the past tense (more ideas here: ESL past tense games ), and using descriptive words, as well as using synonyms to avoid repetition.

Distribute the postcards to the students. You can do one per student, or put the students into pairs. They have to look at the picture on the front of the postcard and imagine that they went on this vacation. Then, they can write about their trip to a friend or family member.

Next, the students trade postcards with another student or group. After reading them, they can write a response back of at least a few sentences. Finally, you may want to display them around the class as they’re colourful and fun and other students may enjoy reading them! Have some fun with this ESOL travel activity.

• Give each student or pair a postcard. They look at the picture and imagine what they did on that vacation, and then pretend that they’re writing to a friend or family member.
•  Exchange postcards and another student or group have to write a response to what they read.
• Display the postcards around your classroom (optional).

#5: Travel or Holiday Videos

I’m ALL about using videos with my ESL/EFL students. They’re fun, engaging and a nice way to grab student’s attention and introduce a topic. Of course, you can base an entire class around one too if you design the activities well.

If you want to find out more about using them in your classes and some activities and games to do with them, you’ll want to check this out: Using Videos for Teaching English .

#6: Dictogloss ESOL Travel Activity

This is a challenging activity that works on listening and writing skills. Find a short story related to holiday or travel. It could even be a description of your own vacation that you took recently.

Then, you read out the story to your students in a way that is a bit challenging for them to catch every word. Students have to take notes and then try to reconstruct what they heard based on their notes in small groups. You can read it again so that students have a chance to make some additions or corrections. Finally, students compare their version with the original.

Do you want to try it out with your students? You can learn more about one of the best ESL travel activities here: ESL Dictogloss Activity .

#7: Holidays ESL Lesson Plan

It’s easy to plan an ESL lesson about any topic, including holidays. Check out this video for the steps to follow:

#8: Yes/No Questions and Answers

If you think about it, holidays and travel lend themselves to a ton of yes/no questions. For example:

• Did you fly or drive?
• Did you eat some delicious things?
• Was the food good?
• Did you have nice weather?

If you want to see some activities or games to work on these kinds of questions, you’ll want to check this out: Yes/No Activities and Games.

• 279 Pages - 07/12/2020 (Publication Date)

#9: ESL Food Activities and Games

I’m not sure if it’s the same for you, but when I travel, it’s ALL about the food. I want to try all the delicious things where I’m staying! The good news is that I have a ton of fun, interactive games and activities for food. You can easily adapt most of them to focus on holidays.

You can find out more details here: ESL Food Activities.

#10: ESL Surveys

I love to use surveys in my classes because they lend themselves to just about any topic. In the case of travel, they’re ideal for working on the present perfect and simple past together.

For example:

Have you ever travelled to another country?

Where did you go?

If you want to know more about how to design and use surveys in your classes for an ESL travel lesson, then you’ll want to check this out: Surveys for ESL Students.

ESL Travel Games and Activities

I also love to use ESL surveys to get students to express an opinion in English.

#11: Present Perfect Activities Related to Travel

The present perfect is often used to talk about vacations, travel and holidays. For example:

• Have you ever been to another country?
• Have you travelled to ______ before?

In order to incorporate this grammatical construction into some of your lesson, you’ll want to check this out: Present Perfect ESL Activities.

#12: Brochure Scanning

This is an excellent travel activity! You’ll have to get your hands on some travel brochures first. The way it works is that students get tons of practice with a reading sub-skill (scanning) because they have to look quickly through the brochures to find specific bits of information. For example, cost or number or days.

Do you want to try out this reading activity? You can find out all the details here: Brochure Scanning Reading Activity for ESL .

#13: Odd One Out ESL Warmer

This is a quick English warm-up activity that you can try out with your students. The way it works is that you write words, in groups of 4 on the board. 3 are similar and 1 is the odd one out. Students have to choose this one and say why it doesn’t fit. For example:

Bathing suit, sunglasses, boots, flip-flops

Answers: Boots because it’s not for a beach vacation. I accept many different answers as long as students support it well.

You can learn more about this ESL warm-up here: Odd One Out for ESL .

• 87 Pages - 10/24/2019 (Publication Date)

#14: Would you Rather? 

I’m sure you’ve done this before with friends. You have to choose between two negative things, or two positive things. For example, how you want to die, or what you want to eat. In this case, students could choose between two types of vacation. For example:

Would you rather have a beach or forest vacation?

Would you rather stay in a big hotel, or an AirBNB?

Learn more about this nice activity for an ESL travel lesson here: ESL Would You Rather?

• 81 Pages - 06/22/2021 (Publication Date)

#15: Task Based Activity: Dream Vacation

I love to incorporate this style of teaching into my holiday lessons. It allows students more freedom to choose what they want to learn about and also builds opportunities for some serious teamwork.

In this case, I’ll have students work in groups of 2-3 to plan a dream vacation. They can do some research to find out all the details including how to get there, food, budget, where to stay, etc. Then, they either have to write a report and hand it in to me and/or do a short presentation to the class.

Need some more ideas for this style of a lesson? Check this out: Task-Based Learning .

#16: Travel Themed Charades

I love to play charades with my students. The way it works is that you can think of some travel-related phrases. For example:

• Flying on a plane
• Sleeping on a bus
• Eating noodles
• Buying souvenirs

Then, students have to act this out and their teammates have to guess what the phrase is. More details here: ESL Charades.

#17: Travel Journal

Encourage students to keep a travel journal for a fictional trip. They can describe their experiences, sights, and sounds, using new vocabulary.

Travel and Holidays ESL

#18: Eliciting in an ESL Travel Lesson

Unless your students are absolute beginners, then it’s likely that they already know a good amount of travel and holiday vocabulary. That’s often why I like to start off my ESL traveling lesson by using some eliciting techniques. There are two main reasons for this.

The first reason is that it’s possible to find out what the students already know about this topic to avoid wasting class time covering these things. The second is that it helps students activate their prior knowledge about travel/holidays to make the new things they learn more memorable. Learn how to do this tactic for an ESL holiday lesson here:

ESL Eliciting Advice .

#19: Travel Listening Lesson

A nice way to talk about any topic is through a listening lesson. In this case, find a conversation between two people talking about an upcoming vacation plan. Or, someone talking about a favourite vacation from the past (it could even be you). Then, design an entire listening lesson around that. Find out how here:

#20: Idiom ESL Traveling Activity

There are lots of idioms related to holidays, travel and transportation. Here are just a few of them:

• All hands on deck
• To send flying
• Bump in the road
• Off the rails
• Train wreck
• Asleep at the wheel
• Fall off the wagon
• Hit the road

One of the best ways to make these idioms super memorable is to do this fun activity. Afterwards, your students will never forget! Learn more about this ESL activity:

Idiom Activity for Language Learners .

#21: Concentration ESL Traveling Vocabulary

One of the best ways to review new words during an ESL holiday or travel lesson is to play this memory game. Depending on the level of the students, make some matching pairs of cards with the following:

• Word/picture
• Word/definition
• Word/clue about the word

Then in small groups, students play the game to find the matches. Find out all the details about how to set it up and play:

ESL Concentration Game .

#22: Speaking Fluency Activity

To use this activity with a unit on holidays or travel, have students talk about a past, or upcoming vacation.

#23: Me Too!

Students have to make a true statement about themselves related to holidays and travelling. For example:

• I’ve been to Japan.
• I hate the beach.
• My family goes on a big vacation every summer.

If other students can agree, they stand up and say, “Me too!”

#24: Labour Day Guessing Game

#25: Holiday Interviews

Pair students and have them interview each other about their favorite holidays. They can then present their partner’s holiday to the class.

#26: Travel Bingo

Create bingo cards with images or words related to travel and holidays. Students mark off the squares as they learn new vocabulary.

#27: Travel-Themed Role-Plays

Set up role-plays where students act as travelers, airport staff, or hotel receptionists. This helps them practice common travel dialogues.

#28: Travel Vocabulary Pictionary

Play Pictionary using travel-related words. Students take turns drawing and guessing the vocabulary words.

#29: Travel Storytelling

Ask students to create and share short stories about a memorable travel experience they’ve had or wish to have in the future.

#30: Travel Debate

Have students debate the pros and cons of traveling. This encourages critical thinking and speaking skills.

Travel and Holiday Vocabulary

Here are some of the most common vocabulary words that you may want to teach your students related to traveling for an ESL holiday lesson.

• bathing suit
• boarding pass
• vaccination
• The months of the year in English

Do you have any ESL travelling vocabulary that you’d like us to add to the list? Leave a comment and let us know!

Travel Worksheets and Lesson Plans for ESL

If you’re looking for some worksheets or lesson plans related to holidays and travel, then you’ll want to check out some of our top resource recommendations:

ESOL Courses

ISL Collective

Lingua House

ESL Travel Vocabulary Worksheets

If you want students to get some practice with ESL travel vocab, here are a few recommendations:

English Club

Did you Like these Travel Games for ESL?

• 68 Pages - 11/12/2019 (Publication Date)

Yes? Thought so. Then you’re going to love this book: The Emergency English Teacher: No-Textbook, No-Prep, No-Materials ESL Activities.

If you’re always in need of last-minute activities and games for your classes, then this book is exactly what you might need. It’s English teaching made easy in a serious way.

You can get the book in digital or print formats. Take the e-version with you to your favourite coffee shop for lesson planning on the go. Or, keep a copy on the bookshelf in your office to use as a handy reference guide. But the best idea is to have it with you at all times for those English teaching emergencies.

Do you want to find out more? Head on over to Amazon to pick up your copy today:

FAQs about ESL Travel Lessons

There are a number of common questions that people have about teaching this unit. Here are the answers to some of the most popular ones.

What is the purpose of teaching the travel and holiday unit to English learners?

The purpose is to help English learners develop vocabulary, grammar, and conversational skills related to travel and holidays.

What topics can be covered within the travel and holiday unit?

Topics can include modes of transportation, booking accommodations, tourist attractions, holiday activities, travel phrases, and cultural aspects of different destinations.

How can I introduce vocabulary related to travel and holidays?

You can introduce vocabulary through visual aids, realia (actual objects), flashcards, and interactive activities such as matching games or vocabulary quizzes.

What grammar structures can be taught in the travel and holiday unit?

Grammar structures such as present simple for schedules and timetables, past simple for recounting travel experiences, future tenses for making travel plans, and modal verbs for expressing preferences or asking for permission can be taught.

What speaking activities can be used to practice travel and holiday-related topics?

Role-plays, group discussions about dream destinations, travel itineraries, or describing holiday experiences are effective speaking activities. Additionally, pair work activities like “Find Someone Who” or “Guess the Destination” can engage learners in conversation.

ESL Travel Activities and Games: Join the Conversation

What are your thoughts about these Holiday ESL activities? Do you have another one that you’d like to recommend to us? Leave a comment below and let us know what you think. We’d love to hear from you.

Also be sure to give this article a share on Facebook, Pinterest, or Twitter. It’ll help other busy English teachers, like yourself find this useful resource for ESOL travel lessons.

ESL Travel Lesson

Last update on 2022-07-17 / Affiliate links / Images from Amazon Product Advertising API

About Jackie

Jackie Bolen has been teaching English for more than 15 years to students in South Korea and Canada. She's taught all ages, levels and kinds of TEFL classes. She holds an MA degree, along with the Celta and Delta English teaching certifications.

Jackie is the author of more than 60 books for English teachers and English learners, including Business English Vocabulary Builder and 39 No-Prep/Low-Prep ESL Speaking Activities for Teenagers and Adults . She loves to share her ESL games, activities, teaching tips, and more with other teachers throughout the world.

You can find her on social media at: YouTube Facebook Pinterest TikTok LinkedIn Instagram

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Best-selling author and English teacher Jackie Bolen has been talking ESL activities and games since 2015. The goal is to bring you the best ideas, lesson plans, and activity recommendations for your TEFL classes.

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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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I added some more prompts / options to question 4, as I feel it can help generate conversation and thus make it easier for my students to focus on all the points in the video. Conversely, I removed some of the options from question 6, as I feel they are a bit repetitive. All in all, it is a very interesting lesson, which can easily be adapted for anything from 45 mins to 90 mins teaching time. A big thumbs up from me. Thank you

Thanks for the feedback! I’m glad you enjoyed the lesson and found it adaptable. If you have more suggestions, feel free to share. Thanks again for the thumbs up 🙂

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Ethical Tourism

"Earth provides enough to satisfy every man’s needs, but not every man’s greed." Mahatma Gandhi (1869 – 1948), Indian anti-colonial activist

• January 10, 2022
• General English

Home » Ethical Tourism

Latest lesson plans

This free ESL lesson plan on ethical tourism 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.

The rise of the ethical consumer has also started to have an effect on the travel industry. It is hard to escape the reality that tourism is one of the major contributing factors of climate change, and therefore, tourists are becoming increasingly conscious of the impact their own actions are having. As well as contributing to environmental problems, tourism also impacts on local communities. But tourism can also benefit these communities, and with ecotourism, your trip could actually help to protect the environment. Ethical tourism allows those who want to see the world and experience new cultures the opportunity to combine what they love with what they care about. In this ESL lesson plan on ethical tourism, students will have the opportunity to discuss and express their opinions on issues such as why ethical tourism has become popular, what it actually means and whether or not it is actually possible..

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):

Jetset Times | The Importance Of Ethical Tourism

The article gives a background on what ethical tourism is, along with some advice on how to be an ethical tourist, including supporting the local economy, being wary of volunteering, and avoiding plastic when possible. 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. There are intermediate listening questions and advanced listening questions so teachers can decide which would be more appropriate for their students. Check the answers in the class.

The video for this class is called “Can eco-tourism help save the ocean?” by The Economist which looks at a couple’s ecotourism project in Indonesia that helps to protect marine life from excessive fishing and illegal poaching.

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 environmental impact of tourism, how tourists can act responsibly, and how tourists can provide the most benefit to the local economies of where they visit.

After this, students will learn some vocabulary connected with ethical tourism such as overdevelopment , economic leakage and ecotourism . 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 ethical tourism. In this speaking activity, students will talk about issues such as unethical practices encouraged by tourism, whether travel agents describe trips as ethical just for marketing purposes, and whether we should just stay home if we really wanted to be ethical tourists.

After the class, students will write about their opinion of ethical tourism. 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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Fabulous, just what I was looking for – many thanks

Lovely! Thanks so much!

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THE GLOBAL TRAVEL & TOURISM PARTNERSHIP A BUSINESS AND EDUCATION ALLIANCE

GTTP is a multi-country educational program to introduce high school learners to career opportunities in Travel & Tourism

Teacher zone.

• 2019 Tourism Teacher of the Year Award
• International GTTP Curriculum – Passport to the World
• Department of Basic Education Curriculum & Assessment Documents
• Approved Textbook Catalogues
• SBA booklets for grades 10 -12

Lesson Plans

Please note: Content contained in lesson plans were developed prior to the CAPS, and may contain information that is not aligned to the CAPS.

The content on this page is not available right now. We are fixing the problem ASAP. 

Gttp-sa’s commitment to support, guide and assist tourism teachers.

In line with GTTP SA’s commitment to support, guide and assist tourism teachers in the classroom, these industry-sponsored classroom resources and lesson plans are available for teachers to use in planning their lessons. They can be downloaded freely from this website by clicking on the title.

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An Introduction to Tourism

This lesson plan, sponsored by American Express Travel, supports the delivery of Assessment Standard 10.1.1. It introduces learners to:

• The concepts of ‘tourism’ and ‘tourist’
• The reasons why people travel
• The sections, sub-sectors and role players in the tourism industry.

The lesson plan contains teaching ideas and activities, teacher guidelines, answers to all learner activities, a lesson plan and assessment rubric.

Download Lesson Plan

Understanding Time Zones

This teaching resource, sponsored by the National Business Initiative , will provide you, the educator, with information and tools to assist and enhance your teaching methods. At the end of the lessons, the learner should be able to demonstrate an understanding of:

• Daylight Saving Time (DST)
• The impact the above have on travel planning and travelling

Map Reading

• Maps in general and Maps in Tourism
• Terms and Definitions
• Types of Maps
• Measuring Distance

Careers in the Tourism Industry

• Employment in the Tourism Sector
• Careers in Tourism and Travel
• Careers in Hospitality
• Where to study and what to study
• The Global Employee

South African Tourism

This teaching resource, sponsored by the South African Tourism , will provide you, the educator, with information and tools to assist and enhance your teaching methods. At the end of the lessons, the learner should be able to demonstrate an understanding of:

• The SAT Organisation
• SAT’s objectives
• SAT’s strategies
• SAT’s operationa

Foreign Exchange

Supporting the delivery of Assessment Standard 11.3.5, this lesson plan, sponsored by American Express Foreign Exchange, contains:

• Information about foreign exchange
• Case studies
• Teaching ideas and activities
• Teacher guidelines
• Answers to all learner activities
• A lesson plan
• Assessment rubric

Learners are required to examine the buying power of the South African Rand in relation to other currencies and its effect on tourism

Heritage Tourism

Supporting the delivery of Assessment Standard 11.2.4, this lesson plan is sponsored by the National Department of Tourism and contains:

• Information about local heritage sights and their significance
• Lesson plans

Customer Complaints

This lesson plan, sponsored by KLM and Air France, supports the delivery of Assessment Standard 11.4.2. It contains:

• Information about the reasons for and types of customer complaints and how to handle them
• Role play ideas

• 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

Copyright – Please read

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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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!

LESSON PLAN FOR ENGLISH TEACHERS

Level: Intermediate (B1-B2)

Type of English: General English

Tags: environment and nature travel and leisure be/get used to doing Article based

Publication date: 23/03/2016

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.

Fantastic! Just what I was looking for. I love lesson plans for students of tourism/guiding.

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Student worksheet

Teacher lesson plan

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

COURSE PLANS

This comprehensive course plan covers the full range of language needs – listening, role play, vocabulary development.

Worksheets in English for Life course plan

Type of English: General English Level: Intermediate (B1-B2)

Type of English: General English Level: Mixed levels

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Lesson Plan for Tourism.pdf

2019, Lesson Plan for tourism (ESP)

this material can help teachers who teach English For Specific Purposes especially for tourism or student in the college who study in English education program especially in English for Specific Purposes (ESP) Subject.

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The potential of tourism industry increases every year. The tourism sector is believed to be able to create centers of economic growth of the country. One of the institutions that play a role in tourism industry is English Education Department, Universitas Ahmad Dahlan. This department cooperates with several tourism partners to train the students about tourism. There are two subjects about tourism named English for Tourism and Practicum on Tourism. The problem emerged from the students and materials. The students of English for Tourism lack of vocabulary and speaking. They need specific materials (textbook) for learning English about tourism. The materials of English for Tourism should be developed. Therefore, the objectives of the study are (1) developing English materials for English for Tourism; (2) finding out the possible English developed materials for English for Tourism. This study is research and development. The steps are identifying potentials and problems, collecting t...

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The quick development of the tourism and hospitality industry can straightly influence the English language which is the most widely used and spoken language in international tourism in the twenty-first century. English for tourism has a major role in the delivery of quality service. Employees who work in the tourism and hospitality industry are entirely and highly aware of its importance and they need to have a good command of English in their workplace. English for tourism and hospitality has been categorized under English for the specific purpose (ESP). It is an important and dynamic area of specialization within the field of English language teaching and learning. The necessity of teaching English for professional purposes and specifically in the area of tourism is irrefutable. Language proficiency is very important and essential in all professional fields specifically in the tourism and hospitality industry due to its specific nature and concepts. Thus, it is required that the educators understand the practical applications of this approach. This paper aims to provide an overview of the purpose of teaching ESP (English for Specific Purposes) and ETP (English for Tourism Purposes) to the learners and users. In addition, characteristic features of ESP and ETP concerning course development, curriculum planning, learning style, material development, English efficiency, types of activities and evaluation are outlined. Determining the ESP concepts and elements provides specific English instruction that could help the learners be well-prepared for meeting their workplace requirements.

At the end of the lesson, the students should be able to: 1. State the eight (8) parts of speech, namely, the noun, pronoun, verb, adjective, adverb, preposition, conjunction, and interjection. 2. Recognize the different uses of the eight (8) parts of speech. 3. Construct sentences emphasizing the correct uses of the eight (8) parts of speech. 4. Participate actively in class discussion. 5. Show teamwork and cooperation with zest or gusto and enthusiasm in the prepared activities. 6. Appreciate the uses of the eight (8) parts of speech in our daily life.

Kurnia Ulfa

Dosen Tetap Program Studi Manajemen Informatika STMIK Budi Darma Medan Jl. Sisingamangaraja No. 338 Simpang Limun Medan ABSTRACK This research deals with designing ESP materials for tourism students of Akademi Pariwisata Medan. The objective of this study is to find out the student " needs of English materials and than to develop by design of new English material for tourism which are relevant to the needs especially for the middle class of Manajemen Usaha Perjalanan (MUP) in Akademi Pariwisata Medan. The method of research was a research and development (R&D) by Borg and Gall which consists of 10 steps of research. In this research, those steps are modified in 5 steps, namely; students " needs analysis, analyzing the syllabus in order to develop the syllabus, analyzing the existing of English materials in order to develop the materials based on the students need especially preparation on doing job trainning program in future, validating the new materials to the experts, and revising the new materials. The method of data collection were questionnaire, interview, and documents. The sources of the data were from the English lecturer of middle class from Manajemen Usaha Perjalanan (MUP) study program, 6th semester students of Manajemen Usaha Perjalanan (MUP) study program who has done job trainning program, alumni of Manajemen Usaha Perjalanan (MUP) study program, and the documents which were the existing syllabus and materials. Based on research finding from the lecturer and students " speaking skill is most needed in English material for tourism. The speaking in fluency is the target needs to have communicate to the customer while doing job training in tourism field. Afterwards, the new materials were validated by the experts, then were revised and lastly became the final products of the material development. As the conclusions, the new materials meet the students " needs and the researcher offered the accelerated learning model and suggested to the teacher should be applied to teach English material for tourism, because it is a natural learning and easy to learn which integrates brain, emotion, and body to activate conscious and unconscious thought by using relaxation, music and suggestion. It can be created an effective learning by doing in communicative language teaching. Use the related material from one to another will be useful to the students " to memorizing the material taught and the students " will be enjoyed the material in the classroom.

Soraya Dinamika

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aqib bhatti

JET ADI BUANA

manik warmadewi

The purpose of this research was to find out the problems in teaching tourism register in English Specific Purposes (ESP) class. Students are expected to know the tourism register as the new group of vocabulary and being able to use them in the related field. When the tourism register is implanted in the course, there were some problems appeared. By reading many literatures related to the topic, the problems can be investigated. It was found that there are some problems which influenced the teaching method in ESP class. The problems can be generalized into two main problems namely; the lecturer’s problems and student’s problems. The lecturer’s problems consist of ineffective teaching and learning method includes the design material which is not fit enough for some ESP students. The student’s problems are divided into the student English proficiency, lack of vocabulary, lack of motivation and basic skill in reading, writing, listening and speaking skills.

Journal of English Education and Teaching

Alamsyah Harahap

The design of this research is quantitative-qualitative descriptive research. The purpose of this research are first to analyze the English learning needs of students in Tourism Study Program and second to analyze the suitability of existing English textbook used. The subjects of this research are students of SMKN 7 Bengkulu 12th grade, English teachers in SMKN 7 Bengkulu, graduates of Tourism Study Program, and the English language users in the field of Tourism. In this study, researcher used the needs analysis to find what are the need, lacks, and want of students in learning English. The instruments that used in this study are questionnaires, interview, and existing English textbooks used in English language learning. The result of the research indicate that the needs of the Tourism Study Program student grade XII of SMKN 7 Kota Bengkulu are materials and activities that support their activities to work in the tourism field and the existing English textbook used by Tourism Study ...

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