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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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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:

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

Buy my book

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

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Download a sample of my book "1,000 Ideas & Activities for Language Teachers".

Tourism Discussion and Debate Lesson for Advanced Level Classes

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Many thanks to Kevin Roche, a colleague of mine, who has kindly allowed me to include his conversation lesson on the site.

Tourism is becoming more and more important, especially for those learning English . Here is a two-part lesson that focuses on the question of developing tourism as an industry in your local town. Students need to develop concepts , discuss local economic problems and solutions to those problems, think about possible negative impacts and finally make a presentation. These two lessons provide a great long-term project for upper-level students while offering an opportunity to use English in a number of "authentic" settings.

Let's Do Tourism: Part 1

Aim: Discussion, explaining, reasoning, agreeing and disagreeing

Activity: Tourism; do we need it? Discussion of pros and cons of developing local tourism

Level: Upper-intermediate to advanced

Split students into two groups; one group representatives of 'Let's Do Tourism', a tourism development company. The other group representatives of the residents of your city and are in opposition to the plans of 'Let's Do tourism'.
Give each student a copy of one of the discussion notes.
Ask students if they have any questions on the explanatory notes.
Give students fifteen minutes to prepare for the discussion in their groups. Students should discuss the points mentioned and any other points they may come up with within their groups.
Circulate around the classroom helping students and taking notes on common language problems.
Have students get back together and try to convince you (or another chosen group of students) of their reasoning.
Begin the activity follow-up by going over some of the more common mistakes made by students.
Finish the activity as a class by asking each student to choose one reason either for or against the project. Each student should then discuss one of the points in front of the rest of the class. Ask other students to comment on the arguments presented.

Your Town, The Next Tourist Paradise

A company called 'let's Do Tourism' is panning to invest a large amount of money to turn your town into a major center for tourists. They have made plans to manufacture a number of hotels and other tourist infrastructure in your town. As well as the hotels, they have also made plans to radically improve the nightlife in your town by opening a string of clubs and bars. They hope that by the year 2004 your town will be a major competitor within the tourist industry in your country.

You are representatives of 'Let's Do Tourism' your aim is to promote the plans of your company and to convince me that tourism is the best solutions for your city. Points to concentrate on:

The increase in jobs that will come with an increase in investment.
The money that the tourists will bring into the local economy
The progress and development of your city will result in it becoming more important with not only your region but also your country as well.
Better for the young people of your city as there will be much more investment in leisure industries.

You are the representatives of the residents of your city and are in opposition to the plans of 'Let's Do tourism'. Your aim is to convince me that this is a bad idea for your town. Points to consider:

Environmental issues: tourists = pollution
Troublemakers: many tourists have no respect for the places they visit and are only interested in getting drunk and causing trouble.
The rise in tourism will bring about radical changes and will result in the traditional way of life in your town being lost. Perhaps forever.
Rather than promoting the position of your city in your country, this move will make your city the laughing stock of your country.
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Leisure and Tourism

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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.

Photo of tourists visiting a famous city or sight.

Source: Markus Daniel, Getty Images

A range of activities to stimulate thought and conversation about tourism, including recent trends in tourism and the environmental, economic and other implications for developing nations.

Each worksheet includes a teacher-led listening or reading exercise to improve comprehension skills, and an opportunity for students to discuss their own experiences, as well as notes and an answer key for teachers.

Find out how tourism has changed in Western Europe for FREE !

Tourism in Developing Countries

Recent trends and patterns in Western European tourism

Through listening to or reading an interview, students learn about some of the reasons behind the recent changes in the way Western Europeans travel.

Tourism in Thailand: Upper intermediate

Students are given the chance to critically assess the difference between advertising and reality in the tourist industry.

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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!

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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English Discussion on Tourism

esl discussions.com.

HOME: More Discussions

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THE DISCUSSION ON TOURISM

STUDENT A's QUESTIONS (Do not show these to Student B.)

STUDENT B's QUESTIONS (Do not show these to Student A.)

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90 English Tourism Vocabulary Words and Phrases [With Sample Dialogues]

English is the most common language used in the international tourism industry.

People who work in the tourism industry use it to communicate with tourists from all over the world.

If you work in tourism or hope to find a job in the industry, it helps to know the right words and phrases for this type of work.

Interacting with Customers

Greeting customers, asking customers questions , responding to questions, checking for understanding, common scenarios in tourism english, giving recommendations, giving directions , making friendly small talk, jobs in hospitality and tourism, jobs at hotels and resorts, bar and restaurant staff, jobs at travel and tourism companies, more tourism vocabulary in english, how to learn english tourism vocabulary, and one more thing....

Download: This blog post is available as a convenient and portable PDF that you can take anywhere. Click here to get a copy. (Download)

travel-agent-giving-tickets-to-customers

You always want to welcome customers or guests with a friendly, professional greeting :

Good morning (before 12 p.m.)
Good afternoon (between 12 p.m. and 5 p.m.)
Good evening (after 5 p.m.)
Welcome to… [company name] . My name is… [your name] .

Be sure to always use a respectful term to refer to your customers:

Miss — Young women (under age 30)
Ma’am — Mature women (over age 30)
Sir — Men of all ages

For example, using these terms you can now greet customers in a very respectful way:

Good morning, miss .
Good afternoon, sir .

If you are working at a hotel, restaurant or tour agency, you can greet a customer and then ask them this question:

Do you have a reservation with us?

To answer the phone, you only need one simple phrase:

Hello, you’ve reached [company name]. This is [your name]. How may I help you?

If you are working with customers in a hotel, before they go to their rooms you can say one of these phrases:

We hope you enjoy your stay!
Please let us know if you have any questions or comments during your stay.

You will want to make sure your customers are safe and happy while they are with you. You can do this by asking friendly and polite questions, such as:

How are you doing this morning? (or afternoon/evening)
Have you been having a good time?
Is there anything else we can do to make your experience more enjoyable?

Customers will have many questions, and sometimes you will not know the answer. You may need to ask a coworker or supervisor. When this happens, you can use the following phrases:

I will get that information for you right away.
That’s a great question! I will check with my supervisor and let you know.

As a guide, host or receptionist, you will need to double-check for understanding. These phrases are simple and quick ways to make sure you have understood the guest or customer:

I heard you ask (about flights) . Is that correct?
So, you said (you wanted to visit the ruins) , right?
Okay, I understand that (your flight leaves at 3 PM) . Is that correct?

To ask for clarification

Your guest may use vocabulary that you are unfamiliar with. Likewise, they might have an accent that is difficult for you to understand. Here are some polite ways to ask them to repeat or clarify what they said:

I’m sorry, I didn’t quite understand that. Can you say that again?
Pardon my English, but I didn’t understand that. Can you say that again?
I’m sorry, I didn’t catch that. Can you describe what you mean?

To invite your guests to ask questions

You can make all of your guests feel welcome by encouraging them to ask questions:

Does anyone have any questions?
Yes, sir? / Yes, ma’am? Do you have a question?
Please feel free to raise your hand any time if you have a question.
So, any questions?

Tourist-asking-for-location-from-local-people

When working in tourism, you might need to give directions to tourists, share recommendations for a good restaurant or attraction or make friendly conversation.

In these scenarios, you will play the part of the “guide,” but it could be any job where you interact with tourists. Practice these dialogues so you feel confident using these words and phrases in your interactions.

For (authentic cuisine, family activities, etc.), I recommend…
My favorite place is…
Personally, I suggest…

Tourist: Excuse me, do you know a good place for ice cream?

Guide: Oh, yes. For really good ice cream, I recommend Maria’s. It’s located about six blocks from here, and it’s my favorite place. Personally, I suggest the chocolate cherry flavor. I think your family will like it.

Tourist: Great, thanks!

If you work in tourism, you will need to give directions to visitors. Here are some key phrases you might use to explain how to get somewhere:

Go straight
Stop at the…
Continue until…
Take the subway (or bus, train, etc.)
Follow the signs for…
At the traffic light
At the next street (or light, block, etc.)
In five blocks
Near the hotel (or beach, station, etc.)
On the main plaza

See this post for more words and phrases for giving directions:

Asking for and giving directions in English is a helpful skill, and this guide will show you the important vocabulary you need to know, with audio pronunciation included!…

Tourist: Can you tell me how to get to the theater?

Guide: Sure! The theater is near the train station. You need to go straight down this street for one block. At the next street, turn left. Continue until you see a sign for the theater, in about five blocks. If you’re lost, you can follow the signs for the train station. Does that make sense?

Tourist: Yes, thank you!

Here’s a helpful video to practice basic phrases for giving directions:

Here are some phrases that you can use when you want to make friendly conversation with a guest or visitor:

So, are you enjoying your time in (Paris) so far?
Tell me, what is your favorite part of the city so far?
What do you think of the (architecture, food, beach, festival, etc.) ?

This vocabulary will help you a lot when you are working in the tourism industry or searching for jobs.

Bellhop / baggage handler — the person who will open the front door for guests and carry their bags to their rooms
Concierge / receptionist — the person at the front desk who welcomes the guests, gives out room keys, helps guests make reservations and takes payments for reservations
Maid / housekeeper — the person who cleans the hotel rooms ( see English vocabulary for housekeeping here )
Janitor — the person responsible for cleaning everything outside of hotel rooms, such as the lobby and other common areas
Groundskeeper — the person who takes care of all the plants outside the hotel
Maintenance worker — the person who fixes anything that stops working in the hotel
Manager / supervisor — the person who makes sure everything goes well at the hotel, hires employees, teaches new employees how to do their jobs and makes sure that guests are happy
Event planner — the person who makes sure the hotel is ready for big events such as business conventions (meetings) or weddings

Here are a couple of vocabulary guides for working in hotels:

Practicing English for receptionists can help you greet and assist hotel guests with ease. By studying the right phrases, you can prepare yourself to handle common…

Knowing hotel vocabulary in English is essential if you want to work in the hospitality industry. Check out our list of 100+ vocabulary words and phrases on everything…

These jobs might exist at a hotel if it has a bar and/or restaurant.

Bartender — the person who makes and serves drinks at the bar
Host / hostess — the person who stands at the entrance to the restaurant and welcomes guests, brings them to a table and takes reservations on the phone and in person
Server / waiter / waitress — the person who serves customers who are eating at the restaurant (“waiter” refers to a male, “waitress” refers to a female and “server” can refer to any gender)
Busboy / busser — the person who makes sure that tables are clean and ready for customers
Chef / cook — the person who prepares food at the restaurant

If you work or want to work in a bar or restaurant, check out this vocabulary guide next:

Click here to learn English for restaurant staff! Here, we have information about six essential restaurant positions, the common phrases used by each one and study…

There are entire companies that exist just to help travelers book their trips. If you work for one of these companies, you will either work in an office or outside the office helping travelers enjoy their time in your city or country.

Secretary / administrative assistant — someone who takes care of the whole office by organizing paperwork, making and receiving phone calls, organizing the office schedule and taking reservations for tours and trips
Travel agent — someone who helps people find the most affordable flights, hotels, etc. and helps them buy tickets and make reservations before they travel
Tour guide — someone who goes out with tourists and takes them on adventures to explore towns, cities, farms, mountains, jungles and more
Taxi driver / private driver — someone who drives tourists in a taxi or private car between different places, and sometimes on a tour around the area
Shuttle driver — someone who drives a large vehicle (usually a small bus or large van) to transport groups of people between places, such as from the hotel to some popular tourist destinations or between the hotel and the airport
Airline agent — someone who works at the desk of an airline (a company that owns airplanes and provides transportation services with them)
Flight attendant — someone who takes care of passengers on airplanes by serving food and drinks and giving safety instructions ( see English vocabulary for flight attendants here )
Cruise attendant — someone who takes care of people on boats and ships by doing the same things as flight attendants, providing services like food and drinks and giving safety instructions
Translator — someone who translates between different languages in writing, such as for tourism guides or flyers
Interpreter — someone who translates between two languages by listening and speaking, often to help tourists and visitors understand and speak with local people
Recreational guide — someone who goes with tourists to do activities like yoga, surfing, cycling, running, hiking and climbing mountains

Here is a list of common tourism-related English words. You might be asked questions with these words or you might need to use them yourself. Make sure you’re familiar with them and can use them in full sentences.

Tourist – someone who travels to different places for enjoyment or to see new things
Attractions — places of interest that are often visited by tourists, such as museums or amusement parks
Landmark – a special or famous place that people can easily recognize, often used for giving directions
Destination – a place to which people travel for leisure, business or other purposes
Guide – a person who helps tourists by showing them around and giving them information about a place
Guidebook – a book that provides information for travelers about a particular destination, including attractions, hotels and restaurants
Souvenir – a small item that people buy to remember a place they visited, like a keychain or a postcard
Itinerary – a plan or schedule that shows the activities or places someone will visit during their trip
Accommodation – a place where travelers can stay overnight, such as a hotel, hostel or campground
Transportation – the way people travel from one place to another, such as by car, bus, train or airplane
Passport – a document issued by a government that proves a person’s identity and nationality, allowing them to travel internationally
Visa – a stamp or document given by a country’s government that allows someone to enter or stay in that country for a certain period of time, usually for tourism, work, or study
Business district — also called the financial district, this is the center of the city where many offices, banks and companies are located
Entertainment district — a part of a city where there are lots of restaurants, bars, theaters and other fun places
Dining district — an area within a city with a lot of restaurants
Custom — a traditional way of doing something that is common in a particular culture or society
Highlight — the most interesting or exciting part of something, often the main attraction
Scenery — the natural features of an area, such as mountains, rivers or forests, that people find beautiful to look at
Surroundings — the area or environment around a particular place, including nearby buildings, landscapes and neighborhoods
Depart — to leave from a place, especially when traveling
Arrive — to reach or get to a place or destination, especially when traveling
Recommend — to suggest or advise someone to do something because you think they will enjoy it
Read the “English for International Tourism” textbooks. They are available in low-intermediate , intermediate and high-intermediate levels. As long as you have a foundation in English, this series is perfect for learning how to communicate with coworkers and tourists in different tourism-related scenarios. Here are some more English for Tourism books we recommend.
Take an English for Tourism course. You can find some great courses on Udemy, such as this English for Business and Tourism course aimed at low-intermediate to intermediate students. Or take lessons with a tutor who specializes in tourism on Preply .
Complete tourism English courses on Memrise. Focus on Memrise English courses for tourism. These lessons feature English vocabulary words and phrases that anyone in the tourism industry would use in their daily activities. Try spending at least 30 minutes a day using Memrise to brush up on your tourism vocabulary—you’ll notice a difference!
Follow travel vloggers on YouTube. Look for channels or specific videos about the place where you will be working. Engage in discussions in the comments as well! Not only will that make using YouTube more fun , but it will also require you to learn and use new words during your chats back and forth with others.
Participate in discussions on travel forums. Travel forums allow you to use your new tourism vocabulary with native speakers and practice written English . On TripAdvisor , you can talk with English speakers about traveling, hotels, restaurants, transportation and more. The /r/travel subreddit is a great place to talk about everything related to tourism.
Give yourself daily homework. A great place to start is the tourism section of ESL Conversation Questions . You’ll find a variety of tourism-related topics that you can discuss with your friends and coworkers. If you’re a hospitality professional, check out Oxford University Press’ free online workbook series, English for Careers .

Bookmark this page so you can come back and view this tourism vocabulary whenever you have some free time.

Soon you will be able to communicate with any tourist who crosses your path!

If you like learning English through movies and online media, you should also check out FluentU. FluentU lets you learn English from popular talk shows, catchy music videos and funny commercials , as you can see here:

If you want to watch it, the FluentU app has probably got it.

The FluentU app and website makes it really easy to watch English videos. There are captions that are interactive. That means you can tap on any word to see an image, definition, and useful examples.

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FluentU lets you learn engaging content with world famous celebrities.

For example, when you tap on the word "searching," you see this:

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FluentU lets you tap to look up any word.

Learn all the vocabulary in any video with quizzes. Swipe left or right to see more examples for the word you’re learning.

FluentU helps you learn fast with useful questions and multiple examples. Learn more.

The best part? FluentU remembers the vocabulary that you’re learning. It gives you extra practice with difficult words—and reminds you when it’s time to review what you’ve learned. You have a truly personalized experience.

Start using the FluentU website on your computer or tablet or, better yet, download the FluentU app from the iTunes or Google Play store. Click here to take advantage of our current sale! (Expires at the end of this month.)

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Lesson Plan: Travel and Tourism Industry

Description.

In this lesson, students will differentiate between the hospitality industry and the tourism industry. Learning about each industry's unique functions, students will have a deeper understanding and a better perspective on choosing their career path.

Download the lesson plan

Scroll to the related items section at the bottom of this page for additional resources.

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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Exam English ✓

B2 listening.

B2 Vocabulary

Free Practice Tests for learners of English

B2 is one of the CEFR levels described by the Council of Europe.

ESL Worksheets for Teachers

Check out our selection of worksheets filed under topic: travel and leisure. use the search filters on the left to refine your search..

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Customised lessons

Worksheet type

Intermediate (B1-B2)

The topic of this lesson is ethical travel. Students will listen to a radio programme about "voluntourism" and get the chance to discuss the pros and cons of combining volunteering and tourism. Students will learn level-appropriate language to talk about ethical travel with a focus on adjectives. They will read a blog about things to avoid on holiday if they want to be more ethical when they travel and take part in a roleplay with a travel agent. There is the chance to write a short essay on a topic connected to ethical travel and, in addition to this, students have the real-world task of planning an ethical holiday.

by Richard Moon

Upper-intermediate (B2-C1)

This lesson is based on information from the Visit Greece website. Students will learn about Greek landmarks, geography and history and get some ideas of what to see and do if they visit Greece. Listening and reading skills will also be tested, and students will have the opportunity to prepare a presentation.

by Gillian Smylie

This lesson is based on information from the Visit Mexico website. Students will learn about Mexican landmarks, geography and history and get some ideas of what to see and do if they visit Mexico. Listening and reading skills will also be tested, and students will have the opportunity to prepare a presentation.

This lesson is based on information from the Visit Australia website. Students will learn about Australian landmarks, geography and history and get some ideas of what to see and do if they visit Australia. Exercises will cover vocabulary specific to Australia and some phrasal verbs. Listening and reading skills will also be tested, and students will have the opportunity to prepare a presentation.

This lesson is based on information from the Discover Northern Ireland website. Students will learn about Northern Irish landmarks and history and get some ideas about what to do and see if they visit Northern Ireland. Exercises will test students’ listening and reading skills and students will have the opportunity to give a presentation.

This lesson is based on information from the Wales.com and Visit Wales websites. Students will learn about Welsh landmarks, language and culture, and get some ideas about what to do and see if they visit Wales. Exercises will test students’ listening and reading skills and the language point will give students practice in asking for clarification when they are unsure about something. There is also an opportunity for students to plan their own trip or do some more research into an aspect of Welsh culture.

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. There is also an opportunity for students to do some research into planning their own trip.

In this lesson, students will learn some practical information about the geography, politics and history of Scotland, and will get some ideas about what to see and do when visiting Scotland. Exercises will test students’ listening and reading skills and the ability to work out vocabulary from context. The grammar point relates to advice and suggestions , and students will get an opportunity to practise making suggestions and giving advice in a role-play exercise.

Note: this lesson can take 60-90mins.

This lesson is centred around the topic of swimming pools and helps students to describe and compare photographs for work, study, social and exam contexts. The target language includes describing main content, the use of present continuous, the use of the verb look and modals of speculation, and how to organise a spoken description. Students activate the language in a pair work speaking activity and there are two optional extension activities to choose from: a creative writing activity and a caption matching activity.

by Stephanie Hisrchman

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

This ESP worksheet presents a list of discussion questions designed to encourage tour operators and agents to talk at length about their profession.

Pre-intermediate (A2-B1)

Students define some vocabulary related to cars and driving before reading an article about self-driving cars. The language point is making predictions about the future using will , might , may and could , as well as adverbs and likely / unlikely . Students activate the language in a discussion activity about self-driving cars and drones. There is also an optional extension activity about expressions with the word drive .

by Stephanie Hirshman

Students share experiences of having a day out before listening to a three-way conversation about planning a day out. They are introduced to language for making suggestions ( shall , let’s and how about ), compare how will and be going to are used for making plans and offers, and review the use of will and be going to for predictions. Students plan their own day out in a pair work speaking activity. There is also an optional extension relating to snack foods.

by Stephanie Hirschman

Students watch a short video about a location app called What3words . They then read an article to find out more about the app. The lesson includes vocabulary development and discussion, as well as a language point about adjective phrases with numbers and a pronunciation game with similar sounding words. There is an optional extension activity which provides extra practice with the vocabulary from the lesson.

by Stephanie Hirschman

Students consider what people do on a gap year and why, before listening to a dialogue about gap year plans. They then compare and contrast the forms for talking about future arrangements, plans or intentions and predictions. The language is activated in a speaking activity where students plan and describe a gap year. There is also an optional extension activity showing how gap year experiences could be described on a CV.

ESL Tourism Activities Lesson

Discovering south africa with trevor noah, student level.

Downloads: 224

Video Length: 2:25

Updated on: 04/09/2024

Lesson Time: 1–2 hrs.

Unlocking this lesson costs 1 credit and will give you full access to the printable lesson plan, interactive lesson plan, and teacher's guide. Click here to get credits.

ESL Tourism Activities Lesson Description

Objective & overview.

This ESL tourism activities lesson provides activities, PDF worksheets, and digital materials designed for pre-intermediate A2 - B1 students. In this lesson, students will:

Talk about vacation destinations and vacation activities
Learn and use a variety of fun vacation activities
Use the modal verb can + [base verb] to suggest vacation activities
Suggest places to go on vacation

PREVIEW & DISCUSSION

In the first section of this ESL tourism activities lesson, students view images of a man's vacation plans . In the activity, they discuss questions about these vacation plans. Students then talk about what are some of the most important factors to them when choosing a vacation or tourism destination. The last part of the preview section is designed for students to come up with questions they may ask a South African local before traveling to South Africa for a vacation.

VIEWING ACTIVITY

The video featured for this lesson is based on tourism activities and tips for South Africa . In the video, comedian and South African native, Trevor Noah, answers some frequently asked questions about tourism in South Africa. There are a few listening activities for students to complete. The first activity is based on a set of true/false statements about Trevor’s ideas. Then, students list some animals that Trevor says you can see in South Africa, as well as some activities you can do there. In the final activity for this phase, students choose the correct word they hear Trevor use in a few sentences.

DISCUSSION & GRAMMAR

After watching the video, there are a few discussion questions. Students express their thoughts on the video, and whether they would like to visit South Africa.

After discussing those questions, students read a brief country description by Silvina, who is from Argentina. She talks about what makes Argentina special, and what kinds of vacation and tourism activities you can do there. Silvina discusses the nature activities you can do, the food you can eat, and other kinds of entertainment you can find. Students discuss some questions about Silvina’s description. These questions are focused on the use of the modal verb “can” with the base verb form. For example, Silvina says:

You can visit big cities like Buenos Aires and see famous buildings and busy streets.

If you like music and dancing, you can see a Tango show in the La Boca area.

In the following part, there are images of tourist destinations around the world, including New Delhi, India, New Zealand, Finland, among a few others. Students use the images to suggest ideas on what you can do there. They use the modal verb “can” with the base verb form.

SUGGEST TRAVEL IDEAS!

In this communicative activity, students explore tourism possibilities . They begin by selecting a place they know or desire to visit. This can be their hometown, a dream destination, or somewhere they've heard about. They brainstorm various aspects of the destination. These include the weather, local cuisine, must-see attractions, activities, and accommodation options. They can use the internet for research if they wish.

Then, in pairs, one student takes on the role of Student A, who is looking for vacation recommendations. The other, Student B, suggests some travel ideas . Student A asks questions about the suggested destination. They want to find out what makes it an attractive tourism destination. Student B responds using the modal verb "can" to offer interesting suggestions and activities. Through this interactive activity, students explore different travel destinations and get to practice their communication and collaboration skills.

BENEFITS OF USING THIS ESL TOURISM ACTIVITIES LESSON

Authentic Listening Practice : The viewing activity featuring Trevor Noah gives students the chance to interact with authentic dialogue. This can help them improve their listening comprehension skills while learning about tourism in South Africa.
Cultural Exposure : Through activities focused on tourism and different countries and regions, students gain exposure to diverse cultures.
Engagement with Real-Life Scenarios : Students engage with realistic scenarios such as planning vacations and discussing tourism destinations. This allows them to apply language skills in practical situations.

Video Description

Lesson activities.

Tourism, Vacation Destinations, Travel, South Africa

True / False / Not Given Statements, Animals / Activities, Word Choice

Tourism & Travel Activities

Modal Verb: "can" + [base verb]

Suggest Fun Travel Ideas, Quiz & Review, Lesson Reflection

Lesson Topics

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IELTS Speaking Lesson about Travel

👇 take this lesson with you 👇.

Talking about travel in IELTS Speaking is quite common and can pop up in Part 1 or possibly in Part 2 and Part 3

In this free IELTS Speaking lesson on the topic of friends, you will learn useful vocabulary and idioms to help you do well in the test.

Ielts speaking vocabulary: travel.

In this lesson, you will learn some vocabulary and useful expressions to talk about travel, tourism and holidays .

To travel by _____

by car / bike

To travel (v.)

I usually travel by bus when I go to work.

Travel (n.) uncountable

I hate air travel

Travelling (n.) uncountable

Travelling is my biggest hobby

A Common Mistake

I went on a travel X 🙁

Correct English

I went on a journey 😁 I went on a trip 😁

A trip (n.) countable

To go on a trip ( on holiday )
To go on a tour (visit in and around a place, e.g. a city, a museum)
To go on a journey (the travelling bit only, eg by train)
To go on an outing (a very short trip, e.g. half a day)

The people who travel or go on holiday can be called many different things. Here are some of the most common ways of referring to them.

Travellers
Holiday-makers
Sightseers

We saw hordes (=lots of) of holiday-makers when we were in Rome

When learning new vocabulary , it is so important to learn the other words that are commonly used with that word. We call these ‘collocations’. Below we have some common collocations with the word ‘holiday’.

To take a Holiday
To book a Holiday
To go on a Holiday
To go on Holiday

Here are some more useful expressions that can be used to talk about travelling and tourism.

The following all mean ‘to visit tourist attractions

To go sightseeing
To see the sights
To take in the sights
To soak up the sights

When travelling, you may also want to spend some time away from the hustle and bustle of the busy sights. In this case, we can use these expressions.

To get off the beaten track = to go to less visited places (where few tourists go)
To get away from the crowds = to escape the tourists

When visiting a new city, I love to get off the beaten track and discover the real local culture.

IELTS Speaking vocabulary: Holiday accommodation

When traveling, there are many options for holiday accommodation. Here are the most common.

A Hotel – often has private rooms, ensuite bathrooms, other facilities (swimming pool, if it’s 5 star)
A Hostel – often has dormitories (shared rooms), it’s cheaper, more informal
A Youth Hostel – hostel for young people (for members of the YHA in UK )
A Resort (n.) – hotel + facilities, often food and drink are included
A Camping Site / Campsite – a field to pitch a tent or take a caravan
B & B – Similar to hostel, usually small and gives bed and breakfast
Air BnB – Rented accommodation, people rent out their homes via the Airbnb website.
A Self-catering Flat – private flat that you rent with a kitchen so you can cook.

IELTS Speaking part 3 tips

The secret to IELTS Speaking Part 3 is first to practice lots, so you have plenty of ideas to talk about and can talk flexibly on a number of topics.

Secondly, develop your answers.

You can do this by using some of the following combinations to structure your answer.

Let’s see some examples for the following question

What are the benefits and drawbacks of traveling?

I’d say one of the benefits is you can taste new food, I mean when British people go to Japan they get to taste a whole range of new local delicacies that they may not find at home.

Opinion = I’d say…
Example = I mean…

I think one of the drawbacks is the cost, it can be quite expensive because if you are traveling by plane, the price of plane tickets has rocketed in recent months. So for example , if you want to travel from Europe to Asia, a plane ticket can cost up to 1000 USD

Opinion = I think…
Reason = because…
Example = So for example…

What are the impacts of tourism on a local economy?

To my mind , there is a direct impact on hotels and restaurants since these are very popular with holiday-makers. On the positive side , tourism can increase sales in local restaurants and is a valuable source of income for the hospitality industry.

Opinion = To my mind…
Reason = since…
Example = On the positive side…

Here are some more useful phrases and collocations to talk about this last question.

There is a direct impact on shops and retail outlets
On the positive side , tourism provides / creates / increases jobs
It can boost / increase sales
It may boost profits
It will boosts local trade / commerce
It’s a source of revenu
It undoubtedly strengthens the local economy

However, there can be a downside in that it might…destroy local culture However, there can be a downside which might be that it…destroys local culture

destroy local culture
lead to overcrowding
bring noise pollution
lead to excessive littering

Get more Tips for IELTS Speaking Part 3

Ielts speaking idioms about travelling.

Here are some great idiomatic expressions that you can use to talk about the topic of travel and tourism.

To travel light = to travel with few items

I only take a small rucksack when I go on holiday, I love to travel light

To get up at the crack of dawn = to get up very early

We have a tour of the city tomorrow, so we have to get up at the crack of dawn

To make your way back = to return to the starting point

When the tour finishes, you can make your own way back to the hotel

To have itchy feet = to love traveling

I have itchy feet, so I try to travel abroad twice a year.

More Free Lessons

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There are more lessons you can follow in the links below too.

RELATIONSHIPS in IELTS Speaking Improve your listening and speaking skills for the topic of relationships

HOLIDAYS in IELTS Speaking Discover the 10 things the British do on holiday and learn the useful vocabulary and idioms to talk about it.

NATION AND CULTURE in IELTS Speaking Learn the essential vocabulary for this topic, as well as how to talk about the connection between nation and identity.

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IMAGES

Why Tourism Planning Is Important
One-click print document
TOURISM LESSON
Tourism Lesson Plans, PowerPoint Lessons
Travelling
Tourism KS3

VIDEO

Sustainable Tourism with Anke Foller-Carroll
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Tourism lesson Grade 10
Travel lesson with @shafoatkadirova teacher of the Department of Tourism and Hotel Management
Sub.- Geography, Std. -10th,Lesson No.-6 : Population
9th Class Geography 12.Tourism

COMMENTS

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