2 Tourism and conservation

Unit Objectives
Grammar: articles; modal verbs
Vocabulary: travel collocations; multi-word verbs; the natural world
Scenario: stating your position, clarifying; participating in a meeting
Study skills: planning and organising essays
Writing skills: a problem-solution essay

2.1 WISH YOU SPEAKING

WERE HERE? 1 First elicit the aspects students would consider
important when choosing a holiday and why.
• Students then work in pairs to discuss and order
IN THIS LESSON the different aspects.
Lesson topic and staging • During class feedback, elicit ideas and ask
This lesson looks at tourism, particularly holidays. students to justify their opinions.
The first section of the lesson allows students to 2 If your class is homogeneous in nationality, do this
access their own knowledge of the subject through a as a quick whole-class activity. If not, get students
short speaking activity. A vocabulary activity then into groups where there is only one student of
leads into a reading task. Next is a critical thinking each nationality and let them discuss the questions
task analysing genre, for which students must write before doing feedback.
a paragraph brochure entry for their local area, and
then a vocabulary activity introducing some multi- VOCABULARY: travel collocations
word verbs. Finally, students talk about unusual 3a Students do the activity as per Coursebook.
types of tourism. • Then check their answers by referring to the
brochure extract.
Objectives
• Quickly elicit answers from the class, checking
By the end of the lesson, students will have: that students understand the meaning of the
• accessed prior knowledge of tourism and holidays collocations.
• learnt and practised travel collocations
• practised reading skills, both reading for specific 1e 2g 3d 4a 5b 6c 7h 8f
information and reading for gist
• learnt and practised multi-word verbs If students have trouble with the pronunciation of
• talked about unusual types of tourism. some words, show the stress for the following:
gastronomic, ancient, footprint, boutique, delights,
Timings excursions.
If short of time, set Exercise 6b for homework. 3bStudents do the activity as per Coursebook.
Possible lesson break: after Exercise 4b. • Do class feedback and ask students to justify their
decisions.
WARM-UP
1 e cost 2 g accommodation
The objective of this activity is to allow students to 3 d environmental considerations
access language they already know for this topic. 4 a ease of travel 5 b food 6 c sights
• Before starting Exercise 1, direct students’ 7 h activities 8 f weather
attention to the picture and ask them to describe it.
Ask: Do you think there is anything unusual about it? 3c Students consider further collocations. This could
• Then direct them to the quote and ask what they be done in pairs or small groups.
understand by it. Find out if they agree and why. • During class feedback, elicit answers and make
Thomas Fuller quote: This implies that to learn from sure students take note of the acceptable
the experience of travelling, you have to have a collocations as they may want to use them in the
certain degree of intelligence to begin with or you writing for Exercise 6.
may be influenced negatively by the experience.

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READING Extract D: Positive adjectives (and
collocations): spectacular (ancient) monuments,
4a Give students three minutes to skim the extracts
rich in history, magnificent scenery, baking
and match them to the holiday types.
temperatures, superb beaches, mouth-watering
• Allow students time to compare ideas in pairs
(local) delicacies, (discerning and)
before class feedback.
sophisticated traveller, sustainable
A cruise B city break C adventure holiday development Imperatives: visit Exped.biz
D sightseeing tour E self-catering holiday Other expressions: an experience to savour
F safari/sightseeing tour Extract E: Positive adjectives (and collocations):
picturesque (Greek) island, outstanding views,
4bDo this activity quickly as a whole class. secluded beaches, off-the-beaten-track location,
5a Students work individually to decide which refreshed, special offer price Imperatives:
holiday would suit each person. Explore the island, Experience the outstanding
With a weaker class, students could work in pairs. views, unwind, Steer clear of the tourist traps
• Check answers as a whole class, asking students to Other expressions: Ideal for groups, All-
justify their choices. inclusive budget deal Extract F: Positive
adjectives (and collocations): exclusive (Masai
1F 2C 3B 4D 5A 6E Game) Lodge, three-star facilities, stunning
5bAsk students to work in pairs or small groups to flora and fauna, visual feast, special
discuss their choice. (introductory) offer, unbeatable (fifty percent)
• Round up by finding out which holiday was the discount Imperatives: See the big game, get
most popular and why. back to nature, make new friends, go to
6a Critical thinking: Analysing a genre. This is ZebraTourZ Other expressions: special
good practice for students in an academic context. introductory offer; unbeatable (fifty percent)
Sometimes they find it difficult to identify the discount
genre of a text when doing research and this can 6bStudents write their own short extract. Encourage
lead to them quoting sources like this, which are them to use language from Exercise 6a. This
not suitably academic. activity could be done for homework.
• Students find typical language for travel
brochures in the text and organise it under the VOCABULARY: multi-word verbs
headings. Suggest they do this for each extract.
• Allow students time to compare ideas in pairs 7a Students do the activity as per Coursebook, in
before checking answers as a class. pairs or small groups as some students may not
know the vocabulary involved.
Extract A: Positive adjectives (and 7b Play the recording so that students can check
collocations): state-of-the-art vessel, ultimate their answers.
experience, (unique and) intimate atmosphere, • Elicit the meanings of the multi-word verbs
awe-inspiring (ocean) views, gastronomic during a brief class feedback.
delight, comprehensive range; wide variety • Students listen again, this time repeating the
Imperatives: Call now Other expressions: sentences to practice the stress patterns.
why not try … ?, an experience not to be For classes preparing for PTE-A, exercises like
missed Extract B: Positive adjectives (and this, where students repeat sentences are good
collocations): famous sights, renowned practice for the Speaking section. In the exam,
(Parisian) chefs, stylish (boutique) hotel, chic, students are required to listen to and repeat a
bustling capital, unbeatable prices sentence exactly as they hear it using the correct
Imperatives: Explore the sights, go to pronunciation.
Earlybird.biz Other expressions: sample the
culinary skills Extract C: Positive adjectives 1 away 2 down 3 up 4 back 5 up 6 off
(and collocations): breathtaking views, exotic 7 of 8 around 9 off 10 in
landscapes Imperatives: Book now Other
7c Students could discuss their answers in pairs or
expressions: the opportunity to, experience a
small groups before class feedback. Find out
which opinions most students agree with.

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SPEAKING 2.2 THE GALAPAGOS
8 If students do not know much about the types of
tourism mentioned here, ask them to speculate as
ISLANDS
to what sort of tourism they are and what kind of
people would go on such holidays. Otherwise,
IN THIS LESSON
students do the activity as per Coursebook. Lesson topic and staging
• During class feedback, discuss students’ ideas and This lesson focuses on tourism and conservation,
opinions on each type of tourism mentioned. Find with particular reference to the Galapagos Islands.
out which type would be the most and least Students start by reading about these islands and
popular among the class and why. creating questions for their partners before deciding
on suitable headings for each paragraph of the text.
Battlefield tourism: Tourists visit the sites of They then do an activity on vocabulary connected to
famous battlefields and the associated the natural world before listening to an interview
museums either because they have ancestors with a conservation expert studying the Galapagos
who fought in the battle or because they are Islands. After touching on the critical thinking skill
interested in history or war. of predicting, they revise the use of articles in the
Culinary tourism: Tourists visit places to Grammar section. Finally, students discuss their
sample the cuisine that is unique to that place opinions on what needs protection in their country.
or area.
Eco tourism: Tourists travel to areas which Objectives
conserve the environment or improve the well- By the end of the lesson, students will have:
being of the local people. • learnt why conservation is a special issue in the
Disaster tourism: People visit the sites and Galapagos Islands
museums where a natural disaster took place. • read for general information and inference
Celebrity tourism: Tourists visit places where • listened for specific information and predicted
celebrities live or go. future information in a recording
Health/Medical tourism: People have • learnt new vocabulary related to the natural world
operations or treatment in touristic areas or • revised and practised the use of articles
areas of natural beauty. • talked about what is in need of conservation
Volunteer tourism: Tourists visit a place to try protection in their own countries.
and help the people living in that area. Most of
this will be charity work. Timings
Space tourism: Tourists have holidays in space. If short of time, set Exercise 5 or 8d for homework.
Possible lesson break: after Exercise 4 or 5.
HOMEWORK OPTIONS READING
Students do Exercises V1–5 and V2–6 on page 129 in
1a Ask students to discuss in groups what they know
the Language reference.
about the Galapagos Islands. If they don’t know
Students do the vocabulary and pronunciation anything, move straight on to Exercise 1b.
exercises for this lesson in MyEnglishLab. The Galapagos Islands are an archipelago of
volcanic islands, belonging to Ecuador, which are
Students choose one of the types of tourism situated in the Pacific Ocean. They are home to a
presented in Exercise 8 and write their opinion of diverse range of plant and animal species, some of
it in a short paragraph. In a subsequent lesson, which are only found on these islands.
students could swap copies and decide if they 1bGive students three minutes to read the text.
agree with what their colleagues have written. • Tell them to turn their books over and ask what
they can remember about the Galapagos Islands.
2a Put students in pairs and allot the roles A and B.
Check they understand the activity.
 Before starting, do an example question with the
class so students avoid writing yes/no questions.

New Language Leader Advanced Tourism and conservation 3

• With a weaker class, Students As could work in LISTENING
pairs or threes (and Student Bs). You may wish to
check their questions before doing Exercise 2b. 6a Give students a minute to read the question and
2bStudents work in their original pairings of Student statements. Then elicit/explain conservation charity
A and B (as per Exercise 2a) and take turns to ask before playing the recording.
and answer each other’s questions. Conservation charity is based on members of the
• Elicit a range of questions, then check answers. public giving money to charitable organisations
3a Revise what a topic sentence is before asking that promote the protection of endangered wildlife
students to create a heading for each paragraph. and habitats, such as the Amazon Rainforest.
This could be done individually or in pairs. • Elicit answers from the class and play the
• Elicit headings for each paragraph and discuss as recording a second time if useful.
a class which is the best option for each and why.
3bThis question could be discussed in pairs, small 1 F (He was an agricultural scientist.) 2 F (He
groups or as a class. When checking the answer, studied Zoology.) 3 T 4 F (He studied
ask students to justify their decision. Ecology and Evolution.) 5 T

online encyclopedia: lots of information given; Audio script 2.2

very descriptive but not trying to sell anything,
Er, I became a conservationist in part because of
e.g. a trip or cruise to the Galapagos Islands,
my family background. My father was an
and not a news story
agricultural scientist and travelled throughout the
4 Students do the activity as per Coursebook, world. One of my brothers was born in Africa. I
checking answers in pairs before class feedback. was born in, er, British Guiana and throughout
our young life we, er, were constantly exposed to
their: the Galapagos Islands anywhere else: my father’s pictures, particularly of Africa, which
in the world apart from the Galapagos were … a strong effect on me.
all: Marine iguanas, flightless cormorants, So the first reason, I think, is that, it’s the way I
mocking birds and thirteen species of finches grew up and that attracted me to, erm, my field;
which: islands their: islands one: and as a result of that, I went to the University of
environmental threat it: population Oxford to study Zoology. I finished my first
degree there. Er, after that, I was lucky enough to
VOCABULARY: the natural world become a guide in the Galapagos Islands. I did
that for about eighteen months and as a result of
5 Students scan the text to locate the words or
that experience, which was really quite a life-
phrases that match the meanings.
changing experience, I went to the University of
As this exercise introduces new vocabulary related
Pennsylvania to study Ecology and Evolution. Er,
to nature, students should record any new words.
that took me about six years to finish that and
These will help them in Exercise 9 when they go
once I had finished that, I embarked on a career
on to discuss environmental issues.
almost immediately, moving straight into
• Check answers as a whole class.
conservation biology and then subsequently into
• Students then create new sentences using the
things like park management and research
words/phrases either in class or for homework.
management; and that’s basically how I became a
Students may find pronouncing some of these
conservationist.
words difficult, so practise saying them in class.
6b Students do the activity as per Coursebook.
1 endemic 2 reserve 3 archipelago
4 tectonic plate 5 lava 6 feral 7 biodiversity
8 ecosystem

New Language Leader Advanced Tourism and conservation 4

 • Play the third part of the interview then let pairs
1 He thinks tourism can be very positive and
compare notes before doing class feedback.
can help conservation if well managed. It can
be a bad thing when massive development
threatens wildlife, for instance. 2 a pollution 1 by not taking away anything from the places
from large hotels damages reefs; massive you visit or causing any problems for those
development threatens wildlife b bringing places or for the wildlife and by becoming
invasive species into ecosystems like the integrated into the local society 2 those forms
Galapagos 3 species that are imported into an of tourism that contribute to sustainable
ecosystem and can cause serious problems for development 3 It means going with
the native species companies that are locally owned, employ local
people, purchase items locally and are fully
integrated into society.
Audio script 2.3
Interviewer, Graham Watkins
Audio script 2.4
I: What are the key threats from tourism to Interviewer, Graham Watkins
conservation areas?
I: Should we stay away from conservation
G: I think the first thing to say about tourism is
that in many situations it’s a very positive areas?
G: No, I don’t think so. I think, as I’ve
thing. It can help conservation quite
substantially, but there are also many mentioned, many of, er, tourism can be very
examples in the world, for example in the positive for conservation areas. I think it’s
Caribbean, where tourism also causes other more an issue of how we visit those areas. I
… causes problems and has direct impacts on think it’s important for people to see other
the environment. Er, many of the reefs in the parts of the world and also to see these
Caribbean have serious problems as a result incredible sights that have become
of pollution from the large hotels. So, when conservation areas, but I also think, er, it’s
you have massive development of tourism, it very important to make sure that when you
can create substantial problems, er, for the visit those areas, you minimise your impact
wildlife in the particular area. There are other and not just the direct impact; so you don’t
areas where tourism can also cause what are, take away anything from the island, well,
you could say, are more hidden … have more from the places you visit, you don’t cause any
hidden consequences. For example, in the problems for the wildlife and the places that
Galapagos Islands, where you have a growth you visit, but you also become integrated into
in tourism, an explosion in tourism that has the local society. And so the best forms of
basically resulted in more planes and more tourism are those forms of tourism that
cargo ships arriving in the islands and actually contribute to what we call
bringing with them what we call invasive sustainable development, which means you,
species. These are species that are not from that you, er, contribute by making sure that
the Galapagos that cause serious problems for the companies you’re going with are … tend
the Galapagos species. It’s one of the major to be locally owned, they tend to employ local
reasons why the Galapagos is in so much people, they intend to purchase items locally
trouble at the moment. So, in summary, I’d and be fully integrated into local society. If
say that tourism can be positive, but needs to you visit under those circumstances, where
be managed effectively to make sure that it you’re both contributing to sustainable
remains positive, er, for the conservation of development of the area and contributing to
the areas to which people go. conservation, I think you’re having a positive
impact. If you’re not visiting under those
7a Students work individually and then in pairs. circumstances, then I would suggest that you
• Elicit predictions and write them on the board. rethink your, your trip.
7b Critical thinking: Predicting. Predicting both
content and language is a valuable transferable
skill for listening and reading. It is useful in
examinations, everyday and academic situations.

New Language Leader Advanced Tourism and conservation 5

GRAMMAR: articles 3 I think the first thing to say about tourism is
that in many situations it’s a very positive
Before doing the exercises, elicit what articles are.
thing. It can help conservation quite
Students can also identify articles from the
substantially, but there are also many examples
reading text and tell you why they are being used.
in the world, for example in the Caribbean,
8a Students match the uses to the examples.
where tourism also causes problems and has a
If your class is homogenous in nationality and
direct impact on the environment. Many of the
confident in using articles, this may be very easy.
reefs in the Caribbean have serious problems as
If your class is mixed nationality and/or less
a result of pollution.
confident using articles, mix pairs so that students
who understand how to use articles are paired
with those who may struggle and can help with SPEAKING
explanations when checking the answers. Further
9 Tell students to brainstorm examples of these
exercises may be added in at this point.
topics and make notes alone first, before they
• Allow time for students to compare answers in
discuss them in groups, as going straight into
pairs before checking them as a class.
groups may mean that groups will be dominated
by more confident speakers and not every student
1 a The islands b the chain c the planet
will be motivated to think about the topic.
d the largest e the Galapagos Islands
• Do class feedback at the end.
f the Pacific Ocean 2 g nature h Quito
If students are enthusiastic about the topic, extend
i zoologists j 8,000,000 k a short flight
Exercise 9 by asking them to go online to find out
8bThis activity can be done individually or as a class. more about the feature they chose and to then
In feedback, elicit examples of each of the uses. create a report, with visuals if they like, on how to
tackle the conservation problems.
1 a/an 2 the 3 zero
HOMEWORK OPTIONS
8c Students complete the expressions, checking
Students do Exercises G1–1, G1–2 and V3–7 on page
answers in pairs before class feedback.
129 in the Language reference.

1a 2a 3 the 4a Students do the reading, grammar and vocabulary

exercises for this lesson in MyEnglishLab.
For a full explanation and further practice, look at
the Language reference on pages 128–129. Students research sustainable development in their
8d Give students time to complete the extract and country and select one project they find interesting.
compare answers with a partner before doing class They then prepare a five-minute presentation on it to
feedback. Discuss any queries over usage of read aloud in a subsequent class. For classes
particular articles in the extract. preparing for PTE-A, this would provide an
opportunity for them to practise reading aloud.
1 I became a conservationist, in part, because of
my family background. My father was an
agricultural scientist and travelled throughout
the world. One of my brothers was born in
Africa. I was born in British Guiana.
2 I went to the University of Oxford to study
Zoology. I finished my first degree there. After
that, I was lucky enough to become a guide in
the Galapagos Islands. I did that for about
eighteen months and as a result of that
experience, which was really quite a life-
changing experience, I went to the University
of Pennsylvania to study Ecology and
Evolution.

New Language Leader Advanced Tourism and conservation 6

2.3 THE PERFECT • Ask students what their initial reaction to the text
is and check they understand the meaning of turn
BEACH back the tide (and the clever link with the topic
provided by the use of the word tide).
IN THIS LESSON
Both titles are possible and can be justified.
Lesson topic and staging However, the first is the original title.
The lesson continues looking at conservation in the
context of tourism, but this time in seaside locations. 3 Students do this activity individually and then
It begins with a discussion about the types of beaches check in pairs before class feedback. Ensure that
that tourists go to. Students then read a text about students realise they should complete the sentence
the campaign to protect an unspoilt Mexican beach in their own words and justify their ending.
in order to do a paragraph topic matching activity
and analyse the writer’s use of language. They Suggested answer: ... saved their beach from
evaluate advantages and disadvantages of commercial development by having it
development and revise modal verbs, before designated as a natural protected area.
finishing with a speaking and writing activity.
4 As students have already read the text, give no
Meet the expert video more than four minutes to do this task. Then do
class feedback, asking students for justification.
Watch the video to hear the Managing Destination
This task is similar to paragraph matching in the
Editor of Lonely Planet discuss her role and what it
IELTS Reading paper. For classes preparing for
is like to work for the world’s number one travel
IELTS, you could increase the challenge by
content company.
putting the summaries on pieces of paper and
Objectives adding two more distractors.
By the end of the lesson, students will have:
• learnt about beach conservation 1 B, E 2 B, C, D 3 A 4 B, C, D, G
• read a text for gist, specific information and
5 Ask students to read the first two paragraphs
meaning from context
again. Elicit description as their main purpose.
• critically evaluated advantages and disadvantages
You may tell students to close their eyes while you
of different scenarios
read out the two paragraphs and then ask if they
• revised and practised modal verbs
were able to picture the scenes in their head.
• completed short spoken and written activities
Explain that this style is used in order to
related to beaches.
emphasise a contrast between two situations.
Timings • Elicit the characteristics of the paragraphs, i.e. use
of adjectives, adverbs to describe actions, contrast
Possible lesson break: after Exercise 6 or 7.
in register.
WARM-UP For classes in universities and university
preparation courses, inferring opinion is a useful
Ask students to look at the picture: what do they skill. In academic writing, opinions are often not
think the lesson is about? stated particularly strongly and can be hidden. If
you have time, find another text related to the
READING subject area and analyse it together to establish the
writer’s opinion. This could be done as homework.
1 First in pairs and then in groups, students discuss
the two types of beaches and their advantages/
disadvantages. Then have class feedback. In the first paragraph, the writer uses
2 Students do the activity as per Coursebook. When adjectives and adverbs (flawless, implausibly,
choosing the answer, they should justify their stoneless, lazily) to create a lyrical style that
choice rather than just quote sections of the text. evokes the atmosphere of the unspoilt beach.
The second paragraph switches to a familiar
register to express the harsh reality of the
development plans (whacking, plonked, decibel).

New Language Leader Advanced Tourism and conservation 7

6 Students do the activity as per Coursebook SPEAKING AND WRITING
individually. Then get class feedback. You could
ask students to either a) do dictionary work to find 11a Ask students to imagine that they are part of a
other word forms or example sentences or b) make local committee responsible for looking after a
example sentences to check understanding. touristic beach. Ask them to think about what
issues they would need to consider (e.g. litter,
1 grassroots campaign 2 regional authorities sunbeds).
3 protracted struggle 4 environmental issues • Put students in groups of three to discuss their
5 social considerations 6 business consortium ideas and come up with a list of rules.
11bWhen students have completed this task, form
7 Do this as a class discussion. larger groups from which a final list of rules can
8 Critical thinking: Evaluating advantages and be put together. Encourage students to use a
disadvantages. Students work in pairs and go variety of modals in their rules.
through the task. Allow them five minutes to do Students write their notice with their list of rules
this before doing class feedback and discussing for homework. This could be done individually,
each element of the task together. using notes from the group discussion. If you are
setting this as homework, ensure all students take
GRAMMAR: modal verbs notes during Exercise 11a.
Before starting the tasks, elicit all the modal forms
that students know and the form that modals
MEET THE EXPERT
normally take. 1a Before students read the description, discuss as a
9 Students do the activity as per Coursebook. You class whether they tend to plan their holidays or
may elicit sentences from students to put on the just ‘go with the flow’. Ask which guidebooks are
board as examples. the most popular in their country and what they
know about them.
2 We mustn’t let them … 3 You should sign • Before students read the description of Lonely
the petition … 4 We won’t stop until … Planet, ask them what they know about this travel
5 … we can win this campaign … 6 It might series. Then give them three minutes to complete
mean fewer tourists … ; … we may be able to the activity.
change … ; Your signature could help us … 1bPause the video at 23 seconds and ask which
7 You have to be eighteen … 8 You might region was written about for the first Lonely
have seen reports … Travel guide (South East Asia) and where the final
destination was (Australia).
For a full explanation and further practice, look at • Play the rest of the video and then elicit the
the Language reference on pages 128–129. answers for Exercise 1a from the class. Before
10 Before students complete the sentences, point out continuing, ask the class if they themselves ever
that there may be more than one possible answer. use Lonely Planet and if they would now be
Allow time for them to check answers in pairs tempted to. Ask why/why not.
before class feedback. Discuss any alternatives and
how the meaning of the sentence(s) would change.
1 They need to be accurate, trustworthy,
interesting and passionate about travel.
1 can’t/mustn’t 2 can’t 3 have to 4 don’t 2 Information on restaurants, eating, sleeping,
have to 5 should have 6 shouldn’t/mustn’t/ places to visit, things to do and what to do in
won’t/can’t 7 have to 8 can’t an emergency.
Students might write a leaflet encouraging people 3 It connects people, breaks down barriers and
to support the developers of Balandra Beach, allows people to experience life and learn
using modals. about the way the world operates. It’s
something that opens people’s minds.

New Language Leader Advanced Tourism and conservation 8

2 Before you play the video again, ask students to
enthusiasm and that passion to the writing.
predict the answers in pairs.
• After watching the video, check answers and So we – we really hold the hand of the traveller
encourage students to try and recall what was said right from the very start, from the planning stage,
about each point. from the inspirational point, er, right through the
planning, er, giving them all of the information
1c 2b 3b 4c 5b they need about the various destinations that
they’re interested in, um, and then offering them
information in relation to restaurants, eating,
Meet the expert video sleeping, er, places to go to, experiences to have,
Noirin Hegarty, Managing Destination Editor and then if, in the unfortunate circumstance that
My name is Noirin Hegarty and I’m Managing they’re in trouble, we give them information about
Destination Editor with Lonely Planet. It’s the hospitals, about who to contact in an emergency.
number one travel content company in the world. Our writers come from a wide variety of
Lonely Planet began about forty years ago, when backgrounds. Some of them live in the
a young couple left the United Kingdom and destinations, particularly in destinations where
travelled by road right across the world to we’re updating information on a very regular
Australia. And they wrote their first book about basis – um, South East Asia, Bangkok, er, New
travelling across South East Asia, and the York, London, er, major cities of the world – we
company was born. And since then we’ve printed would have authors that live there, um, but then,
about forty million books. We’re still doing about obviously, for other regions, we don’t have
a hundred titles a year, as well as eBooks, as well authors necessarily living in Africa. We would be
as mobile applications, um, and a sending people to Kenya to do research, to
lonelyplanet.com website. So, it’s a very busy Tanzania, or to whatever other country we’re
operation, um, and it’s based in London, in doing at that moment in time. Er, so it would be a
Melbourne and in Nashville, Tennessee. real mixture of people living in the destination
and people then who are travelling to the
I think there would have been a traditional view destination on assignment for us.
that Lonely Planet was for intrepid backpackers.
We’ve moved on from that and, really, we’re for Our authors go on the road to research for a
anybody who’s interested in travel, and we say period of anything between three weeks and eight
not just armchair travellers, but people who are – or nine weeks, depending on the destination that
want to plan their trips and people who want to they’re going to. For a book like India, you’re going
experience things; we give them the information to have a number of different authors on the road
and the tools to do so. and have a coordinating author then, who brings
all of their material together to present to the
I manage about twenty editors and they, in turn, editor. That would be a process that requires a
manage about two hundred writers and two lot of planning, a lot of organisation …
hundred sub-editors who are based all over the
world in forty-six different countries. Our authors get paid sixty percent of their fee
upfront, um, and then the rest of their fee when
We’re looking for writers who will be very they deliver the – the researched, er, book to us,
accurate, who will provide us with verifiable so, er, we would help them with, um, planning,
information. Lonely Planet is very much based on organising – they would arrange their own
trust and authority and if we don’t provide accommodation. Er, some authors would say that
credible information for travellers, we don’t have they are from Lonely Planet when they go and
a role anymore, so that’s really important to us.
research a place, some will go incognito and don’t
It’s at – it’s at the core of everything that we do.
tell the, the establishment at all where they’re from.
So we’re looking for writers who can be that
So we like to keep people on their toes, we like
trustworthy person, but also people who are
not to get any special treatment when we go
interesting themselves, who have – who are – who
anywhere. We want it to be an authentic
are passionate about travel, who want to help the
experience and the author goes as if they are
world to travel more, um, and therefore bring that

New Language Leader Advanced Tourism and conservation 9

 Well, we at Lonely Planet believe very strongly
the traveller.
that travel is a force for good, that it – it connects
We’re always looking to see where the up and people, that it breaks down barriers, that it allows
coming destinations are. We do an exercise every people to experience life and to learn a lot more
year called ‘The Best in Travel’, where we pick the about the way the world operates. But we always
ten best regions, the ten best cities and the ten best encourage people to go responsibly and to ensure
countries that we recommend for travellers for that they make decisions that they will be
the following year. So our intelligence gathering accountable for in relation to their travel, so that
is probably twelve months round. Er, we’re means, you know, not destroying an
always looking for new ideas and fresh ways to environment, it means respecting the local
approach things. But the decisions in relation to
culture, it means behaving in a – in a – in a
guidebooks particularly are commercial decisions.
respectful way, and it means learning and
Um, if there is a demand for information about a
opening your mind to a new way of doing things,
particular country, we are going to satisfy that
er, and not just bringing along all of the habits,
demand. Er, the same would apply in relation to
perhaps some of them bad, that you’ve – that
lonelyplanet.com and the information on
you’ve developed in another environment. Um,
destinations that we provide there and in our
it’s about learning, it’s about doing something
eBooks. So, you know, we will have destinations
different, it’s about that entire experience that will
that are intrepid, shall we say, that might not
open your mind and change your world.
have a huge commercial demand, but we’ll do
those books a little less often than we’ll do books
for the major – what we call gold destinations – HOMEWORK OPTIONS
the – the big cities of the world. Students do Exercise G2–3 on page 129 in the
There’s always a concern that mass tourism is Language reference.
going to change a destination and that’s Students do the reading, listening, grammar and
something that we consider carefully in Lonely
pronunciation exercises for this lesson in
Planet. That said, we can’t keep destinations
MyEnglishLab. They can also do the MyEnglishLab
secret for ourselves and if they meet the criteria
video activities after this point.
that they’re ready for tourism, well, then we – and
we think they’re good enough – then we will
recommend them. Um, we are very strong in our
belief that we provide information for travellers
and then they get to make up their own minds.

We recently de-listed all of our, um, dolphin

watching tours and all of the tours that we were
offering on Lonely Planet.com relating to
mammals in captivity, because we don’t feel that
that’s something we want to be associated with.
But we do provide information for tourists if they
wish to go to those destinations and if they wish
to see these things, but we tell them both sides of
the story. We give them the positive and the
negative, and we explain the concerns that people
have because we feel people are adults and they
can make their own decisions in relation to where
they go. We provide the content and then they
take it from there.

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2.4 SCENARIO: Possible advantages: creating one of the finest
golf clubs in the world; boosting employment
GRANVILLE ISLAND in the area; revitalising the economy of
Granville Island Possible disadvantages:
IN THIS LESSON destroying wildlife and the natural habitat;
endangering doves and harming mangroves
Lesson topic and staging
(important for the ecosystem); threatening the
This lesson provides a scenario to practise the key lives of turtles; spoiling the beauty of the
language of stating your position and clarifying what beach, which will discourage tourists
you say. Students participate in a meeting to discuss
a controversial development project. They first read
and gather information about the development Audio Script 2.5
proposal. Then students listen to a conversation that Will Granville Island have the finest golf course in
gives more contextual information and provides the world in three years’ time? That’s what
examples of the Key language for them to identify everyone is talking about.
and practise. Finally, they prepare and hold a
meeting, practising the language they have studied. Ricardo Hernandez, Chief Executive of
Hernandez Enterprises, has announced that he’s
Objectives made a provisional offer to buy the Roberts Estate
By the end of the lesson, students will have: and to develop it as a sports complex. This will be
• gathered information from short reading texts subject to the usual planning approval. Mr
• taken notes while listening Hernandez plans to build a championship
• listened to and practised language for stating a eighteen-hole golf course on the site. In addition,
position and clarifying he intends to build a tennis complex, an Olympic-
• participated in a meeting. sized swimming pool, four blocks of timeshare
apartments, forty villas and a twelve-storey hotel.
Timings There would also be housing for hundreds of staff.
If short of time, set Exercise 5 for homework.
Mr Hernandez is certain to meet strong
Possible lesson break: after Exercise 3b or 5.
opposition to his plans. The 3,000-acre estate
overlooks the sea and it’s in a prime area of the
SITUATION island. It’s ecologically sensitive because it’s a
Tell students they are going to research a situation favourite area for ramblers and also one of the few
where a developer’s plans are opposed by sites for the national emblem of our island, the
conservationists. Ask them to read the texts in one Granville dove, one of our most endangered
minute to identify where, what and who. Get class species.
feedback.
To build the waterfront villas, Mr Hernandez
1 Students do the activity as per Coursebook.
plans to remove a large number of mangroves,
which will undoubtedly affect fish stocks.
1 by allowing companies to build tourist Mangroves are vital for the ecosystems in the
facilities in natural habitat areas 2 He came to area. Another problem is that the estate is close to
the United States as a political refugee and White Sands beach, which is a breeding ground
became one of America’s richest men. for turtles. This beautiful beach has always been a
2a Students do the activity as per Coursebook. major attraction for tourists. Environmentalists
Remind them to only write key words. say the resort will discourage tourists from
• Students compare their notes in pairs. Set up the visiting the beach and will have a negative impact
board as a table with the three headings and either on the turtle population.
get students to fill it in or do it as a class. Will Hernandez’s plan become reality? Who
2bPut students in groups of three or four to discuss knows? Much will depend on discussions
and compile a list of pros and cons. between interested groups and the Hernandez
• Do class feedback and put the main points on the Organisation.
board so that everyone has the same information.

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KEY LANGUAGE: stating your LB: OK, you’ve been very clear about that. I just
position, clarifying hope it won’t prevent you from realising your
dream.
3a Students do the activity as per Coursebook. RH: I hope not, too. But you know, there are other
• Do class feedback, adding the notes to those on the countries I can go to, if I’m turned down here!
board from Exercise 2b, to ensure that all students I don’t want to, but if I have to, I will.
have the same information for the meeting.
3bTell students they are now going to listen again
1 It must be an eighteen-hole course. 2 It is and they should focus on the extracts in the
vital to have a full-length, eighteen-hole golf exercise and fill in the gaps.
course to attract top golfers. A famous golf • Students compare answers in pairs before
course architect will want to develop a course checking as a class. Elicit the purpose of the
of championship length. 3 He threatens to extracts (stating your position).
build the course in another country.
1 my position very clear 2 isn’t negotiable
Audio script 2.6 3 simply isn’t possible, greatest 4 can’t go
Louisa Bradshaw, Ricardo Hernandez ahead 5 it’s vital to have 6 see my point of
view 7 is an absolute priority 8 without
LB: Let’s talk about your plans for the golf course. your agreement
I know that building this golf course is central
to your plans, but would you be willing, if 3c The best way to do this is to play each extract first
necessary, to scale down this part of the and then get students to repeat the phrases with
project? the right pronunciation. Draw attention to the
RH: Scale down? What do you mean exactly? emphasis on the key words in each utterance.
LB: Well, would you be prepared to reduce the 4 Students do the activity as per Coursebook. Then
size of the course to a nine-hole course, practise saying the phrases in order to identify
instead of eighteen holes? Of course, we’d where the emphasis goes.
only ask you to do that if it was absolutely
necessary. Seeking clarification: Would you be prepared
RH: I’d like to make my position very clear about to reduce the size of the course … ? So it seems
this, Miss Bradshaw. The size of the course you won’t compromise on that point, right?
isn’t negotiable, I’m afraid. It simply isn’t Giving clarification: I’d like to make my
possible to shorten its length. It’s my dream position very clear about this. The size of the
to build the greatest golf course in the world course isn’t negotiable. Exactly. A full-length
here on this island. But I can’t go ahead if I course is an absolute priority.
have to build a shorter course. You see, it’s
vital to have a full-length, eighteen-hole 5 Before starting this task, check that students
course if you want to attract the top golfers in remember what paraphrasing means. Elicit how
the world to play here. Also, I’ve they can paraphrase a sentence (change the
commissioned a famous golf course architect structure/vocabulary) whilst keeping the focus.
to design the layout of the course. He For classes in universities and university
certainly won’t want to design anything that preparation courses, highlight how important it is
isn’t championship length. I hope you see my to paraphrase when referring to other people’s
point of view. work. This is to avoid plagiarism, which, in an
LB: Mmm, I understand where you’re coming academic setting, is a very serious academic
from. So, it seems you won’t compromise on offence and may result in a downgraded degree
that point, right? classification or expulsion from a university
RH: Exactly. A full-length course is an absolute without a degree. You could point out that the use
priority. I couldn’t go ahead without your of any information, even from the internet, without
agreement on that. proper referencing is classified as plagiarism.
• Students do the task individually and then
compare in pairs.

New Language Leader Advanced Tourism and conservation 12

• Do class feedback and possibly work through each 7a Tell students they have 15 minutes to hold the
paraphrasing one by one, showing the different meeting. Remind them that their aim is to
options available to paraphrase. persuade the others to accept their suggestions.
Listen to the meetings by walking around the
Suggested answers: classroom, taking notes.
Seeking clarification: Would you consider 7b Ask each Student A (the mayor) to stand up and
building a smaller version? If I understand announce his/her decision. Then give class
correctly, you will not change your mind about feedback on all the participants’ performance. You
this. Is that right? can then put all the Student Bs, Cs, Ds, and Es
Giving clarification: I must explain my point together. Tell each of them that they are now to
of view very clearly. It simply isn’t possible prepare their official announcements on the
to negotiate on the size of the course. It’s vital meeting and on the Mayor’s decision. Students
that we have a full-length one. work together to prepare their announcements
and then read it out to the class.
Students often either don’t paraphrase enough Score the groups during the meeting for correct
(i.e. they just change one or two words or just use of the Key language. A group gets two points
change the structure) or try and change everything for using Key language correctly and one point
and spend ages to make one paraphrase. for using Useful phrases correctly.
Encourage students to see paraphrasing not as a Students search the internet for examples of
mechanical activity but more as a natural way of conservation disputes like the one in the scenario
saying something differently. One way you can do and present them in the next lesson, with their
this is by writing a sentence on the board that’s opinion on the final outcome.
relatively easy to understand but difficult to
remember, e.g. In two days’ time the school will have HOMEWORK OPTIONS
the walls repainted. Leave it on the board for about
20 seconds and then rub it off. Then encourage the Students do exercise KL–4 on page 129 in the
students to tell you what you wrote in their own Language reference.
words. Paraphrasing orally is always less
Students do the reading, listening, Key language and
mechanical.
pronunciation exercises for this lesson in
MyEnglishLab.
TASK: participating in a meeting
As a warm-up, ask students to read the short
introduction.
• Elicit what the objectives of the meeting will be,
what groups will be represented and what each
group will be hoping to get from the meeting.
6 Divide students into groups of five. If you have to
have a group of four, do not use Student D, and a
group of three should also omit Student E.
However, groups of three would not be ideal.
• Before students read the role cards, draw their
attention to the Useful phrases box. Spend a few
minutes going through the phrases and checking
pronunciation before preparing for the meeting.
• Students then read the role cards. Give them five
minutes to prepare for the meeting and also tell
Student A that he/she needs to draw up the
agenda.

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2.5 STUDY AND 2 Critical thinking: Analysing the question: Read
through the rubric as a class and check students
WRITING SKILLS understand before they do the activity in pairs.
Advise students to read the question a couple of
IN THIS LESSON times and underline key words that not only
highlight the main topic of the essay, but also
Lesson topic and staging indicate the type of essay they are being asked to
In the first part of this lesson, students focus on the write and what question(s) they must answer.
stages involved in writing an academic essay, the • Check answers as a class.
way essay questions are framed and how to analyse • Finally, students can write their own essay
them. They also listen to advice on brainstorming. In questions to show they have understood the
the second part, students look at how to organise a meaning of the target words.
problem-solution essay and use linkers. They
brainstorm ideas for solving a specific problem and 2 Explain the meaning of the word or idea.
consider possible solutions and their implications. 3 Give a satisfactory explanation of why
Finally, they listen to a talk about the problem before something has happened. 4 Judge how good,
writing their own essay. useful or successful something has been.
5 Describe in a general way. Give the main
Objectives points, but not the details. 6 Examine or think
By the end of the lesson, students will have: carefully about something in order to
• investigated the stages involved in writing an understand it. 7 Make a judgment after
essay thinking carefully about something.
• analysed essay questions 8 Consider two or more things, to show how
• studied different types of brainstorming they are similar or different.
• learnt how to write a problem-solution essay
• identified linking words and phrases and 3a Check if students understand the meaning of
practised using them brainstorming. Ask students if they brainstorm
• listened and taken notes before starting an essay. What do they think the
• written a problem-solution essay. advantages are?
• Read through the instructions together and make
Timings
sure students understand they have to organise
If short of time, set Exercise 10 for homework their notes into three sections.
Possible lesson break: after Exercise 3b or 5. • Play the recording once. Check they have started
taking notes on all three sections. Then play it a
STUDY SKILLS: planning and second time.
organising essays
1a Before opening their books, elicit the steps Free association: good for generating ideas and
involved in writing an essay. Write students’ ideas developing supporting arguments; list
on the board. They open their books and check. everything that relates to the topic, even if not
• Students do the activity as per Coursebook. practical or realistic
For classes preparing for IELTS / PTE-A, and Visual thinking: good to help develop new
for classes in universities and university ideas and organise the essay; start with a
preparation courses, essay writing is an essential picture representing the topic, then draw
skill and therefore understanding the stages several branches, labelled with sub-topics and
involved in the preparation, writing and checking supporting data
your work is of great importance. Question and answer: think of as many
1bGive students time to compare answers in pairs questions as possible about the topic; good to
before doing class feedback. help identify problems; choose the best
questions; start looking for the answers,
including the relationship between the
a 3 b 1 c 2 d 9 e 5 f 4 g 6 h 8 i 7 j 10
questions, to work out a logical structure for
the essay

New Language Leader Advanced Tourism and conservation 14

 Audio script 2.7 S: Mmm, interesting. But I don’t think the
Lecturer, Student technique’s good for me; I’m not really a very
visual thinker. How about the third
L: OK, Erika, you have to write an essay about
approach?
the effects of tourism on conservation, but
L: This approach is called ‘question and
you don’t know how to start, right?
answer’. It’s a relatively new technique and it
S: Yes, I’ve read the essay title, but I seem to be
can help you to come up with good ideas
stuck at the moment. Just don’t know how to
quickly. Er, with this technique, you think of
get started.
as many questions as you can about the topic,
L: OK, I think the best way forward for you is to
erm, without worrying at this stage about the
do some brainstorming about the topic.
answers. The questions may help you to
S: Brainstorming. Mmm, OK, how do you go
identify problems relating to your topic. You
about it?
then choose the best questions and then are
L: Well, there are three approaches you could
ready to start thinking about what the
use. It’s up to you which one you prefer.
answers are. However, you may prefer to
S: Right. Can you tell me a bit about them,
delay discussion of the answers to a later
please?
session. Erm, one of your questions might be,
L: Sure. The first way is a technique called ‘free
‘What is the relationship between the ideas
association’. It’s really good for generating
I’ve noted down?’ This question could help
ideas about a topic and developing
you to work out a logical structure for the
supporting arguments. How does it work?
essay. OK?
Well, you list everything you can think about
S: Well, thanks! I’ll think about what you’ve
that relates to the topic – things you’ve learnt
told me and decide which technique to use
in class or from your reading, or simply ideas
for my essay.
that come to you when you think about the
L: That’s it, Erika, choose a technique which
topic. Even if the ideas don’t appear to be
works for you, one you’re comfortable with.
very practical or realistic, you should still
note them down. Er, that’s free association. 3bStudents check each other’s notes. Check as a
S: Right, I’ve got that. What about the other whole class and then have a quick class feedback
approaches? on the favoured means of brainstorming. Find out
L: Well, some people need to see what they are why students prefer that approach.
thinking. And for them, ‘visual thinking’ is a
good technique to use. It helps them to WRITING SKILLS:
develop new ideas. This is how it works: in a problem-solution essay
the centre of a bit of paper, you put some
kind of picture – an image representing the 4a Students read through the four stages of the
topic. Then from the central image, you draw, pattern. Check understanding.
say, five or six branches, which move away • You could ask students (as a class) to reflect on the
from the centre. At the narrow end of each similarities and differences between essays in their
branch, you write a sub-topic of the main own language and English.
topic. Beneath each sub-topic, you can write For classes preparing for IELTs, remind them that
data which supports your sub-topics. Er, this a problem-solution type essay is one of the three
way, you build up a map to help you main types of essays they will encounter for
organise your essay. Writing task 2 (the other two being advantages/
disadvantages and opinion).
4b Students read the essay and label the paragraphs.
Give them no more than three minutes to do this.
• Do class feedback and discuss where more than
one topic is possible and why (i.e. problems).

1 Situation: para A 2 Problem(s): para B, C,

D 3 Solution(s): para E 4 Evaluation: para F

New Language Leader Advanced Tourism and conservation 15

5 Students now work in groups of two or four and
do the activity as per Coursebook. Audio script 2.8
• Check as a class and then ask students if they can As you know, many animals and plants face
come up with any more examples of such linking extinction because their habitat is being
words that fit the categories. Add in suggestions destroyed, or they’re being hunted by human
below as useful. beings. Take the example of the African elephant,
the world’s largest land animal. The elephant
1 Another suggestion; A more radical population of Africa has suffered a catastrophic
suggestion …; Moreover, the owners … decline in recent years. A century ago, there were
2 For instance, a Norwegian cruise ship millions of elephants, twenty years ago there were
recently … 3 On the other hand, some bigger about one million, but today there may be as few
cruise ships … 4 Scientists worry that this as 400,000. The African elephant is an endangered
curiosity … will only hasten …; … if there was species and will become extinct unless solutions
an accident, they would cause major pollution; are found to protect it.
As a result of the Norwegian accident, there
Why is the African elephant population declining
have been several proposals … 5 Fortunately,
so rapidly? Well, most elephants have been killed
the Norwegian ship was ice-strengthened…
for their ivory tusks, which are made into
6 Let students read the question, then check jewellery or souvenirs. The tusks and bones are
comprehension before they brainstorm the topic in often ground down to make medicines. Although
their groups, adding anything useful they pick up the sale and trade of ivory and other elephant
from their partners. products is banned in a number of countries,
7a Students match the information to the topics in many elephants are still shot illegally by poachers.
their groups. Also – and this is a very important point –
7b Ask students to discuss how best to deal with the increasing populations have meant that human
problem posed and to consider possible solutions beings are encroaching on land that used to be the
as well as the consequences of any solutions they natural habitat of the elephant.
think of.
9a Give students ten minutes to write the
8 Tell students they are now going to listen to a talk
introductory paragraph. Tell them to work quickly
about elephants and this time they should take
as they should be concentrating more on content
notes as they listen.
and meaning than accuracy. Remind them to write
• The first time they listen, they are to identify the
a maximum of 70 words.
main points.
9bStudents work in pairs and check each other’s
• Then play the recording again and ask them to
work, giving constructive comments on how to
complete the details.
improve the content and language.
10 Ideally, this task should be done for homework.
Situation: Many animals and plants face
Before asking your students to write their essays,
extinction because their habitat is being
ask them to consider the possible consequences of
destroyed or they are being hunted.
the problem they wish to write about, should it
Problem(s): The elephant population of Africa
continue. Namely, how it will affect that
has suffered a catastrophic decline and is an
particular aspect and any related effects it might
endangered species. Elephants are killed for
have on other species, humans, our habitat,
their ivory (used for souvenirs or medicine)
quality of life, etc.
and shot illegally. Increasing human
populations encroach on the elephant’s natural HOMEWORK OPTIONS
habitat.
Students do the study skills, writing and academic
collocations exercises for this lesson in
MyEnglishLab. This is also a good time to do the
MyEnglishLab video activities.

New Language Leader Advanced Tourism and conservation 16