Culture teacher’s notes
Culture trips
LEARNING ■ I can learn about the cultural heritage and tourism of other cultures and use what I learn to make
OUTCOMES connections with my own culture.
■ I can talk about the cultural heritage and tourism of my own culture and understand my own cultural identity.
■ I can make comparisons between cultures and use my own beliefs and values to improve my cultural
knowledge, leading to successful cultural communication.
A VOCABULARY FOCUS
authentic [adj]: real
civilisation [n]: a society that has developed its own
culture and institutions
delight [n]: something that gives pleasure and happiness
ethnic [adj]: relating to a group of people with the same
culture and traditions
foundation [n]: structure of a building that supports the
rest of it
gables [n]: the top part of a wall of a building just below
the roof, that is shaped like a triangle
game [n]: wild animals
goods [n]: objects produced for sale
heritage [n]: the art, buildings, traditions, and beliefs
that a society considers important to its history
hook [n]: a curved piece of metal or plastic for hanging
things on
iconic [adj]: very famous and well-known
marvel [n]: something very surprising and impressive
merchant [n]: a person who buys and sells goods
pagoda [n]: a building of several levels, each with a roof
that sticks out
renowned [adj]: famous and admired
tribe [n]: large group of related families who live in the
same area and share a common language and customs
unstable [adj]: describing something that is likely to
move or change
wealthy [adj]: having lots of money
WARMER
Write the names of some well-known cities of the
world on the board, e.g. Paris, New York, London,
Sydney, Cairo, etc. Ask students what they associate
with these cities, such as landmarks, buildings, or
cultural features. Are these a representation of the
whole country? What do the students know about
the countries these cities are in?
1 In pairs, students look at the photos and discuss them.
Answers
Photo 1  The Summer Palace, Beijing, China;  ​
Photo 2  Mount Kilimanjaro/safari, Kenya;  ​
Photo 3 canal houses, Amsterdam, the Netherlands
2a Ask students to read the travel brochure quickly and
check their answers from 1.
2b Students read the brochure again and write the
destinations. Check answers as a class.
Answers
1 Amsterdam  2 China  3 Amsterdam  4 Kenya
5 China  6 Kenya  7 Amsterdam  8 Kenya
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B1+ Unit
2c Students write answers to the questions. When students
have finished, elicit the answers as a class.
Suggested answers
1 Both the pagodas of China and the canal houses of
Amsterdam have impressive roof architecture.
2 In Kenya, you can visit or stay with a Maasai family and
see their unique culture and customs.
3 In Amsterdam you can stay in a canal house; in Kenya
you can stay with a Maasai family.
4 They are built to withstand heavy rain so that the
rainwater falls off the wide roofs instead of directly
down the walls and into the foundations, keeping the
structures stable.
5 In Kenya there’s an archaeological site where you can
see evidence of the birthplace of early man.
6 These roofs had a hook attached to them, which
made it easier for goods to be pulled up into the
house (taken in through the windows instead of via the
narrow staircases of these buildings).
2d Students read the brochure again and write the
destinations. Check the answers as a class.
Answers
1 landmarks = China  2 architecture = China,
Amsterdam  3 museums = Amsterdam  4 ethnic
heritage = Kenya  5 archaeology = Kenya
  Gateway to culture
3a Put students into pairs to discuss the questions. Then
elicit their ideas as a class.
PROJECT
3b Explain to students that they are going to work in
small groups to design a tour itinerary for a cultural
trip to their country, or another country of their
choice. For Step 1, students work with their group
to choose a country they are interested in, and
brainstorm the cultural highlights of the country
and what would attract visitors the most. In Step 2,
students explore more about the cultural aspects and
research information for each of the bullet points.
3c Once they have gathered the necessary information,
students decide how best they would like to
organise their tours and present them as a day-by-
day itinerary including cultural highlights, landmarks,
accommodation and transport. Allow some time for
class preparation and then display the itineraries around
the classroom. Students read the other itineraries and
discuss them. Have a vote on which itinerary students
think is most representative of the countries selected.
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