Culture teacher’s notes
Summer free-time activities
LEARNING ■ I can learn about summer free-time activities in other cultures and use what I learn to make
OUTCOMES connections with my own culture.
■ I can discuss summer free-time activities in 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.
A VOCABULARY FOCUS
amusement park [n]: a place where people pay
money to go on rides
attend [v]: to be present at an event or activity, or to
go to a place, for example to a school
attract [v]: to produce or cause an interest in
something or someone
cabin [n]: a small simple wooden house in the
mountains or in a forest
catch up on [v]: to do something you wanted to do
before but didn’t have the time
colourful [adj]: something that has bright colours, or
a lot of different colours
cool off [v]: to become cooler after being very hot
costume [n]: clothes that performers wear
crafts [n]: something produced by hand, for example
jewellery
event [n]: an organised occasion such as a party or
sports competition
festival [n]: an event that is held to celebrate a
particular thing or activity
lively [adj]: full of energy and enthusiasm
nap [v]: to sleep for a short period of time, usually
during the day
orienteering [n]: a sport in which people try to find
their way on foot across an area of countryside using
a map and compass
original [adj]: existing at the beginning of a particular
period, process or activity
outdoors [n]: outside a building; in the countryside
ride [n]: large machines that you ride on for pleasure
skills [n]: the ability to do something that comes from
training, experience or practice
spectator [n]: someone who watches a public activity
or event
WARMER
Find out the favourite free-time activities of students
during the summer holidays. Put their answers in a
simple chart on the board. Compare them with the
top ten summer holiday activities of British teens
according to the statistics in 1.
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A2 Unit
1 In pairs, students discuss the chart and answer the
questions. Allow time for ideas to be shared with the
rest of the class.
2a Ask students to read the texts quickly to find the answer.
Answer
You don’t swim at the Asakusa Samba Carnival (there is
an indoor swimming pool at the camp in the USA and a
water park near Port Aventura).
2b Students read the texts again and decide whether the
sentences are true or false. Elicit answers as a class.
Answers
1 F  ​2 T   ​3 F   ​4 T   ​5 T   ​6 F
2c Students read the sentences and write the correct
place or event. Check answers as a class.
Answers
1 summer camp  ​
2 festival  ​
3 amusement park  ​
4 summer camp  ​5 amusement park  ​6 festival
3a Put students into pairs to discuss the questions. Elicit
ideas as a class.
3b Explain the idea of a debate and the words for and
against. Have students read through the debate card
and make sure they are familiar with the words and
the ideas. In Step 1, students express their personal
opinions on the statement. Ask students to work in pairs
to do Step 2 and add more points to the for and against
columns of the table. Elicit ideas from the class and
write them on the board.
3c Explain that for this stage students will debate as
directed, and that this may mean they are arguing
against their own personal opinions. With their partner,
students find another pair to debate against. In Step
1, one pair argues for the statement and the other pair
argues against it. Then in Step 2 they swap roles so
that the first pair argues against the statement and the
second pair argues for it. That way everyone gets the
opportunity to put forward both sides of the argument.
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