Peer Speaking Practice: What do you like doing in your free time when travelling?
Travelling
for Cultural Experiences
Travelling is
one of the best ways to discover art, music, and traditions from around the
world. A cultural trip allows people to see more than just monuments — it helps
them understand the audience behind every performance or artistic
expression. For example, when visiting a theatre abroad, you can admire the cast
of actors, the set and script, and even learn how a scene
is created on stage.
In museums,
travellers often explore galleries full of portraits, abstract
paintings, or contemporary art. Each exhibition reveals part of a
country’s history and imagination. Even a single shot in a photo or film
can tell a powerful story about the place where it was taken.
Music is
another exciting part of cultural travel. Attending a live concert or gig
in a local venue is both entertaining and emotional because tourists can
listen to songs, and read the lyrics. Some artists even perform solo, giving visitors an intimate and unforgettable experience. On the other hand, you feel connected with another culture through the soundtrack when seeing a film.
In conclusion,
travelling for cultural experiences offers more than simple pleasure — it opens
the mind. Whether you are watching a film abroad, enjoying a concert, or
visiting an art museum, you learn how creativity expresses the identity of each
place and its people.
Students will
use persuasive language and interactional strategies to express, defend, and
challenge opinions on the advantages of local vs. international travel.
Stages:
🧩
1. Preparation (3 minutes)
Each team works
together to:
Brainstorm 2–3 strong arguments supporting
their side.
Prepare 1 counter-argument against the
opposing side.
Choose 2–3 speakers to represent them (others
support with ideas).
💬Useful expressions:
In my opinion… / I strongly believe that…
It could be argued that…
That’s not entirely true because…
One clear example is…
To sum up, we think that…
💡
Encourage use of vocabulary like broaden your horizons, sustainable tourism,
cultural exchange, local economy, comfort zone.
🗣️
2. Debate Round (5 minutes)
Format:
1 minute – Opening statement by Team A
1 minute – Opening statement by Team B
1 minute – Rebuttal by Team A
1 minute – Rebuttal by Team B
2 minutes – Open discussion (students respond
spontaneously, add examples, or challenge points)
Teacher’s
role: moderate time, encourage equal participation, and ensure respectful
interaction.
💬
3. Quick Reflection (2 minutes)
Ask the class:
Which team gave the most convincing arguments?
Did anyone change their opinion? Why?
Which expressions sounded natural or persuasive?
Collaborative Reading of the Essay Sample on Page 30
In view of the
upcoming Carnival, I felt obliged to join my friends in Rio. In
response to their invitation, I booked my ticket immediately. With
regard to costumes, everyone was supposed to design something
colorful, and I was required to wear feathers and sequins.
At first, I
wasn’t familiar with samba, but I soon became obsessed with its
rhythm. Being involved with local dancers made me conscious of
how passionate Brazilians are. They are extremely sensitive to music and
movement, always prepared to dance for hours. In relation to
energy, the atmosphere was electric — the trouble with such excitement
is that it’s hard to rest!
After several
nights, I got fed up with the crowds, but I wasn’t ashamed of my
tired feet. I met people in connection with cultural projects who were capable
of spreading joy everywhere.
In place of
sleep, we celebrated life. In terms of memories, Carnival has nothing
to do with any other festival I’ve experienced. I returned home informed
of one truth: Brazil is truly in need of no excuse to dance. What a sort
of magic!
Reading Comprehension Online Exercise of True or False
What is the best trip to a coast you have gone on?
for example, 'It has been to Monaco because of its breathtaking views from Starbucks.'
Having lunch in Monaco
Many people think that Monaco is ridiculously expensive. However, when I was there I realised it was not so expensive. In fact, London and Geneva are much more pricey than Monaco
After having taken the incredibly amazing sightseeing bus tour, I was totally starving. Consequently, I needed to look for an affordable place to eat in.
While walking quite slowly around the Casino Square, I suddenly saw a sign with a pair of golden archies. It was obviously McDonald's, so I was totally convinced where I had to go for having lunch.
After having arrived at the building where McDonald's was, a sign of Starbucks appeared pretty close to me as both restaurants were together on different floors. Hence, I decided to check the prices first.
After having reviewed the menus that were reasonably priced, I noticed that Starbucks was slightly more expensive, but with a truly breathtaking view. Therefore, I picked out my second option for having lunch.
While eating at Starbucks in Monaco, I heard a Dj playing really impressive and many people started dancing so excited facing the beach with their coffee cups since there was an absolutely well-known beach club called Nikki Beach on the rooftop of the building next to us which was the utterly luxurious Fairmont hotel.
Despite having finished my day trip in Monaco totally exhausted, I definitely enjoyed it and I would really like to go back there one day.
Video about Monaco
What are the adverbs of degree?
We use adverbs of degree to qualify what we are talking about. We might tell our friend that we are happy, but we may want to explain the degree (or level) of our happiness: I’m really happy, I’m quite happy or I’m not very happy.
Adverbs of degree can be split into two groups: adverbs that intensify the degree of something vs. adverbs that weaken the degree of something.
Adverbs that increase, or intensify, the meaning include words such as: very, totally, completely, and absolutely, for example: I’m totally convinced Sam will quit his job.
Adverbs that decrease or weaken the degree of meaning include words such as: fairly, quite, slightly, and a bit, for example: I’m fairly certain it will rain tomorrow.
How do we use them?
An adverb of degree can modify an adjective, another adverb or a verb. Have a look at the following examples:
She is verytall. (Modifies the adjective)
He walked quite slowly. (Modifies the adverb)
I reallylike that film. (Modifies the verb)
Adverbs of degree can modify adjectives or adverbs:
Subject + main verb + adverb of degree + adjective e.g. Jane isvery happy.
Subject + main verb + adverb of degree + adverb e.g. Tom walksextremely quickly.
Adverbs of degree can also modify verbs:
Subject + adverb of degree + main verb e.g. The boys thoroughlyenjoyed their trip to the theatre.
With modal verbs, the adverb of degree can appear before the modal verb or before the main verb, depending on the meaning, for example:
Subject + adverb of degree + modal + main verb e.g. You reallyshould look where you are going!
Subject + modal + adverb of degree + main verb e.g. You shouldreallylook at the instructions first.
With auxiliary verbs (e.g. have and is/are), the adverb usually goes before the main verb, for example:
Subject + auxiliary verb + adverb of degree + past participle e.g. I havereally enjoyed studying at this school.
Subject + auxiliary verb + adverb of degree + past participle e.g. I havetotally forgotten to bring my phone.
As we’ve mentioned above, we can separate adverbs of degree into two main types: adverbs that intensify the meaning or make it stronger (e.g. very), and adverbs that weaken the meaning, also called ‘downtoners’, (e.g. slightly).
1.Weakening the meaning
There are times in English when we want to specifically describe our use of an adjective or adverb. For instance, we may wish to express that we are quite nervous or a bit cold. This is more exact than just saying I’m nervous or I’m cold. The adverbs in this category are all used in the same way. The position of the adverb is before the adjective or adverb.
The following adverbs all weaken the adjective or adverb and all appear before the adverb or adjective in the sentence: a bit, fairly, pretty, quite, rather, slightly, and somewhat.
Collaborative Online Exercise about Extreme Adjectives
There are many adverbs that intensify, or make the meaning stronger. For grammatical reasons, we need to separate these adverbs into two groups. Our choice of adverb depends on whether the adjective (which the adverb is intensifying) is gradable or ungradable. For example, ‘hot’ is a gradable adjective, but ‘boiling’ is ungradable. So, we can say: It is very hotANDIt is absolutely boiling, but NOTIt is very boiling. The table below gives further examples of gradable and ungradable adjectives and the intensifiers used with them.
Intensifier + gradable adjective
Very cold
Extremely tired
Really happy
Very hungry
The adverbs in this group are always positioned in front of the adjective (which they intensify), for example: He is extremely intelligent.
The following adverbs are intensifiers that can be used with ungradable adjectives: awfully, extremely, highly, perfectly, remarkably and terribly. These adverbs can also be used to modify an adverb, for example: She climbed the mountain extremely quickly.
How strongly adverbs of degree modify adverbs and adjectives
Mild
Medium
Strong
Absolute
+
++
+++
++++
a little a bit slightly
fairly pretty quite rather somewhat
remarkably awfully extremely highly terribly a lot really incredibly particularly deeply enormously greatly incredibly lots most remarkably strongly very
3.Intensifying the meaning (ungradable adjectives)
Adverbs that intensify an ungradable adjective appear in the same position as other adverbs in this group. They nearly always go before the adjective. Note that this group of adverbs do notmodify other adverbs.
Example: John was totally exhausted.
The following adverbs are intensifiers that can be used with ungradable adjectives: absolutely, completely, entirely, totally and utterly.
Intensifier + ungradable adjective
Absolutely freezing
Absolutely ecstatic
Totally starving
Adverbs that behave differently
There are a few adverbs of degree that do not neatly fit into the three groups above. The following examples show the position and use of these adverbs.
A lot has a similar meaning to ‘very much’. It is used to modify verbs, for example: I like playing badminton a lot.
Too can be used as an intensifier, but it has a negative meaning. It means ‘more than is acceptable or needed’, for example: That costs too much.
Enough is positioned after an adjective or adverb, not before it. It means ‘to the degree that is necessary’, for example: Are you warm enough?
