""i am an online ESL teacher. I want to give my student a homework project . I just finished this lesson with him:

““GENERAL ENGLISH · ENGLISH IN VIDEO · UPPER-INTERMEDIATE (B2-C1)
HEAAADERLOGORIGHT
VISITING
AUSTRALIA
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1 Warm up
Answer the following questions about Australia.
1. What is the capital city of Australia?
a. Sydney b. Canberra
2. How many people live there?
a. 25 million b. 50 million
3. On which side of the road do people drive?
a. right b. left
4. What is the currency?
a. Australian pound b. Australian dollar
Now watch the video which gives an overview of what Australia has to offer and discuss the questions:
1. What natural landscape features and wildlife did you see?
2. What outdoor and social activities were people doing?
3. Does the video match your image of Australia?
4. What Australian cities and places do you know?
5. Have you seen any Australian films or TV programmes?
6. What do you know about the people of Australia?
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2 Some useful Australian vocabulary
Read the paragraph and choose the word in bold which best matches each definition.
Most Australian people live in densely populated urban areas on the coast, but
outside the cities we find the bush and the vast outback, which cover most
of Australia’s land. Whatever you and your mates do in Australia, you’ll spend
many an arvo enjoying Australia’s spectacular landscapes and rich and varied
culture. There’s so much to do, from surfing and barbies to the traditional art
and music of the Aboriginal Australians (Indigenous people who inhabited the
land for many thousands of years before European settlers). Don’t forget to
wish “g’day” to people you meet and “ta” for the wonderful memories!
1. an abbreviation of thank you:
2. the area of Australia that is a long way from the coast and the towns, where few people live (n):
3. any populated region outside of the major metropolitan areas, including mining and agricultural
areas (n):
4. relating to the original people living in Australia before Europeans arrived (adj):
5. a way of greeting someone (phrase):
6. an abbreviation of barbecue (n):
7. an abbreviation of afternoon (n):
8. a common way to refer to a friend (n):
9. coming from a particular place and having lived there for a long time before other people came
there (adj):
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3 Visual guide
Australia consists of six states and two major mainland territories (along with other minor territories
not shown on the map).
Label the black circles with the capital cities of these states and territories. You can use the Internet
to help you.
Capital cities
1. Sydney
2. Melbourne
3. Adelaide
4. Hobart
5. Perth
6. Darwin
7. Brisbane
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Now, look at the pictures of some Australian icons. You will recognise some of them from the video.
Match the pictures to the descriptions below.
1) Uluru 2) Great Barrier Reef 3) Sydney Opera House
4) boomerang 5) didgeridoo 6) national flag
7) billabong 8) a marsupial (marsupials) 9) Hancock Gorge
1. a deep narrow valley with steep sides; this one is located in Karijini national
park, Western Australia
2. a deep sounding instrument which comes in a variety of sizes
3. the largest sandstone monolith in the world, sacred to the Aboriginal people
of the area
4. a vast coral reef system which stretches for 2,300-kilometres (1,430-miles)
5. described by Australia.com as a “UNESCO World Heritage-listed
architectural wonder”
6. traditionally used for hunting by Indigenous Australians
7. features a constellation known as the Southern Cross
8. any animal that carries its young in a pocket of skin (called a pouch) on the
mother’s stomach
9. a lake that is formed when a river floods
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UPPER-INTERMEDIATE (B2-C1)
VISITING AUSTRALIA
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4 Vocabulary
Part A: Match the words to their definitions.
1. fall back (on something) (ph.
verb)
a. have something to use when you are in difficulty
2. epic (adj.) b. begin a journey
3. come across (ph. verb) c. include or cover something
4. antidote (n) d. happening over a long period, often involving a lot of
action and sometimes difficulty
5. take in (ph. verb) e. meet somebody or find something by chance
6. miss out (on something) (ph.
verb)
f. a substance that controls the effects of a poison or
disease
7. set off (ph. verb) g. easy to destroy or harm
8. fragile (adj.) h. fail to benefit from something useful or fun by not taking
part in it
Part B: Choose a word from part A to fill in the gaps. You may have to change the verb form.
1. You’re extremely unlikely to a crocodile in an urban area of Australia.
2. When someone is bitten by a deadly creature, they have limited time to find an .
3. I applied to spend a year studying in Australia, but sadly I on the opportunity as
I was not selected for the programme.
4. These days most people use cards, but it’s a good idea to carry some cash to on.
5. The box contained a label stating it was ; it contained some glasses which would
break easily.
6. Let’s for the airport at 6am; our flight to Perth takes off at 9am.
7. Australia’s 7.7 million square-kilometre land mass its vast mainland and a number
of smaller islands.
8. The 2008 film “Australia” could be described as ; it lasts for almost three hours
and features dramatic events.
Discuss
• How far in advance do you set off when you have to catch a plane / train / bus. Why?
• Have you ever come across something unexpected when travelling?
• What emergency supplies do you take to fall back on when travelling?
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UPPER-INTERMEDIATE (B2-C1)
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5 Listening
You’re going to listen to a podcast about visiting Australia. Tick ✓which places you hear mentioned.
Darwin Red Centre
Perth Blue Mountains
Uluru Sydney
Top End Great Barrier Reef
6 Listening for detail
Now listen again and fill in the table with the advice given on different subjects in the podcast.
topic advice
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(A) taking a road trip: 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(B) must-see attractions: 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
© spiders: 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(D) snakes: 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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UPPER-INTERMEDIATE (B2-C1)
VISITING AUSTRALIA
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7 Vocabulary
Part A: Fill in the gaps with the words below to create definitions for each vocabulary item.
bad combine copy cruel
guilty horror persuade punishment
1. merge (v): to make two or more things to form a single thing
2. replica (n): a very good or exact of something
3. penal (adj): connected with or used for , especially by law
4. harsh (adj): , severe or difficult
5. convict (n): a person who has been found of a crime and sent to prison
6. gruesome (adj): very unpleasant and filling you with , usually because it is connected
with death or injury
7. notorious (adj): well known for being
8. lure (v): to or trick somebody by promising them a reward
Part B: Choose a word from part A to fill in the gaps.
1. Australia is for its venomous creatures, but chances of an attack are rare!
2. I had to the cat out from under the car with a piece of fish.
3. When villages expand, they sometimes into a larger town.
4. The was released after serving a 10-year sentence.
5. Unfortunately, aspects of a country’s history are usually . Australia’s history is no
exception.
6. A code details the criminal laws of a country; it may include laws that are old
fashioned and outdated.
7. If you are not used to hot temperatures, you may find summer in the outback a little .
8. Museums usually contain both real historical objects and .
8 Skimming for general understanding
Match the following paragraph titles to the paragraphs in the article. Two are not needed.
A) Gold rush! B) Australia’s future C) Prisoners and workers
D) The first Australians E) Australia at war F) The beginnings of
colonisation
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UPPER-INTERMEDIATE (B2-C1)
VISITING AUSTRALIA
HEAAADERLOGORIGHT
Exploring Australia’s past
A little taste of Australia’s eventful history and how you can experience it for yourself!
1.
Exploring with an Aboriginal Guide may challenge you to think differently. In Aboriginal culture, people and the
land merge - they are part of each other. You’ll have the opportunity to view rock art painted thousands of
years before the Egyptian pyramids were built and learn about the Dreamtime. The Dreamtime is the Aboriginal
understanding of the world, of its creation and its great stories. You can also enjoy a historical journey at the
Bunjilaka Aboriginal Cultural Centre at the Melbourne Museum, the First Australians exhibition in Canberra, or
the spectacular theatre performance at Spirits of the Red Sand near Brisbane.
2.
The first known landing in Australia by Europeans was in 1606 by Dutch navigator Willem Janszoon. Other
European navigators followed, but it wasn’t until 1770 that British explorer James Cook claimed the eastern part
of Australia for the British Crown. You can tour a replica of Cook’s ship “Endeavour” at the Australian National
Maritime Museum in Sydney and check out Cook’s first landing place at Botany Bay. Eighteen years after Cook’s
landing, the first penal colony was established in New South Wales.
3.
The British Government sent ships carrying convicts to Australia and many were used as labourers in the newly
formed colonies. This period was known as transportation, during which more than 160,000 men, women and
children were brought over, usually in extremely harsh conditions. To learn more, take a tour of Freemantle prison
near Perth, or listen to gruesome tales on the Isle of the Dead cemetery tour in Tasmania. Or if you’re on the
east coast, take a walking tour around “The Rocks”, the site of the first European settlement in Sydney to hear its
stories of “murders, muggings and mysteries.”
4.
Gold was first discovered in the mid-1800s, and the idea of becoming rich lured people from all over the country.
People who searched for gold were known as prospectors. A great place to step back in time and experience what
life was like for prospectors is Sovereign Hill, an open-air museum 1.5 hours west of Melbourne. There you can
find people dressed up in historical costumes, explore their replica homes and even pan for gold. You can also find
out about bushrangers, who were escaped convicts in the early years of colonisation. The most notorious is Ned
Kelly, who evaded capture for years. In Western Australia, a festival dedicated to a bushranger named Moondyne
Joe takes place every year! Learn more on a guided walking tour in the Victorian town of Beechworth or former
gold mining town of Canowindra in New South Wales.
Sources: australia.com, wikipedia.com
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UPPER-INTERMEDIATE (B2-C1)
VISITING AUSTRALIA
HEAAADERLOGORIGHT
9 Reading comprehension
Read the sentences and decide if they are true, false or not given. Give reasons for your answers.
1. Aboriginal rock art precedes the construction of the Egyptian pyramids.
2. You can only view rock art with an Aboriginal guide.
3. It’s possible that other explorers landed in Australia. before Willem Janszoon
4. At the Australian National Maritime Museum, you can see the ship on which Captain Cook landed
at Botany Bay.
5. The first penal colony was set up in 1780.
6. Men, women and children lived in the first penal colony
7. Ned Kelly was caught quickly after escaping.
8. Most people who travelled after the discovery of gold became rich.
10 Talking point
Discuss the following questions.
1. What places mentioned are you interested in visiting? Why?
2. Would you consider driving in Australia?
3. What do you think the biggest challenges of living in (or visiting) the outback are?
4. What’s the longest train journey you’ve ever taken? How do you feel about taking a three or four
day train journey?
5. How worried would you be about coming across Australia’s “less cuddly animals” mentioned in
the podcast?
6. What aspects of Australian history are you interested in learning more about?
Project
Refer to the map in part 2 (Visual guide).
• Try to mark the places mentioned in this lesson on the map.
• Choose the places you would like to visit and do some research on how you could travel
between them.
• You might like to set yourself a time limit and a budget!
• Present your findings to the class.
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TEACHER MATERIALS · UPPER-INTERMEDIATE (B2-C1)
VISITING AUSTRALIA
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Transcripts
1. Warm up
Speakers: There’s nothing like it, is there?
Speakers: There’s nothing like a sunrise, that first wave of the day.
Speakers: This trip along the coastline, this ride across the bay
Speakers: There’s nothing like this ancient place
Speakers: The sunset from a camel
Speakers: This organism
Speakers: This billabong
Speakers: Or this duck-billed mammal
Speakers: There’s nothing like the people here (or here, or here, or there)
Speakers: My mates up here
Speakers: My friends down there
Speakers: There’s nothing like this bear (that’s not a bear)
Speakers: There’s nothing like this giant shrub
Speakers: This rock, these fish, these birds
Speakers: There’s nothing like these furry things that bounce around in herds
Speakers: There’s nothing like Australia
Speakers: There’s nothing like this wondrous land, from Darwin to the Straits
Speakers: There’s nothing like the people here, where everyone’s your mate.
Speakers: There’s nothing like Australia
5. Listening
Interviewer : We’re going to talk to Jason, from Queensland, who’s going to give us some advice
and tips on visiting Australia. Jason, your country is so huge! Can you talk us through
some different ways of getting around?
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Jason: Well, if you’ve got plenty of time, consider renting a car and taking a road trip. But
before you set off, especially if you’re going into the bush or the outback, fill up your
tank and pop a spare container of fuel in the back of your car which you can fall back
on if you need to. Most major roads are well signposted, but once you get into more
remote outback areas you might end up on a dirt road! Or… how do you feel about
long train rides?
Interviewer: I personally love them!
Jason: Well, in that case, you shouldn’t miss out on one of Australia’s epic train journeys. The
Ghan is the world’s longest north-south train journey, from Darwin to Adelaide. It lasts
three days and takes in three diverse landscapes: the South Australian hills and plains,
the rocky gorges of the Red Centre and finally the beautiful greenery of the Top End.
Or there’s also the Indian Pacific which takes you from east to west, travelling between
Sydney and Perth. If you travel eastbound, you’ll have the chance to stop in Australia’s
largest outback settlement, Kargoorlie Boulder. Located in the eastern Goldfields, you
might even be lucky enough to come across some gold!
Interviewer: If you had to choose some must-see attractions for visitors, what would you
recommend?
Jason: So, first of all, I would say don’t leave without experiencing at least some Australian
Aboriginal culture. Indigenous Australians have not always been treated well
throughout history, but things have improved, and there are lots of opportunities to
experience Aboriginal art, history and food, among other things. Secondly, it’s one of
Australia’s most iconic landmarks…you guessed it…the Great Barrier reef. There are so
many options available to explore this wonderful habitat, so make sure you do plenty
of research to find one which suits your budget and abilities. It goes without saying,
but Australia’s ecosystems are fragile, so make sure you respect our natural landscapes
wherever you go. We, unfortunately, have many bushfires at certain times of year.
Interviewer: Of course. Well, your ideas sound fantastic! Now we all love Australia’s marsupials,
but I feel I have to mention the subject of Australia’s less cuddly creatures… spiders
and snakes for example.
Jason: (laughs) OK, there are a lot of myths surrounding Australia’s deadly animals. Yes, there
are two species of potentially dangerous spider, but there are a few things I would
point out. They will only attack when provoked, antidotes exist for bites from both,
and nobody has died from a bite for over 40 years. So, ignore any spiders you see,
avoid touching their webs, and shake your shoes before putting them on! The same
goes for snakes really. Wear sensible shoes when hiking, and if you see a snake, back
away very slowly, stamp your feet and make noise. This should scare it away.
Interviewer: OK, thanks, Jason. I’ll keep your advice in mind and encourage our listeners to do the
same. Thanks so much for talking to us today.
Jason: My pleasure!
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TEACHER MATERIALS · UPPER-INTERMEDIATE (B2-C1)
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Key
1. Warm up
10 mins.
Students answer the quiz questions and then watch the video before discussing the questions.
Quiz
1. b. 2. a. 3. b. 4. b.
Questions
1. Landscape: Coast, sea, desert, outback, rocks, forests / Wildlife: Koala, kangaroo, fish, birds, kookaburra, fish,
trees, platypus, camel.
2. Surfing, rowing, playing music, having a drink in a pub, barbecue, night out in the city.
2. Some useful Australian vocabulary
5 mins.
This stage introduces students to some essential vocabulary which is useful for visitors to understand before going
to Australia.
Notes:
Using the correct terms is very important in Australia nowadays:
-The term Aboriginal Australian refers to the various Indigenous peoples of Australia but excludes Torres Strait
Islanders (who originate from Melanesia in the western Pacific, and have their own distinct culture).
-The term Indigenous Australian can be used to refer to different Aboriginal Australian people and Torres Strait
Islanders.
-You may still hear the term Aborigine, but it is now generally seen as insensitive, and is not recommended.
-Indigenous and Aboriginal should have capital letters when used to refer to people
1. ta 2. outback 3. bush 4. Aboriginal 5. g’day
6. barbie 7. arvo 8. mate 9. indigenous
3. Visual guide
10 mins.
This stage introduces students to Australia’s states and cities and shows some of its iconic landmarks and items.
Notes:
ACT stands for Australian Capital Territory and consists of Canberra and some of the surrounding townships.
The minor territories are Jarvis Bay (on the mainland) and seven offshore: Ashmore and Cartier Islands, Christmas
Island, the Cocos (Keeling) Islands, Coral Sea Islands, Heard Island and McDonald Islands, Norfolk Island, and the
Australian Antarctic Territory)
MAP
1. Sydney – New South Wales
2. Melbourne - Victoria
3. Adelaide – South Australia
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4. Hobart - Tasmania
5. Perth – Western Australia
6. Darwin – Northern Territory
7. Brisbane - Queensland
Matching task
1. Hancock Gorge 2. digeridoo 3. Uluru
4. Great Barrier Reef 5. Sydney Opera House 6. boomerang
7. national flag 8. marsupials 9. billabong
4. Vocabulary
10 mins.
This stage reviews some phrasal verbs and other vocabulary needed for the listening. You may wish to remind
students that phrasal verbs often have more than one meaning, but that these definitions relate to what they are
going to hear in the listening exercise.
Part A
1. → a. 2. → d. 3. → e. 4. → f. 5. → c. 6. → h. 7. → b. 8. → g.
Part B
1. come across 2. antidote 3. missed out 4. fall back
5. fragile 6. set off 7. takes in 8. epic
5. Listening
5 mins
Tell students to listen to the podcast for the first time and tick which places they hear. Two are not mentioned.
✓ Darwin ✓ Red Centre
✓ Perth ✓ Sydney
✓ Top End ✓ Great Barrier Reef
6. Listening for detail
5 mins.
Students listen to the podcast again and fill in the table.
(A)
1. Fill up your tank with petrol before going to the outback; 2. Take a spare container of fuel
(B)
1. Don’t leave without experiencing Aboriginal culture; 2. Do research to find a Great Barrier Reef tour which
suits you; 3. Respect the landscape at all times
©
1. Ignore them if you see them; 2. Don’t touch their webs; 3. Shake your shoes before putting them on
(D)
1. Wear sensible shoes; 2. Back away slowly; 3. Make noise and stamp your feet
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VISITING AUSTRALIA
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7. Vocabulary
10 mins.
Ensure pronunciation of target vocabulary is correct. Pay attention to the vowel sound in penal and lure. You may
wish to point out that convict is an example of a word where the syllable stress shifts when it is used as a verb:
convict (n), convict (v)
Part A
1. combine 2. copy 3. punishment 4. cruel
5. guilty 6. horror 7. bad 8. persuade
Part B
1. notorious 2. lure 3. merge 4. convict
5. gruesome 6. penal 7. harsh 8. replicas
8. Skimming for general understanding
5 mins.
Students should be encouraged to scan through the article quickly, so a strict time limit should be set for this task.
1. (D) The first Australians 2. (F) The beginnings of colonisation
3. © Prisoners and workers 4. (A) Gold rush!
9. Reading comprehension
10 mins.
Students answer the questions individually and then check in pairs before whole class feedback.
1. True - rock art that was painted thousands of years before the Egyptian pyramids were built.
2. Not given.
3. True - the first known landing.
4. False - You can tour a replica of Cook’s ship “Endeavour”.
5. False - Eighteen years after Cook’s landing, the first penal colony was established in New South Wales (1788).
6. Not given.
7. False - …evaded capture for years.
8. Not given.
10. Talking point
5-10mins.
Students discuss subjects from the article, podcast and video and talk about what they would like to see and do
if they visited Australia.
Project: 20 mins.
Optionally: You can have students prepare and present the project in addition to the discussion. Students could
do this individually or in pairs. You may also want to assign this for homework and have students present their
ideas in the following lesson.
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I want him to do a writing activity using the phrases and vocabulary learned in the lesson to investigate the the Australia II, 1983 winner of the America’s Cup. What do you suggest? How many words? Can you give me an example? He is a B1 student.

For a B1 student, a writing activity of around 150-200 words would be appropriate. This length allows the student to practice using the new vocabulary and phrases without feeling overwhelmed.

Here’s how you can structure the activity:

—

Homework Task: Investigate Australia II

Instructions:
1. Write a short essay about Australia II, the famous yacht that won the America’s Cup in 1983.
2. Use the new Australian vocabulary and phrases you learned in the lesson.
3. Your essay should be between 150-200 words.
4. Remember to include the following points:
- General information about Australia II.
- The significance of its victory in the America’s Cup.
- Any interesting facts about the yacht or the event.

Example:
Australia II is a famous yacht from Australia that won the America’s Cup in 1983. This victory was very significant because it ended the New York Yacht Club’s 132-year winning streak. Australia II was captained by John Bertrand and designed by Ben Lexcen. One unique feature of the yacht was its revolutionary winged keel, which made it faster and more maneuverable than other yachts.

The victory of Australia II was a huge event in Australia, and people celebrated it with great enthusiasm. Many Australians saw this win as a symbol of their country’s ability to compete on a global stage. The yacht is now considered an icon of Australian sports history and is displayed in the Western Australian Maritime Museum in Fremantle.

Learning about Australia II, its epic victory, and the joy it brought to Australians gives us a great understanding of the country’s rich sporting culture. G’day to all the heroes who made this possible and ta for the wonderful memories!

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Encourage your student to include at least three to five of the new vocabulary words or phrases from the lesson. Remind them to pay attention to the usage of terms like “g’day,” “mate,” “barbie,” “outback,” and others where they fit naturally within the context of their writing. This exercise not only helps them practice writing but also reinforces their understanding and usage of the new vocabulary.""

ok, give me a list of nouns , phrases, adjectives etc from the lesson to suggest to the student to use in the activity.