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Talking about your last Holiday

Tell a story about your last holiday.

1. Discuss
Discuss the following with a partner.

1. What is your favorite way to travel? Why?

2. How do you feel before a plane flight or long trip?

3. How do you feel about...

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turbulence? security checks? waiting in a line? airplane food?

2. Reading
A. Read about Ken’s first trip abroad.

My first trip abroad was to Auckland, New Zealand. It was about ten years ago and I went with three friends. Plane
tickets were very expensive, so before we went I got a part-time job at a restaurant to save money. It was a long flight,
about 12 hours from Japan, but it was relaxing and the food was surprisingly delicious. I was very excited, because it
was my first time abroad.

We stayed at a backpackers in the city center, because it was cheaper than a hotel.
Every morning, we went to the beach to relax and play volleyball with the local people
we met, then we went sightseeing in the afternoon. One friend and I went to Rotorua
city by bus, but two of my friends stayed in Auckland to spend more time there.

In Rotorua, we met a kind family and they took us to a rugby game, then we relaxed in
a hot spring and saw a huge geyser. We also watched a traditional Maori performance
and learned a lot about Maori culture. Then they invited us to stay with their family,
so we stayed with them for a few days. I really enjoyed my time there. It was a
fantastic trip and I want to return one day to see my new friends again!
Pohutu Geyser in Rotorua.

B. Answer the questions about Ken’s trip.

1. Who did Ken go to New Zealand with? 3. What did he do in Rotorua?

2. Who did he meet in New Zealand? 4. Did he enjoy his trip?

3. Linking Words
A. Review the linking words in bold in the story and complete the following.

1. To add information, use: 4. To talk about a reason, use:

2. To say what happens after, use: 5. To talk about a consequence, use:

3. To connect ideas that contrast, use:

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 B. Find and circle one more example of each linking word in the story.

C. Circle the correct alternative to complete the sentences.

1. It was my first time abroad, because / so I was very excited.

2. I didn’t eat the food on the plane, then / so / because it wasn’t delicious.

3. The food was terrible, so / then / but I was hungry when we landed.

4. I really enjoyed my time there, so / because / then I want to go back.

5. I went to a museum, then / so / because I had lunch with a friend.

6. The restaurant was fully booked, so / because we ate lunch in the park and / because / so it was wonderful.

4. Interview
A. Read the questions you might ask someone about a trip.

1. Where did you go? 4. What did you do before you left? 7. What did you do there?

2. When did you go there? 5. Why did you go there? 8. How did you feel?

3. Who did you go with? 6. How long did you stay? 9. How was your trip?

B. Complete the sentences about your last trip or use your imagination. Refer to the
questions above for help.

1. On my last trip, I went to

2. I went there (when)

3. I went there (with who)

4. Before I left, I

5. I went there because I wanted

6. I stayed for

7. I

8. I felt

9. My trip was

C. Ask your partner the questions in Part 4A. Respond with your answers in Part 4B.

5. Writing
Use the completed sentences in Part 4B to write a story about your last trip. Be sure to use
linking words and include how you felt.

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 Talking about your last Holiday
Level: Elementary: A2
Pre-Intermediate: A2+
Updated: Aug 19, 2022
Language: Function: Asking and answering questions. Explaining. Talking about the past.
Forms: Past forms.
Teaching time: 90 minutes.
Overview: Students read about a trip abroad and interview each other about their last holidays. Students will be able to use
linking words (and, so, but, because, and then) to write a narrative about their last holiday.

1. DISCUSS 4. I really enjoyed my time there, so I want to go back.

A warm up activity helps set the mood for the topic/lesson and 5. I went to a museum, then I had lunch with a friend.
is a good opportunity to assess students’ ability to generate 6. The restaurant was fully booked, so we ate lunch in the park
language as well as elicit target vocabulary used in the lesson. If and it was wonderful.
students struggle to engage with their partners, ask questions
to encourage participation. Allow a few minutes for students 4. INTERVIEW
to complete the activity and continue the conversation if
interesting. A. In pairs or as a class, students read the questions you might ask
someone about a trip. These are the questions used to generate
Elicit answers from students.
the answers in the following activity.
2. READING B. Individually, students complete the sentences about their last
trip. Students could use their imagination to complete the
A. In pairs, students take turns reading the story about Ken’s trip
activity. Answer any questions that arise as students work
abroad. Discuss any new vocabulary.
through the activity. Encourage students to provide concise
B. Individually or in pairs, students answer the questions about answers. They can expand and elaborate in the following writing
Ken’s trip. Students can compare their answers with a partner activity.
or check as a class.
C. In pairs, students check their sentences in Part 4B by asking
1. Ken went to New Zealand with three friends. the questions in Part 4A. Encourage students to continue the
2. He met local people and a family in Rotorua. conversation by asking follow-up questions if interesting.
3. He watched a rugby game, relaxed in a hot spring, saw a
5. WRITING
geyser, watched a performance, and learned about Maori
culture. In class or as a homework activity, students write a short
narrative about their last trip using their sentences in Part
4. Yes, he did. It was fantastic.
4B. Insist that students use the linking words reviewed in
this lesson. Assist students as they work through this activity.
3. LINKING WORDS Students can then present their story to the class. Have
A. Individually, students review the words in bold in the story and other students ask questions about the story to encourage
decide what each word is used for. Students can compare their conversation or discussion.
answers with a partner and discuss any differences or check
answers as a class.
1. To add information, use and.
2. To say what happens after, use then.
3. To connect ideas that contrast, use but.
4. To talk about a reason, use because.
5. To talk about a consequence, use so.

B. In pairs, students find more examples of each linking word

introduced in Part 3A. There are numerous so elicit examples as
a class.

C. Individually, students circle the correct alternative to complete

the sentence. Students can check their answers by taking turns
reading the sentences to a partner and discuss any differences.
Check the answers with the class.
1. It was my first time abroad, so I was very excited.
2. I didn’t eat the food on the plane, because it wasn’t
delicious.
3. The food was terrible, so I was hungry when we landed.

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