Travelling to an English-speaking country? 6 simple things you need to know

A woman with a backpack stood in a airport looking at one of the many boards
Reading time: 2 minutes

Regardless of where you’re travelling, it‘s definitely worth learning some basic English, and you won’t be alone: (20% of the world). Of course, if you’re visiting an English-speaking country like the United Kingdom, the United States, Canada, Australia or New Zealand, it’s especially useful to brush up on your English.

Here are six simple things you need to know when travelling to English-speaking countries:

Travel tips for English speaking countries
Play
Privacy and cookies

By watching, you agree app can share your viewership data for marketing and analytics for one year, revocable by deleting your cookies.

Be polite

It sounds obvious, but remembering to say ‘please’ and ‘thank you’ will help in most travel situations. British people are famously fond of their manners, so if you’re visiting the UK, it’s particularly important to make sure you “queue” behind everyone else.

Learn the currency

There are many ways to ask the price of something, but your wallet won’t be grateful if you don’t understand the reply. Take time to understand the slang words for money in the countries you’re visiting. For example, a $1 coin in Canada is referred to as a ‘loonie’, and in the U.S., a five-cent coin is almost always called a ‘nickel’.

Don’t rely on your smartphone for directions

Even if you have a smartphone, it’s easy to get lost in a foreign place. Local people will often know the quickest and cheapest routes to places and may even have some good sightseeing suggestions that you won’t find in a guidebook. If you don’t understand what they’re saying, don’t be embarrassed to ask them to speak slowly or repeat themselves.

Introduce yourself

If you like meeting new people while traveling, it’s important to know how to speak to them. You may have been taught that ‘How do you do?’ is a polite way to introduce yourself. In reality, most English speakers don’t use this phrase very often as it’s seen as old-fashioned and overly formal. It’s much better to say ‘pleased to meet you’ or ‘good to meet you’ when you’re meeting someone for the first time.

Even if you’re traveling to a non-English speaking country, having some knowledge of English is always useful. International airports, for example, almost always display their signage in English alongside the local language(s).

Don’t be afraid to ask about customs or etiquette

If you’re unsure about the proper etiquette in a given situation, don’t hesitate to ask. Locals will appreciate your effort and are usually happy to explain what’s appropriate. This can help you avoid any unintentional faux pas and make your interactions more pleasant and respectful. Even if its for simple things like, 'Where do I order at the bar?' or 'Where should I leave my wet umbrella?' are perfectly fine to ask.

Observe and adapt

When in a new environment, observing what others around you are doing can provide valuable clues about local etiquette and expected behavior. Whether it’s how people order food, navigate public transportation, or interact in social settings, taking cues from locals can help you blend in and avoid misunderstandings.

For example, if you see everyone standing on a certain side of public transport, there's probably a good reason for that which you can follow and blend in.

Equip yourself for a rewarding travel experience

By equipping yourself with these simple yet effective tips, you’ll not only navigate your travels more smoothly but also enrich your overall experience. Remember, the effort you put into learning and practicing English will be met with appreciation and open doors to new opportunities and friendships. Safe travels.

Read our posts 'Essential English phrases to blend in like a local on your holiday' and 'Language learning tips for international students'

More blogs from app

  • A teacher sat at the front of the class holding a book reading it to a class of young children who are sat on the floor

    Romantic Readers and classroom ideas to celebrate Valentine’s day

    By Iram Ahmed
    Reading time: 3 minutes

    Love is in the air on February 14th, with hearts, red roses and boxes of chocolates everywhere. We’re all set for the big day, and to help you prepare as well, here are six of our favorite love stories for learners of all ages and levels. There are also plenty of fun ideas for your classroom.

    1.Cinderella(Level 1)

    Poor Cinderella lives with her stepmother and two horrible stepsisters. They treat her badly, making her cook and clean, while they relax and wear beautiful clothes. However, one night, Cinderella gets the chance to sneak away and attend a fabulous ball. She meets a handsome prince…but must run away before he discovers her true identity. With only a glass shoe to help him, will the prince ever find Cinderella?

    How to use this Reader in class:

    It’s no surprise that the story has a happy ending. After reading the story, have the learners draw a picture and write about Cinderella’s new life in the castle, with her loving new family.

    2.Lady and the Tramp(Level 3)

    This classic Disney story tells the tale of two young dogs who come from different backgrounds. Lady lives in a house while Tramp lives on the street. However, one day, Lady is forced to leave the house and the life she knows. Tramp teaches her about life on the streets and the two dogs fall in love… but with the dog-catcher always chasing them, will the story have a happy ending?

    How to use this reader in class:

    After reading the story, why not watch the animated version with your students? They can choose their favorite character from the movie and write a description of them.

    Looking for more romantic Readers for young learners? How aboutThe Little Mermaid(Level 2) orAladdin(Level 5)? There’s something for everyonein our catalog.

    3.Pirates of the Caribbean: The Curse of the Black Pearl(Level 2)

    If your teenagers are looking for more adventure than romance, this Reader has both. Follow crazy Jack Sparrow, handsome Will and brave Elizabeth as they fight pirates and uncover the curse of the Black Pearl. But will Elizabeth and Will survive the dangerous life on the seven seas?

    How to use this Reader in class:

    After reading the story, why not ask your students to write a review of it? It’s a great way for them to summarize the plot and share their opinion.

    4.Pride and Prejudice(Level 5)

    A timeless classic,Pride and Prejudicetells the story of young Elizabeth Bennett. As the oldest daughters in a family of five, she and her sister Jane are both expected to find good husbands and marry soon. But will Elizabeth find love, or will no man be good enough for her?

    How to use this Reader in class:

    While reading the story, learners can keep a diary, writing entries in the voice of Elizabeth Bennett. This helps them to demonstrate their understanding of the novel and encourages them to have a more empathetic reaction to the story’s heroine. They can either write the diary entries using typical language from Jane Austen’s day, or updating it to more modern language.

    Here’s an example:

    I had the ‘pleasure’ of meeting Mr Darcy today and found him rather rude and reserved. I imagine he feels this country life is inferior and that the locals are uncultured simpletons!

    or

    Met Mr Darcy today – what a stuck-up dork! He just stood there, looking down his nose at everyone… you can see he thinks he’s better than us locals.

    If you think your teenage learners would enjoy a different modern or classic tale of romance, check out our readers. There are plenty to choose from, includingRomeo and Juliet(Level 3),Love Actually(Level 4) andMadame Bovary(Level 6).

    5.Tales from the Arabian Nights(Level 2)

    What would you do if you needed to fascinate a king to save your life? This is the problem Sheherezade faces when she marries a king who has killed all his previous wives. So she tells her new husband exciting, mesmerizing stories every night and always ends the tale with the king wanting to hear more. She tells him stories of adventure, love and mystery… and you can read her stories too in this Level 2 Reader.

    How to use this reader in class:

    After reading the book, have students vote on their favorite story from Sheherezade. They can then work in groups to present a short play of one of the stories, working together to write a short script.

    6.Wuthering Heights(Level 5)

    Unfortunately, the path of true love isn’t always easy. Set in 19th Century Yorkshire, this tragic romance follows the story of Catherine and Heathcliff. The two childhood friends grow up together very closely. However, although she loves him deeply, Catherine can’t marry Heathcliff because of his lower social status. Instead, she marries another man, Edgar. How will Heathcliff react to this news? Will Catherine and Edgar be happy together?

    How to use this reader in class:

    At one point inWuthering Heights, Heathcliff runs away from home because he thinks Catherine is embarrassed by him and doesn’t love him. Have the learners write a letter from Catherine to Heathcliff at that point, expressing her regrets about why they can’t be together. It provides students with the opportunity to use phrases such asIf only…,I wish…andI should have…whilst demonstrating their understanding of the novel so far.

    If Yorkshire moors and Arabian nights aren’t quite what your students are looking for, there are more tales of romance on our site. Choose from modern-day love stories such asNotting Hill(Level 3) andLisa in London(Level 1) or classics likeAnna Karenina(Level 6) andPersuasion(Level 2).

    If you enjoyed this post here are some more practical posts to get your students engaged in reading, 'How to bring Shakespeare to life in the classroom'and 'How to motivate reluctant readers'.

  • Two people playing video games on the sofa together

    How video games help language learning

    By
    Reading time: 6 minutes

    The evolution of video games and global connectivity

    Video games have come a long way since their inception in the late 20th century. From the simple pixelated screens of 'Pong' and 'Space Invaders', we've entered an era where video games are complex, immersive and incredibly detailed. The evolution of video games has not only been technological but also cultural.

    With the rise of the internet and online gaming, players from different corners of the world can now connect, collaborate and compete in real-time. This global connectivity has transformed video games into a social platform, where language barriers are often encountered and interestingly, overcome.

  • A teacher sat with a student at his desk, the student is writing and the teacher is looking at him doing this smiling.

    7 ways to individualize your teaching

    By Andrew Walkley
    Reading time: 4 minutes

    There's no denying that tailoring your teaching to individual students is an effective strategy. However, many teachers struggle with finding the time to include teaching moments which address an individual learner's specific needs. So, what's the best way to create an individualized classroom? Andrew Walkley, co-author of Roadmap, explains the benefits of this approach and shares some techniques to ensure that every student gets the most out of your lessons.

    The best of both worlds?

    First of all, what does individualized teaching mean? It's the concept that students will learn most effectively when the activity is specific to their needs and the language they are using is appropriate for their level. This concept is sometimes seen in opposition to coursebooks and class-based learning, where students are all expected to follow the same syllabus. However, class syllabuses and coursebooks have the following benefits:

    • Providing students with common goals
    • Encouraging learners to follow an unfamiliar topic that then opens new doors of learning
    • The learning opportunities in peer-to-peer explanation

    When we talk about individualized teaching in the classroom, we want to exploit the benefits of learning together while also providing opportunities for more individualized development. So, how can you, as a teacher, combine the two approaches?

    1. Involve students in choosing your route

    All classroom groups are different and made up of people from different age groups with distinct needs and interests. Roadmap can help in two ways:

    1. There is a fast and slow track. The fast track focuses on language input and speaking. The slow track has additional skills lessons at the back of the book that are thematically linked to the corresponding fast track lesson.
    2. Each lesson has a clear goal and final task. For shorter courses, get each student to choose three tasks they would definitely like to do. Based on the results, you can prioritize those lessons.

    At the start of the course, make a point of asking about students' learning priorities and then plan accordingly. Once you've completed an input and speaking lesson, you can ask the students if they want to further explore the topic through the skills lesson.

    2. Make use of tasks

    Open tasks, where students exchange their own ideas in a meaningful way, are a key part of individualized lessons. In essence, they are self-differentiating because each student will attempt to complete the task using whatever language they are able to use. In Roadmap, each of the main lessons ends with a clear task connected to a Global Scale of English (GSE) can-do statement. However, there are also lots of other speaking opportunities without a 'speaking' label (under vocabulary or reading, etc.), as well as the conversation that typically occurs in any lesson, all of which can be treated as open tasks.

    3. Give individualized feedback and then share it

    In a group setting, it's impossible to give individual feedback on every single task. However, you can give individual attention to different people throughout the lesson. Make yourself available to give students the language they need as it arises during an activity. Then, when they've completed the task, write some of these examples on the board, but leave a gap for the keywords. Elicit these keywords from other members of the class. If they can't get it, ask the student(s) you helped to explain the missing language. You might then repeat the task, but this time, pay attention to a new group.

    4. Check what vocabulary students know

    All coursebook writers and teachers make choices about what vocabulary to introduce to students. In the case of Roadmap we are guided by the GSE and teachers might like to experiment themselves using the GSE Teacher Toolkit. However, all students will have their own lexicons. You can individualize learning better by asking students to rate the words you aim to cover in a unit according to whether they know them or not. For example, 1 = it's completely new, 2 = the meaning is familiar but I don't use it, 3 = this is part of my productive vocabulary.

    5. Get students to create their own word lists and cards

    This knowledge will enable you to encourage students to focus on their individual vocabulary needs. They can reinforce learning by developing a word list or making flashcards using a web tool such as Quizlet. For new words they may have a word/collocation with an L1 translation.

    With familiar vocabulary, they could have cards with a keyword on one side and varied collocations or common examples on the other (also in English). It's worth setting aside some time in class to do this at the start of a course. If your students are engaged and motivated, it can become a regular discipline for learning new vocabulary.

    6. Ask more open questions about usage, not just meaning

    When we do vocabulary tasks from the course material in class, we can use open questions to individualize learning with the following two techniques. Firstly, as you go through the answers, rather than going in order 1 to 8, you can nominate people to give the answer that they're most unsure of and want to check. Secondly, we can ask the rest of the class open questions which focus on how words are used. For example, take these questions from different vocabulary exercises in Roadmap B1+:

    • What (other) things might you spill?
    • Why might a character in a series be killed off?
    • What (else) can you describe as reliable?
    • What can someone do to stay calm?

    You could also ask questions such as, "What's the opposite of staying calm?" or "What might you say if you spilled something?"

    When you ask these questions, you are checking meaning, but more importantly, you are also pushing students to reveal how well they know a word. Do they know the collocations of spill and reliable? Do they have the other language they might need to talk about the aspects of a TV series or help someone who is in a panic? You can then encourage students to choose how much of this potentially new language they want to add to their word lists.

    7. Provide open homework tasks and make time to share the results

    Homework is another opportunity to individualize learning. Give students a wide choice of tasks based on the material of the course or beyond, for example:

    • Choose any number of exercises they want to do from workbook material
    • Find and read one article they are interested in (in L1 or L2)
    • Write five things they want to learn how to say in English (perhaps using Google Translate)
    • Write up an interesting conversation they had in English (the conversation could be originally in L1 or L2)

    Whatever task they choose, the key is to dedicate some classroom time to discussing which homework task they did and why. Encourage them to explain their answers and what they learned through the task, and whether or not they would choose to do a similar task again.

    For a more detailed introduction on how you can individualize your teaching, check out Andrew's webinar: