Sum up the content of the text in six sentences.
Explain the following:
Snorkeling 
плавать под водой с маской и трубкой, wind-surfing; "undiscovered" spots (comment on the inverted commas); escapist hideouts; one way around the problem is to make do with just talking about it; a claustrophobic city
Answer the following questions:
1. In what sense are the words "escape" and "escapist" used in the text? 2. What is the author's idea of a holiday? 3. To what way of holiday-making is it opposed in the article? 4. Why do some people exp'ose themselves to all kinds of strenuous and dangerous activities on their holidays? 5. Why does the author refer to them as "travel snobs"? 6. What does the author mean by "holiday heroes"? 7. Do you share the author's sarcastic attitude to holiday heroes? Probably, they are genuine heroes? 8. Is the phenomenon described in the article as "travel snobbery" typical only of the foreign countries? Have you met (or, at least, read about) any travel snobs?
Debate the following in pairs or in teams.
What is the best way of spending a holiday? Lying on a beach ? Splashing in a lake ? Walking in a forest ? Sightseeing in new and unfamiliar places? Going abroad and seeing sights i in a foreign country? Going abroad and rushing from shop to shop?
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Trying to cross the Atlantic in a small boat? Climbing the undiscovered peaks of the Pamirs? Trying to reach the North Pole on foot?
Work out the arguments by yourselves and don't be too serious: it is a humorous discussion.
IV. Arrange discussions and round-table talks on the following.
1. Travel as I see it.
2. Tourism 
as organized travelling: advantages and inconven iences.
3. Modern ways of travel.
4. Environmental protection as a crucial problem of today.
5. The best way to spend a holiday.
6. The educational value of travelling.
7. Love of nature as an essential part of a child's upbringing.
INSIGHT INTO PROFESSION INTRODUCING
THE UNEXPECTED INTO THE CLASSROOM
Talking Points:
1. Every teacher is advised to have something "up his sleeve" in case the lesson (sometimes a carefully planned lesson!) falls flat. What kind of material do you think should be held back in reserve for this kind of situation?
2. What do you think of language games to be introduced unex pectedly into the classroom?
3. What other techniques and materials do you think can be used to motivate 
стимулировать children to learn?
I. The following is a description of a number of language games that can be introduced into the teaching-learning process, a) Read the text and be ready to describe each language game to the other members of the class:
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