Around the World in 80 Days

A classroom web-quest project.


  • travel vocabulary
  • tourism vocabulary
  • reporting and presenting
  • dealing with unknown words in context


  • Intermediate learners and higher (CEFR B1-C2)
  • Ages 12+


You will need:

  • 120 mins. minimum
  • an internet-enabled iPad, tablet or PC per pair.
  • One itinerary print out per student.
  • One presentation card per student (the file below has 12)

  1. Put students in groups and ask them to list the names of the countries they have visited.  Who’s visited the most countries?  Continents? (5-10 mins.)
  2. Ask students to report the most exotic countries.  Ask students which places/cities/countries they’d most like to visit.
  3. Tell them that they are going to organise a round the world trip.  The only rules are: 1) The trip must go around the world, starting and finishing in the same place.  2) There must be 10 stops on the trip. 3) They must research 2 unique activities that they can do in each place. 4) The journey must take no longer than 80 days in total. 5) (optional for higher levels) The trip must have a theme (i.e. Surf Around the World, a Ghostly World Tour, See the Seven Wonders, etc.)
  4. Issue each group (2-3 students) with an itinerary (all downloads below) and an internet-enabled device.
  5. When researching, encourage them to use the English-language version of the official tourism websites of the places they want to visit.  Get them to note down any interesting vocabulary they discover.  Each member of the group will need a copy of the itinerary and supporting notes.  (60 mins.)
  6. If technology permits, allow students 15 minutes to prepare visuals for their presentation.
  7. Re-group students into 2-3 groups, so that one member of each planning group is in each.  Before they present, issue the presentation handout so that each student has 1 table.  Sit the groups so that they are set apart from the other groups and so they can make use of their pre-prepared visuals.
  8. Each student presents their tour.  Other students listen to see if they can hear any information which relates to the 4 items on their presentation handout.  The first student to take notes on all 4 criteria calls “bingo!”.
  9. At the end of the presentations, students return to their original pairs and they report the notes they made to their partner.


  • Students can start to lose track of time and get distracted when doing the research.  Make sure to give them frequent time warnings.
  • When monitoring, ask students about some of the words that are appearing on their screens, especially where the context is helpful.
  • Younger learners will need extremely close monitoring to keep them on task.


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