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GENERAL ENGLISH · GENERAL ISSUES · INTERMEDIATE (B1-B2)

VISITING
PERU
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1 Warm up

Look at the questions about Peru, select the correct answer and then discuss the questions below
with your partner.

1. What is the capital city of Peru?

a. Caracas b. Lima c. Santiago

2. What currency is used in Peru?

a. Real b. Sol c. Peso

3. Which mountain range passes through Peru?

a. The Andes b. The Himalayas c. The Atlas Mountains

4. What unusual gift do Peruvians give each other at New Year?

a. yellow underpants b. purple socks c. orange shoelaces

5. Three quarters of the world’s population of which animal, lives in Peru?

a. alpacas b. reindeer c. moose

6. Which vegetable originated in Peru?

a. tomato b. carrot c. potato

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2 Visual guide

Look at the list below and tell your partner if you have heard of any of these things. Watch the video
and put a tick beside the ones that you see.

1. Typical Peruvian clothes

2. Llamas

3. Quechua people playing instruments

4. Moray depression

5. Plaza de Armas in Cusco

6. Peruvian fabric street shops

7. Machu Picchu

8. Lima

9. Boats at Puerto Maldonado

10. Colca Canyon

11. Street violinist

12. Tourist group near Candelabra

13. Rainbow Mountain

14. Humantay Lake

Answer the following questions.

1. Do you know anything else about Peru? Tell your partner.

2. Are there any similarities between Peru and where you come from?
3. Would you like to travel to or live in Peru in the future?

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3 Vocabulary 1

You are going to watch the video of Peru again, but this time with sound. Before we watch it, match
the words taken from the video to the definitions.

1. delightful (adj.) a. experienced something new or unknown

2. encountered (n) b. a long hard walk usually through the mountains, the
jungle, etc.
3. purpose (n) c. very excited and happy

4. enigma (n) d. very enjoyable, really pleasant

5. trek (v) e. something or someone that is difficult to understand

6. highlight (n) f. more than usual, more than others

7. grazing (v) g. the best part of something

8. thrilled (adj.) h. eating grass that is growing in a field

9. particularly (adv.) i. the aim or function of something

4 Listening for details

Watch the video and answer these questions.

Video

1. After leaving Lima what was the speaker "thrilled with"?

2. Why did the Incans construct Moray?

3. How did the speaker get to Machu Picchu?

4. What was the speaker’s biggest highlight?

Audio

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5 Writing

Think back to the video and write a two-sentence summary, then compare it with your partner.
Summary writing can help you with evaluating, observing, and paraphrasing.

A trip to Peru

My first trip to Peru was perhaps the greatest experience of my life, right from the very start
I was hypnotized by the country and its people. Wandering around the streets of Lima my
ears were charmed by the sounds of a street violinist I came across on the delightful Plaza de
Armas Cusco.
As I left Lima and travelled around the country, I was thrilled with the examples of Incan
history I encountered. When I entered the Sacred Valley, I was able to get a bird’s eye view
of the Incan ruins of Moray. The ruins looked to be made up of three circles and the thing
about Moray is that nobody is quite sure what its purpose was, it is quite the enigma.
Of course, the main reason I went to Peru was to see the world-famous Machu Picchu,
which was not a disappointment. I chose to go on the 4-day Inca jungle trek which was such a
great experience and I got to cycle, hike and go rafting all the way until I got to Machu Picchu
itself. Perhaps my greatest highlight was when I got to observe a group of wild llamas gently
grazing, they seemed to be completely unaware of our presence, but I was thrilled. So, I have
to tell you that if you ever get the chance to visit Peru and particularly the “Lost City of the
Incas” then you need to jump at it.
sources: perufoless.com, findlocaltrips.com

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6 Vocabulary 2

Part A: Match the following vocabulary to the definitions.

Group 1

1. intrigued (v) a. very interested in something or by somebody

2. enlightening (adj.) b. be attracted or pulled towards something

3. drawn (v) c. full of people moving about in a busy manner

4. conquerors (n) d. giving information to improve understanding

5. bustling (adj.) e. a group of people who conquer, take over a place

Group 2

1. colonial (adj.) a. manmade objects that are important culturally or

historically
2. artifacts (n) b. bad and making you feel scared or shocked

3. horrific (adj.) c. making people think seriously about something

4. compelling (adj.) d. something that keeps your attention because it is

exciting
5. thought-provoking (adj.) e. connected with a country that controls another country

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Part B: Now fill in the gaps using a word from Part A. You may need to change the form of the word.

1. The treatment of battery-farmed chickens was shown to be incredibly .

2. The documentary I watched last night about the unsolved murder case was so .

3. He was by aliens and whether there were aliens living among us.

4. The presentation Sarah gave about global warming was definitely and it really
gave me something to think about.

5. I was into the world of banking by the promise of a huge salary.

6. Every summer when they host the Summer Fete, the park becomes a market.

7. The team had been searching for Roman for about a year and a half, but they still
hadn’t found anything.

8. It was an book, and it made her look at everything differently.

9. The played the game differently and had already taken half of his land.

10. The influences are still felt all over Malaysia and you can see English signs and
posters everywhere.

7 Skimming for general understanding

You are going to read about the history of Peru through a tour around some of the important historic
sites in the country. Match the following titles to the article paragraphs (A-E) on page seven. Two of
the titles are not needed.

• Fight for freedom

• Growing through others
• Living a long life in Lima
• History through the ages
• Trapped with no escape
• Incredible Incans
• Modern misery

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A Historical Tour of Peru

Learning about a country through its past

A.

Located in the western part of South America, Peru ranks as the third largest country in the continent, and it has
its own distinct historical story to tell. Whether you are intrigued by the ancient tales of the Incas, the battle
for independence or more recently the deadly campaign of Shining Path, your trip around Peru to take in some
historic sites is an enlightening way to see this complex country.

B.

When it comes to Incan history the mind naturally gets drawn to Machu Picchu, however there are plenty more
sites that are worthy of your time. One such site is the fortress town of Pisac which historians believe was
constructed by the Incan emperor Pachacuti sometime before 1440. The most eye-catching structures include
the royal baths complex, the Temple of Sun and the Temple of Heaven. It is believed Pachacuti used it as a place
to relax between military campaigns but when the Spanish conquerors arrived in 1530 they destroyed the town.
40 years later the town was rebuilt and is now a bustling little town with a lively and colorful market.

C.

Peru was under the control of the Spanish from the 16th century, and life under Spanish rule was not one in
which the majority of Peruvians were happy. In 1811, the Peruvian Wars of Independence began and in 1820
Peru declared itself free from Spain. If you travel to the coastal town of Trujillo you can visit the Casa de la
Emancipación which became the home of Peru’s first independent government in 1820. At present, the colonial
era house is run as a museum and houses several historical documents and cultural artifacts that refer to the
period. Seasonal exhibitions and live music events make the trip well worth your while.

D.

One of the darkest periods of Peru’s modern history surrounds the violent campaigns of Shining Path, a communist
guerrilla group who were primarily active in the 1980s and 90s. If you want to learn more about this horrific but
compelling area of Peruvian history then you should take a trip to the stunning highland town of Ayacucho. The
33 wonderful churches and the cosy Plaza de Armas may distract you from the fact that the town was once the
base for Shining Path. To learn more about the group take time to walk around the Museo de la Memoria which is
dedicated to telling the story of the controversial group. Inside the museum you can listen to eye-witness accounts
of the deadly time while taking in the simple but thought-provoking displays.

E.

Peru is a country that offers so much to the visitor, but it is also a country that has gone through so many battles
and if you allow yourself to learn about what ordinary Peruvians have faced you might just learn something about
yourself too.

sources: veloso.com, historyhit.com, lonelyplanet.com

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8 Reading comprehension

Read the sentences and decide if they are true (T), false (F) or not given (NG). Give reasons for your
answers.

1. Peru has a history that is similar to many other countries.

2. Machu Picchu is not the only Incan ruin worth visiting.

3. The Incans traveled to Peru from different places.

4. Most people in Peru did not enjoy being ruled by the Spanish.

5. Seasonal exhibitions at Casa de la Emancipación are not interesting.

6. There have been a number of communist groups fighting in Peru.

7. Shining Path campaigns were most visible during a period that covered two decades.

8. In the Museo de la Memoria you can hear from people who were present when Shining Path was
most active.

9 Talking point

Look at the questions and discuss them with your partner.

1. Do you know anybody who has been to Peru? If not, would you like to go there someday?
2. What was the most interesting thing that you read in the article? Which of the places would you
like to go to the most?
3. Are you interested in history? What can we learn from it?
4. Do you think that museums are important places to have in a city?

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10 Optional extension / homework

Look at the two texts about famous places in Lima. Complete each one with the vocabulary in the
box. Once you have completed and checked your text, summarize your paragraph for your partner.
Use different vocabulary as this will develop your ability to paraphrase.

hub / classy / neighborhoods / green / fortune

A. Mira Flores

1
Within Lima, Mira Flores is one of the more expensive to live in. However,
it also contains some of the best bars, restaurants and shops in the capital. The social
2 3
is Kennedy Park- a place in which you could easily spend a
4
on fine dining and wines. Kenny Park is also an area that is incredibly
5
so if you don’t want to spend a penny it offers the perfect location for
some people watching.

trendy / port / creative / transformations / hip

B. Barranco

Barranco has become one of the most-loved areas of Lima and is home to several artists and
1 2
types. Originally a small filled with fisherman returning from
3
shore, Barranco has gone through plenty of different over the years. These
4
days the location has streets that are lined with funky mansions, decorated
5
by one-of-a-kind street art and inhabited by Peruvians wandering down little
alleyways looking for Lima’s next, best- kept secrets.

Discuss the following questions with your partner.

1. Which of the two locations interests you the most?

2. Are you a fan of nightlife? What do you think a night out in Lima would be like?
3. Are there any areas in your city that are similar to the two we have just read about?

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Transcripts

4. Listening for details

Speaker: My first trip to Peru was perhaps the greatest experience of my life, right from the very
start I was hypnotized by the country and its people. Wandering around the streets of Lima
my ears were charmed by the sounds of a street violinist I came across on the delightful
Plaza de Armas Cusco.

Speaker: As I left Lima and traveled around the country, I was thrilled with the examples of Incan
history I encountered. When I entered the Sacred Valley, I was able to get a bird’s eye view
of the Incan ruins of Moray. The ruins looked to be made up of three circles and the thing
about Moray is that nobody is quite sure what its purpose was, it is quite the enigma.

Speaker: Of course, the main reason I went to Peru was to see the world-famous Machu Picchu,
which was not a disappointment. I chose to go on the 4-day Inca jungle trek which was
such a great experience and I got to cycle, hike and go rafting all the way until I got to
Machu Picchu itself.

Speaker: Perhaps my greatest highlight was when I got to observe a group of wild llamas gently
grazing, they seemed to be completely unaware of our presence, but I was thrilled. So, I
have to tell you that if you ever get the chance to visit Peru and particularly the “Lost City
of the Incas” then you need to jump at it.

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Key

1. Warm up

5 mins.
This gives the teacher an opportunity to set the context and allows the students time to talk about their previous
knowledge in relation to Peru. They then share their knowledge with their partners.

1. b. 2. b. 3. a. 4. a. 5. a. 6. c.

2. Visual guide

10 mins.
In this stage, students will be able to watch a video that covers different aspects of Peru. Ask the students to first
discuss if they know anything about the items below and then ask them to watch the video (without sound) and
put a tick beside the ones they see. Students compare answers with a partner and then discuss Peru.
Some information about Peru:
Population - roughly 33 million.
Weather - hot and humid throughout the year although the temperature in the south can vary from 55°F to 60°F.
Peru is bordered by five countries (Bolivia, Brazil, Chile, Colombia and Ecuador).
Important places - Lima (the capital), Machu Picchu, Arequipa.
Peruvian wildlife - jaguar, hummingbird, alpacas, llamas.
Peruvian food - ceviche, lomo saltado (stir fried beef), aji de gallina (creamy chicken).
The currency is the Sol.

2. ✓ Llamas 4. ✓ Moray depression

5. ✓ Plaza de Armas in Cusco 7. ✓ Machu Picchu
8. ✓ Lima 9. ✓ Boats at Puerto Maldonado
11. ✓ Street violinist 12. ✓ Tourist group near Candelabra

3. Vocabulary 1

5 mins.
Ensure students can correctly pronounce the target vocabulary. Ask them to complete the task by themselves
firstly and then compare answers with a partner.

1. → d. 2. → a. 3. → i. 4. → e. 5. → b.
6. → g. 7. → h. 8. → c. 9. → f.

4. Listening for details

5 mins.
Tell students to read through the questions, watch the video and then answer the four questions, comparing their
answers with their partners afterwards.

1. "...the examples of Incan history..."

2. "...nobody is quite sure what the purpose is..."

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3. "...4 day Inca jungle trek..."

4. "...when I got to observe a group of wild llamas..."

5. Writing

5 -10 mins.
Ask the students to think back to the video and then write a summary of what they heard. Explain to students the
concept of paraphrasing and how it can also benefit their speaking fluency to have a more flexible vocabulary.
Text sources:
https://www.peruforless.com/blog/moray/
https://en.wikipedia.org/wiki/Machu_Picchu
https://www.findlocaltrips.com/tour-details/inca-jungle-trek-4days-3nights-rasgos-del-peru
https://www.peruhop.com/

6. Vocabulary 2

10 mins.
Ensure students can correctly pronounce the target vocabulary. Ask them to complete the task by themselves
first and then compare answers with a partner.
Group 1

1. → a. 2. → d. 3. → b. 4. → e. 5. → c.
Group 2

1. → e. 2. → a. 3. → b. 4. → d. 5. → c.
Part B

1. horrific 2. compelling
3. intrigued 4. thought-provoking
5. drawn 6. bustling
7. artifacts 8. enlightening
9. conquerors 10. colonial

7. Skimming for general understanding

5 mins.
Students should be encouraged to skim through the article and not to spend too much time reading, perhaps set
a time limit if your group of learners are comfortable with it.

A. History through the ages

B. Incredible Incans
C. Fight for freedom
D. Modern misery
E. Growing through others
Titles not needed:
Living a long life in Lima; Trapped with no escape
Article sources:
veloso.com - 10 best Inca Ruins & Archaeological Sites to Visit

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wikipedia.org - Písac | History

historyhit.com - Casa de la Emancipacion
lonelyplanet.com - Museo de la Memoria. Top choice in Ayacucho
theculturetrip.com - Top 7 Things to See and Do in Ayacucho, Peru

8. Reading comprehension

10 mins.
Students now read the article in more detail and answer the questions individually. They can then check in pairs
before the whole class feedback.

1. F - "...its own distinct historical story to tell..."

2. T - "...plenty more sites that are worthy of your time..."
3. Not given
4. T - "...not one in which the majority of Peruvians were happy."
5. F - "...make the trip worthwhile..."
6. Not given
7. T - "...primarily active in the 1980s and 90s..."
8. T - "...you can listen to eye-witness accounts..."

9. Talking point

5 mins.
Students discuss subjects from the article and video and share their opinions with each other about Peru, they
also link it to their own country.

10. Optional extension / homework

15 - 20 mins.
The task below can be done in class or set for homework.
First, ask the students to complete the text using the words from the word bank. Then put students into pairs
and provide each student with either text, A or B. The students read through their text and then tell their partner
about their paragraph.
Try to make sure the students use their own words when telling their classmates about their paragraphs.
Text A

1. neighborhoods
2. hub
3. fortune
4. classy
5. green
Text B

1. creative
2. port
3. transformations
4. hip
5. trendy

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