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Focus on colloquial language), you may 
want to encourage students to try and work out the meanings 
from context of other words, such as benign in paragraph 4.
6 Discuss this question as a whole class.
Focus on … colloquial language
Get students to do the exercises, and then ask them if they 
know any other colloquial words. Alternatively, give them a few 
examples, e.g. brolly (umbrella), crooked (dishonest), guzzle 
(eat/drink quickly, eagerly and in large amounts), pal (friend), 
pest
(annoying person), and ask them to fi nd out their neutral 
equivalents.
PHOTOCOPIABLE
 
© Cambridge University Press 2008
More activities
1 Students could write six true or false sentences based 
on the text. They then exchange their sentences with a 
partner and decide if their classmate’s sentences are true 
or false.
2 Students can fi nd out more about New Zealand on the 
New Zealand Tourism Board website www.purenz.com. 
Ask students to look at the Health section on New Zealand 
in the chapter entitled Basics on the Rough Guides 
website www.roughguides.com to fi nd out about two 
more health hazards which are mentioned.
B
Top Tips: Healthy Travel Advice
1 Get students to answer the questions in pairs. Elicit that Food 
and Water
and Accidents and Crime were not mentioned in 
the guidebook because these do not pose major problems 
for visitors to New Zealand.
2 Students can discuss what they already know before they 
read the text – either in small groups or as a class.
3 Get students to check their answers to Exercise 2 by reading 
the text. Ask students if only passengers on long-haul fl ights 
are at risk of getting DVT (no). Elicit or explain that anyone 
who spends much of their day sitting down – offi ce workers, 
for example – is at risk.