Chapter 11 – A travel emergency and an instructive English lesson

Chapter 11 of “Emma and Lucas – A Journey to Australia” is a tense and carefully structured chapter that focuses on emergency language, body vocabulary, and calm communication in a stressful situation. The chapter highlights one of the things which can go wrong on the plane. The scene takes place during the twins’ flight to Sydney, when an unexpected medical emergency interrupts their journey.

The dominant vocabulary relates strongly to the human body and visible physical symptoms. We read that the man’s lips are “slightly blue” and that his chest is “barely moving.” These are simple descriptive phrases, yet they create a clear and worrying image. The language is accessible, using common words, but the emotional impact is strong. For students studying English as a foreign language, this is very effective because it demonstrates how everyday words can describe dramatic events.

“Chapter 11 takes place during Emma and Lucas’ flight to Sydney, when an unexpected medical emergency interrupts their journey…”

Action words and clear, direct communication in an emergency

Action verbs also feature in the chapter. Lucas “fumbles” for his phone, the paramedic “shines” a light, and the man later “gasps for breath.” These kinds of verbs are practical and frequently used in daily English, but here they are placed in an urgent context. Students are exposed to language connected to movement, reaction, and physical response.

The chapter also useful medical vocabulary, including “paramedic,” “patient,” and “obstruction.” These words introduce learners to some health-related English words without becoming too technical. The dialogue remains short and realistic. The instruction “I need a torch!” reflects how people speak (or should speak) in emergencies — direct and clear. Later, advice about visiting a hospital models real-world travel language that learners may one day encounter themselves.

“Students are exposed to language connected to movement, reaction, and physical response…”

Cultural elements appear through expressions such as “No worries,” a very common Australian phrase. Gratitude is expressed warmly, and professional reassurance is delivered in calm, measured sentences.

The themes of the chapter include quick thinking, responsibility, leadership, competence, kindness and appreciation. Lucas is described as “wide-eyed,” showing his emotional reaction, yet he still acts to help.

Overall, the chapter combines simple body vocabulary, emergency expressions, and a sample of Australian cultural language, making it yet another interesting and educational chapter for our students to study and discuss with their Reality English Coaching tutor.

Below you can watch a short preview of Chapter 11 with subtitles.

Chapter 10 – What can go wrong on a plane flight from Shenzhen to Sydney?

In Chapter 10 of Emma and Lucas – A Journey to Australia Lucas and his twin sister Emma experience one of the things that can go wrong on the plane – and perhaps not what our students were expecting…

Air-travel is one of those topics which evokes very different emotions in different people. The awareness that you are flying at almost 1000 km/h many kilometers above the surface of the earth or ocean makes many passengers feel nervous, while others think nothing of it. Statistically speaking, most travellers will never experience a mechanical failure during air travel in their lifetime. However, for many passengers, there is something other than the physical safety aspect which makes them a bit apprehensive. The fact is, when you travel by air, you cannot choose your fellow passengers. On an aeroplane, you are exposed (for better or worse) to the actions, behaviours and incidents relating to other passengers. And obviously if things get awkward or uncomfortable, there is no escaping the plane during mid-flight.  Being able to communicate confidently in English may turn out to be highly beneficial if you find yourself dealing with an unexpected emergency when you travel overseas.

“On their direct flight from Shenzhen to Sydney, Lucas and Emma experience one of the things that can go wrong on an aeroplane flight…”

Medical emergency on the international flight

An excerpt from Chapter 10 reads as follows: “Lucas looks down, and sees a man lying on the floor. The man appears to be middle-aged. He is wearing dark trousers, and a thin, light brown jacket. Lucas stares at him, shocked. The man’s eyes are wide open. It seems that he is not breathing…”

Airline staff are of course trained to deal with medical emergencies, but for the person who first becomes aware of such an incident it can still be a confronting experience.

The rest of Chapter 10 deals with Lucas’ initial response to the incident and the events which immediately follow. Lucas’ prompt response clearly implies that his decision to learn English before he travelled is already paying off. Students are also introduced to English expressions such as a passenger “racing” (i.e. running as quickly as he can) down the aisle to assist, and the “paramedic” who thankfully volunteers to assist.

Here you can listen to a preview of Chapter 10.

Chapter 9 – Focus on some common, everyday item words in English

Chapter 9 of Emma and Lucas – A Journey to Australia helps our students to become familiar with some of the most common everyday item words in English. 20-year-old Chinese traveller Emma opens up her handbag and checks that her phone, charger, passport, purse and some other everyday items are all there. Focusing on these familiar items helps our students to connect English vocabulary to real life. The selection of items included in this chapter are not a coincidence. Items like phone “charger” or even a packet of “Ibuprofen” (painkillers) are especially useful words to learn in English before you travel. There are of course many hundreds of other “everyday items” which a young person may encounter while they are travelling overseas. In Chapter 9, we have prioritised a handful of the everyday items which we believe are the most useful to be able to recognise and pronounce in English. 

“Chapter 9 includes a small number of everyday item words which you will be glad you learned before you travel overseas to an English speaking country …”

Natural dialogue relating to feeling tired

The story notes that Emma is tired and doesn’t feel like eating yet; “She leans against the window and turns to her brother – ‘I’m going to try and get some sleep,’ she says.” Her choice to skip the meal and rest instead, along with her twin brother Lucas passing his sister “…an extra pillow“—emphasises natural positive human reactions to small situations. Chapter 9 provides opportunity to explore topics which are not covered in the chapter itself. For example posing a simple question like: “Why do you think Emma is tired?” leads students to reflect over recent events and encourages them to express their opinions in English outside of the specific text narrative. The opportunity for our Chinese students to step outside their English-speaking “comfort zone” within the reassuring framework of our one-on-one tutoring has proven to be highly beneficial, and helps our students to communicate more confidently English.

Overall, Chapter 9 of Emma and Lucas – A Journey to Australia is a very effective learning tool. It combines essential vocabulary like “phone charger” with a brief narrative centred on Emma feeling tired and Lucas’ simple but kind gesture towards his sister. 

Chapter 9 concludes with Lucas hearing a “soft thud” on the floor next to him. With no further clues provided, our students need to keep reading in order to find out what happens next. 

Here you can listen to a preview of Chapter 9.

Chapter 8 – Are you still motivated to learn English?

Extensive thought, planning and work went into the drafting, writing and publishing of Emma and Lucas –  A Journey to Australia.  In working on this project, we were faced with an obvious challenge: how to keep the story plot interesting and engaging for our target audience (Chinese-speaking young people aged 18 years and above) while keeping the language simple enough for a (disciplined) student to be able to keep up with the course?  

To help our students stay motivated to learn English, we had to ensure that the story included the following:

Factual information – by including real, current facts, the educational value of the story increases exponentially, and our students are able to communicate more confidently in English on a wider range of topics.

English vocabulary: In total the story contains over 1000 of the most commonly used words and expressions in the English language. Chapter 8 specifically introduces highly relevant words such as “boarding pass,” “window seat,” “aisle seat”, and “seat belt”. Other common expressions like “ticket prices” and “direct flight” are also included.

Australian perspective: As the title of the story clearly suggests, Australia is in focus from the start to the finish of the story. By the end of the course, students will feel familiar with many of the experiences which they will be likely to encounter when they themselves take a trip to Australia. 

“By including real, current facts, the educational value of the story increases exponentially…”

Discipline is key to staying motivated (not the other way around)

Many young people think that the key to discipline is to stay motivated. We always say that the exact opposite is true. Think of it this way: motivation is something you feel, discipline is something you decide. Feelings vary, while a firm decision can be kept. 

If, on your journey towards learning to communicate in English, you rely on “feeling motivated” to stay disciplined, then you will question your decision to learn English as soon as you feel that the resistance to learning becomes too great. Then you will not be disciplined enough to learn English. Discipline is a decision that you stick to, regardless of how you feel. When you remain disciplined even when you don’t feel motivated, then you’ll steadily improve, which will quickly translate into increased motivation to learn English. 

A subtle cliffhanger helps to keep our students motivated

Chapter 8 ends with a hint of more drama to come: “They don’t know what is about to happen on their almost 10 hour journey.” In case you’re wondering – we’re not talking about a plane hijacking or the plane being struck by lightning and dropping out of the sky… Remember, we are trying to keep things realistic for our students. : ) Visit our online shop to purchase and download the entire e-book which is fully translated into Chinese.  

 You can also listen to a short preview of Chapter 8 here.

Chapter 7 – Shenzhen airport: Learning English through stories

Emma and Lucas – A Journey to Australia is the perfect tool for learning English through stories. Chapter 7 of our story helps students to learn several of the most important airport/travel-related words, while also portraying some realistic situations which reveal both character traits and social behaviour. This chapter is ideal for Chinese students who are learning English as a foreign language. Instead of using overly dramatic events, Chapter 7 focuses on some small, realistic moments at Shenzhen airport. This chapter also helps the reader to better understand the relationship between the twin siblings Emma and Lucas, while also introducing common English travel language and social rules. 

The contrast between Emma and Lucas is clear and easy to follow. Emma is organised and prepared, while Lucas is more forgetful and relaxed. This difference may help to explain why traveling together works for them: Emma provides structure, and Lucas brings flexibility. Although (as the story notes) they sometimes “disagree and argue about small things,” these disagreements are clearly implied to be normal and harmless. The story reinforces the idea that their relationship is built on trust and care. Lucas thinks of Emma as his “best friend”, and the narrative confirms that she feels the same way about him. This mutual respect makes their bond feel genuine, believable and perhaps even enviable.

“Chapter 7 focuses on some small, realistic moments at Shenzhen airport…”

Tension at the boarding gate

The airport setting plays an important role in the chapter. Airports are busy places where people must follow shared rules, such as waiting in line and boarding in an orderly way. Often these rules are not explained directly but are shown through action. When the twins arrive at the gate, boarding has already begun, and certain passengers are invited to board first. This reflects real airport procedures and reminds our young students (including those who have never traveled overseas) about how these situations work in practice.

The unwanted interaction with the stranger in the dark suit highlights how people respond when social expectations are challenged in public spaces. The man’s behaviour creates tension at the gate, and Lucas reacts immediately and emotionally. This shows Lucas’ protective nature and strong sense of fairness. In contrast, the airline staff member handles the situation calmly and professionally – clearly intended to de-escalate any conflict. The man’s response to the airline staff’s intervention adds realism to the scene.

From a ‘learning English through stories’ point of view, Chapter 7 is simple yet effective, and highlights why it’s beneficial to learn English before you travel. It introduces useful airport vocabulary and common expressions through context rather than explanation. The dialogue sounds natural and reflects how people actually speak in travel situations. There are many ways to learn English – at Reality English Coaching, we believe that learning English through stories is one of the most enjoyable and effective ways to learn English.

Here you can listen to a preview of Chapter 7.

Chapter 6 – The “great outdoors” and the risk of skin cancer

For our students, Chapter 6 of Emma and Lucas – A Journey to Australia provides a great opportunity to refresh some commonly used English weather words, while also zooming in on a subject which many Australian beach-goers would probably prefer not to think about – namely the risk of skin cancer. In our story, the scene is set in a nice noodle-shop at Shenzhen airport. Lucas and Emma are enjoying some noodles and dumplings. After Emma has reassured her twin brother that “it doesn’t snow in Sydney“, she settles back in her seat and reads about the country of their destination. “She learns that Australia has one of the *highest rates of skin cancer in the world.” (Note – Chinese students learning English often find it difficult at first to pronounce the words “highest rates.” You may also find it easier to first pronounce the singular “highest rate” and then proceed to learn the plural “rates” after the first step has been mastered. 

“For many decades, Australia has had one of the highest rates of skin cancer in the world…”

Why is the risk of skin cancer in Australia so high?

The risk and prevalence of skin cancer in Australia essentially boils down to 3 factors:

1. Australia has one of the highest UV levels in the world, due in particular to its latitude and clear skies.

2. Many Australians are of European descent, and as such have fair skin, light hair and light eyes, making them more genetically susceptible to UV-induced skin damage and melanoma (a particularly dangerous form of skin cancer).

3. Outdoor lifestyle: Traditionally, Australians have a love of what is often locally termed as “the great outdoors” – with the beach, sporting and other outdoor recreation remaining high on the priority list. This naturally increases sun exposure also for children, which significantly increases the risk of skin cancer later in life. 

“Australia has one of the highest UV levels in the world, due in particular to its latitude and clear skies…”

Emma decides that she will buy a hat “soon after she arrives in Sydney.”   Not mentioned in our story is the fact that being Chinese, Emma actually has an extremely low risk of contracting skin cancer compared to a fair-skinned Australian. However, that being said, a broad-brimmed hat is probably not a bad investment for any young person planning on living for a year in Australia. 

Here you can listen to a preview of Chapter 6.