Class 11 English Unit 19 Travel and Tourism Complete Guide (NEB New Syllabus) | Notes, Exercise Solutions & Summary | Language Development
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Welcome to your premier destination for the Class 11 English Unit 19 Travel and Tourism academic syllabus. This complete online textbook companion offers fully resolved answers to all end-of-chapter questions and professional writing exercises.

Through this comprehensive resource on Class 11 English Unit 19 Travel and Tourism, you will navigate the adventurous journey across the western Himalayas, explore travelogues on Pashupatinath, read essays on the importance of tourism in Nepal, and master English grammar rules for the passive voice.

To acquire more academic context on the geographical and socio-economic aspects of tourism discussed in this unit, you can explore the impact and statistics of Tourism in Nepal online.

Access our general index for additional chapters here: Class 11 English Notes.

Class 11 English Unit 19 Travel and Tourism study notes

1. Class 11 English Unit 19 Travel and Tourism: Ways with Words

A. Find the words from the text which mean the following.
a. Became fuller and softer by shaking: fluffed
b. Sound mental health: sanity
c. Consisting of or easily breaking into small pieces: crumbly
d. Neither very hot nor very cold: temperate
e. Land that does not have enough water to support the growth of plants: arid region
f. Only slightly warm: lukewarm

B. Find the meanings of the following words in an English dictionary, write their word classes and use them in your own sentences.
a. hazy (adjective) : not clear, especially because of heat, mist, or smoke.
Sentence: The distant mountain peaks were hazy and barely visible in the morning fog.
b. frontier (noun) : a line or border that separates two countries.
Sentence: Many tourists travelling across the wild frontier were registered at the security checkpoint.
c. lush (adjective) : covered in healthy, thick grass and thriving green plants.
Sentence: He walked along the ridge and glanced down at the lush green valley below.
d. flip-flops (noun) : open, light rubber outdoor sandals.
Sentence: She took off her comfortable flip-flops before crossing the cold mountain stream.
e. altitude (noun) : the height of an object or point in relation to sea level.
Sentence: The airplanes were flying at an impressive altitude of 10,000 meters.
f. fatal (adjective) : causing or ending in death.
Sentence: If she gets affected by the toxic virus again, it could prove to be fatal.
g. magnificent (adjective) : extremely attractive, grand, and impressive.
Sentence: The ancient Pashupatinath temple looks magnificent when it is illuminated in the evening.

C. Make a list of the Nepali words used in the text and write their English equivalents.
Nepali Word in Text English Equivalent
BideshiForeigner / Foreign
TatopaniHot water / Lukewarm water
RaksiLocal wine / Alcohol
BahiniYounger sister
MathiUp / Above
TalaDown / Below
SutneTo sleep / Sleeping
PanipuriWater balls / Water bowls
PaniWater

2. Class 11 English Unit 19 Travel and Tourism: Comprehension Solutions

Answer the following questions based on the text.
a. How did the author feel when she saw a colourful rooster in the western Himalayas?
The author felt deeply amused, delighted, and slightly surreal when she saw a colorful rooster in the remote western Himalayas. It felt as if the rooster glanced at her for a brief moment and wanked (winked) to welcome her.
b. How does she describe the houses on the trails of western Nepal?
She describes the houses on the trails of western Nepal as being built compactly of flat stones, nestled under massive rocky cliffs right over the flowing rivers. Although they looked incredibly crumbly and unstable to live in, the local inhabitants lived there comfortably and happily.
c. What does she mean when she says “I walked towards a village 15 kilometres further as the crow flies?”
When she says “as the crow flies,” she refers to measuring the distance in a straight, direct line between the two geographical points, ignoring the actual winding, twisting mountain trails she physically had to walk.
d. Describe the village Thakur in brief.
The village of Thakur is a tiny, isolated settlement consisting of only two houses located in a dry, arid region. There is almost zero human mobility, and the area is beautifully surrounded by wild nature where shiny, rainbow-colored Himalayan monals (Danphe) can be spotted.
e. What happened when she reached Jumla and how was she relieved?
When she reached Jumla, she fell severely ill with a mysterious stomach virus and a bad tummy. She was finally relieved and cured after taking proper medicine and eating spicy local panipuri.
f. How does the author describe the bucket water in Khali Lagna?
The author describes the bucket water in Khali Lagna as having a thick, frozen surface due to the extreme winter cold. When she cracked the ice, she was pleasantly surprised and satisfied to find the water underneath remained lukewarm.
g. How was Rara Lake on the day she reached there?
On the day she reached there, Rara Lake was pristine and magnificent, with its calm, crystal waters glistening in dark blue glory under the clear Himalayan sky.

3. Class 11 English Unit 19 Travel and Tourism: Critical Thinking Analysis

a. It is said that travelling a place equals to reading three books. Do you agree? Why?

Yes, I completely agree with the famous saying that travelling to a place equals reading three books. The world is like a magnificent book, and those who never travel or leave their home read only a single page of it. It is a well-established educational fact that travelling adds immense depth and practical character to our knowledge. When we travel, we gain first-hand, experiential knowledge about the geography, culture, and people of the destination. We witness everything with our own eyes, and these vibrant memories stay with us throughout our lives. For example, reading about a historical monument or a mountain range in a textbook might be educational, but visiting it in person is a thousand times more enriching, immersive, and gratifying.

Travelling is transformative in numerous ways. As we travel, we interact with new communities, diverse cultures, and unique lifestyles. This exposure opens our minds to fresh insights, broader perspectives, and a deeper understanding of human diversity, which often gives us a new purpose in life. Furthermore, travelling teaches us self-reliance and adaptiveness as we navigate unplanned emergencies, coordinate lodging, and manage our itinerary. Ultimately, travelling connects us all, making us realize that despite our different languages, we are all members of one big human family living on a shared home planet.


b. The author spent five-week long walk along the western Himalayas. Do you think it was adventurous? Why?

Yes, I definitely think her five-week-long walk along the western Himalayas was highly adventurous. Adventure is defined by stepping out of one’s comfort zone to face challenging, unpredictable, and thrilling situations. Her journey fits this definition perfectly. She covered an impressive distance representing nearly 25 percent of the entire Nepal Himalaya range via the lower Great Himalayan Trail, taking several rugged detours along the way.

She traveled through remote, untouched regions of western Nepal where very few tourists ever venture, such as the challenging Dhaulagiri Circuit. She experienced a lifestyle that was medieval, raw, and completely disconnected from modern urban luxuries. Surviving in these wild western terrains required her to rely on raw human instinct, intuition, and a sense of oneness with nature. Trekking through freezing glaciers, crossing rapid mountain rivers, walking through arid regions, spending freezing nights at high altitudes, and breaking ice just to get water are extremely physically and mentally demanding tasks. This journey allowed her to break the monotonous rush of modern life and fully immerse herself in the wild, making it an extraordinarily adventurous expedition.

4. Class 11 English Unit 19 Travel and Tourism: Writing Tasks & Essays

A. Write a travelogue of your recent visit to a natural/religious place in about 300 words.

A Visit to the Holy Pashupatinath Area

With the objective of learning through direct observation and experiential field-study rather than rote classroom learning, we, the students of Grade 11, recently visited the sacred Pashupatinath temple area, which is proudly enlisted as a UNESCO World Heritage Site. Located on the banks of the holy Bagmati River in the eastern part of Kathmandu, the Pashupati area is the spiritual heart of Nepal. The vast religious site encompasses places like Gaushala, Pingalasthan, Jay Bageshwori, Guheswori, Deupatan, and Gaurighat, and is home to about 500 different large and small temples, shrines, and over 1,000 Shivalingas. The majestic main temple of Pashupatinath is constructed in the classic Nepalese Pagoda style with a gilded gold roof and silver-plated doors.

Historically, the sacred *panchamukhi* (five-faced) jyotirlinga kept inside the inner sanctum was established by King Ne of the Gopal Dynasty. Over the centuries, several monarchs and historical figures—including King Prachanda Dev, Dharma Datta, Queen Ganga Devi (wife of Shiva Singh), and King Pratap Malla—have continuously contributed to the construction, expansion, and preservation of this holy site. Even during the Shah and Rana regimes, significant renovations were carried out, cementing its status as the holiest temple for Hindus worldwide.

Our study group observed that massive, vibrant religious fairs (mela) are held here during festivals like Maha Shivaratri, Teej, Bala Chaturdashi, and Janai Purnima, attracting hundreds of thousands of pilgrims from across Nepal and India. However, we also noticed certain areas of concern. To preserve this heritage, the government and the Pashupati Area Development Trust must take strict measures to remove illegal encroachments on trust land, increase afforestation along the hills, and prioritize environmental sanitation. Managing the sewage system along the Bagmati River is highly imperative to restore the river’s purity and enhance the spiritual essence of this magnificent heritage site.


B. Write an essay in about 500 words on ‘Importance of Tourism in Nepal’.

The Importance of Tourism in Nepal

Nepal is globally renowned as one of the most magnificent, diverse, and attractive travel destinations on earth. Blessed with the soaring peaks of the Himalayas—including Mt. Everest, the highest point on Earth—lush tropical jungles, and a rich tapestry of ancient cultures, Nepal attracts hundreds of thousands of international tourists every year. Tourism has grown to become a crucial pillar of Nepal’s socio-economic development, playing a transformative role in upgrading the nation’s economy, preserving heritage, and creating employment.

From an economic perspective, tourism is one of the highest sources of foreign currency generation for Nepal. As international travelers spend money on lodging, travel, trekking guides, and local services, this inflow of foreign capital directly strengthens the national treasury. Since Nepal imports a large percentage of manufactured goods and petroleum, the foreign currency earned through tourism is vital to balancing the national trade deficit and keeping the economy stable. Furthermore, the hospitality sector—including hotels, homestays, airlines, and restaurants—directly employs millions of Nepalese citizens, providing sustainable livelihoods in both urban centers like Kathmandu and Pokhara and remote mountain villages along trekking routes.

In addition to direct economic benefits, tourism gives a massive boost to local cottage industries and handicrafts. International tourists possess a keen interest in purchasing authentic Nepalese products, such as handmade woolen carpets, exquisite wood carvings, metal statues, pashmina shawls, and thangka paintings. This demand keeps ancient artisan traditions alive across generations and allows rural communities to generate sustainable income. By selling these locally produced crafts, remote villages can experience economic empowerment without depending solely on agriculture.

Furthermore, tourism plays a powerful role in global cultural exchange and soft-power diplomacy. When tourists visit historical landmarks and UNESCO World Heritage Sites like the Kathmandu, Patan, and Bhaktapur Durbar Squares, or sacred pilgrimage sites like Lumbini (the birthplace of Lord Buddha), Pashupatinath, and Muktinath, they experience Nepal’s unique religious harmony first-hand. This exposure helps spread Nepal’s peaceful values, art, and hospitality across the globe. It turns international visitors into lifelong ambassadors of Nepalese culture, boosting our nation’s reputation worldwide.

However, to fully harvest the potential of tourism, Nepal must proactively address several infrastructural and environmental challenges. There is an urgent need to build safe, high-speed road networks, expand international airports, and manage waste sustainably along popular trekking trails and heritage sites. Promoting eco-tourism and distributing tourism activities to unexplored areas like Far-West Nepal can ensure balanced regional development. In conclusion, tourism is not just an industry but a vital lifeline for Nepal’s progress. By investing in sustainable tourism infrastructure, Nepal can ensure a prosperous, culturally vibrant, and green future for generations to come.

5. Class 11 English Unit 19 Travel and Tourism: Grammar (Passive Voice)

B. Complete these sentences using the correct passive form of the verbs given in the brackets.
a. Letters are delivered (deliver) by the postman every day.
b. This bag was found (find) in the bus yesterday.
c. The gate is locked (lock) at 7:00 pm every evening.
d. I was invited (invite) to the party last week.
e. The telephone was invented (invent) by Graham Bell.
f. Muna Madan was written (write) by Devkota.
g. How much money was stolen (steal) in the robbery?
h. Do you know cheese is made (make) from milk?
i. I was born in Kathmandu, but was grown / grew up (grow) in Dhangadhi. (Note: ‘grew up’ is active, but if strictly passive: ‘was grown’ or ‘was raised’)

C. Change the following sentences into passive voice.
a. I didn’t fix the problem.
→ The problem wasn’t fixed by me.
b. Police protect the town.
→ The town is protected by the police.
c. John’s mother raised him in a small town.
→ He was raised in a small town by John’s mother.
d. Someone painted the building last year.
→ The building was painted last year.
e. Alexander Fleming discovered penicillin in 1928.
→ Penicillin was discovered in 1928 by Alexander Fleming.
f. Some students study grammar on the Internet.
→ Grammar is studied on the internet by some students.
g. Someone had broken the window by 3:00 p.m.
→ The window had been broken by 3:00 p.m.
h. A strange man was watching us.
→ We were being watched by a strange man.
i. Tokyo will hold the Olympics in 2020.
→ The Olympics will be held in 2020 by Tokyo.
j. We are working on the report right now.
→ The report is being worked on right now by us.
k. My manager has told him to arrive earlier.
→ He has been told to arrive earlier by my manager.
l. They could not have made the mistake.
→ The mistake could not have been made by them.
m. I hope they are going to hire me soon.
→ I hope I am going to be hired soon by them.
n. I don’t like people staring at me.
→ I don’t like being stared at.
o. She likes people waving at her.
→ She likes being waved at.
p. Who told you the story?
→ By whom were you told the story? / Who were you told the story by?
q. Is he repairing the bicycle?
→ Is the bicycle being repaired by him?

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