Unit 2 Travelling Around-Discovering Useful Structure
【教材分析】
This teaching period mainly deals with the grammar: The present continuous tense used to express the future meaning. This period carries considerable significance to the cultivation of students’ grammar sense.
The teacher is expected to enable students to master this grammar thoroughly and consolidate the knowledge by doing some exercise of good quality.
【教学目标与核心素养】
1. Get students to have a good understanding of the basic usages of the present continuous tense used to express the future meaning.
2. Strengthen students’ great interest in grammar learning.
3. Instruct students to express their ideas with this grammar correctly.
【教学重难点】
How to enable students to use the grammar item: the present continuous tense used to express the future meaning flexibly both in their spoken English and written English.
【教学过程】
Step1 Lead-in
Listen to a radio and figure out the new uses of “be doing structure” by filling in the blanks:
I'm babysitting on Monday. Would you like to go out on Monday? No, sorry, I can? Why not? I'm babysitting on Monday. Would you like to go out on Tuesday? No, sorry, I can't. Why not? I'm doing my laundry on Tuesday. Would you like to go out on Wednesday? No, sorry, I can't. Why not? I'm working overtime on Wednesday. Would you like to go out on Thursday? No, sorry, I can't. Why not? I'm working out on Thursday. Would you like to go out on Friday? No, sorry, I can't. Why not? I'm visiting relatives on Friday. Would you like to go out on weekend? Well? Maybe! Qs: What’s the lady doing on Monday/Tuesday/Wednesday/Thursday/Friday? I'm babysitting on Monday. I'm doing my laundry on Tuesday. I'm working overtime on Wednesday. I'm working out on Thursday. I'm visiting relatives on Friday.
Question:以上歌曲中的含有现在进行时的句子有哪些？表示什么意义？
Step 2 Presentation
一、现在进行时表示将来的用法
英语中还可以用现在进行时（be doing ) 表示按计划、安排将要发生的动作。主要用于以下两种情况：
（1）表示位置移动的动词的进行时表将来，如:go, come, leave, start, begin, arrive, return, move, fly, take off等。
My uncle is coming back from abroad next week. 我叔叔下周要从国外回来了。
Ladies and gentlemen, please fasten your seat belts. The plane is taking off.
女士们，先生们，请系好安全带。飞机就要起飞了。
（2）有些不表示位置移动的动词的进行时也可以表将来，如：do, get, rent, meet, bring, eat, have, meet, play, see, stay, wear, work, run out等。
Are you eating at the park? 你们要在公园吃饭吗？
We are having a few guests over tomorrow.明天有几位客人要来。
（3）一般将来时的其他几种表达法
初中阶段学习过will/shall do 和 be going to do的形式表示将来意义。高中英语中还可以用be to do 和be about to do 以及一般现在时表示将来意义。
will do（主语为第一人称时可shall）
①将要发生的动作或存在的状态（单纯表将来）。
With the development of science and technology, robot cooks will appear in our families in the future. 随着科技的发展，未来机器人厨师会出现在家庭中。
②未经过预先计划或考虑要做的动作（临时决定要做）。
—Ann is in hospital. 安住院了。
—Oh, really? I didn’t know. I will go and visit her.真的吗？我不知道啊，我要去探望她。
（4）be going to do
①表示计划、打算干某事（事先考虑）。
②表示有迹象表明要发生的动作。
There is going to be a folk music concert in Beijing Opera Theater next month.
下个月在北京剧院有一场民族音乐会。
Look at the dark clouds. It is going to rain. 看这乌云，要下雨了。
（5）be to do （可以和具体的时间状语连用）
①表示按计划、安排即将发生的动作。
②用于时间、条件状语从句中，表示“如果要……，想要……”。
The students are to meet at the school gate tomorrow. 明天学生们将在学校大门口集会。
If you are to succeed, you must work as hard as possible. 如果你想要成功，比必须努力工作。
（6）be about to do （不与具体的时间状语连用） 表示即将要发生的动作。
We are about to start. 我们就要出发了。
The new school year is about to begin. 新学年开学在即。
（7）一般现在时表将来
①表示按时间表规定将要发生的动作。常限于表示位置移动的短暂性动词。
②在时间、条件或让步状语从句中，用一般现在时表将来。
Look at the timetable. Hurry up! Flight 4026 takes off at 18:20.
你看看时刻表，快点！4026次航班的起飞时间是下午6点20分。
Jane is in a hurry because the train to the airport leaves in half an hour.
简很匆忙，因为去机场的火车半小时后出发。
Step 3 Homework
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Unit 2 Travelling Around–Listening and Speaking
教材分析 This teaching period mainly deals with listening and speaking. Students are expected to learn how to listen to people who discuss their plans and know some pronunciation skills. The teachers are expected to enable students to master some listening and speaking skills.
教学目标 Knowledge objectives: Enable students to acquire the basic usage of some words and phrases. Skill objectives: Enable students to have a good understanding of listening skills. Emotional objectives: Develop students’ sense of cooperative learning and individual capability. Thinking quality objectives: Inspire students’ spirit of patriotism.
教学重难点 Listen to people who discuss their travel plans. Grasp some listening skills and the rules of pronunciation.
教学过程
教学环节 教师活动 学生活动 设计意图
导入新课 Step 1 Lead in 1. Where have you travelled? Lijiang, Beijing, shanghai, Xinjiang 2. If you have the chance to travel abroad, what do you need to do prepare for the travel? Get a passport Book tickets Rent a car Pack some clothes Apply for a visa Book a hotel room Buy a guidebook Research the local weather 3. Review: some words about travelling 旅行 journey, trip 旅游 tour 旅游者 tourist 旅行路线 route 出境游 outbound tourism; outbound travel 背包旅行者 backpacker 自由行 free walker 往返旅行 return journey; round trip 探险 expedition 旅游散客 independent traveler 旅游团 tour group 度假区 holiday resort 票 ticket 票价 fare 单程票 single ticket 往返票 round-trip ticket; return ticket 半票 half-price ticket 以小组为单位鼓励学生讨论。 同桌之间相互讨论 通过讨论，来引导学生的发散思维，并使学生认识到本课主题——旅游和旅游准备。 通过讨论掌握一些关于旅游的词汇
讲授新课 Step 2 New Words 1) If I have the chance to travel anywhere in the world, I will go to Neuschwanstein Castle, Germany, which is the model of Disneyland in America. 2) I will apply for a visa. 3) Book a ticket and pack some clothes. Competition 1. Snow White lives in the ____________. 2. Why do you ____________this position? 3. Kimia is trying to get a _________to go to Germany and continue her studies. 4. I haven’t ___________my suitcase yet. Answers: 1.castle 2.apply for 3.visa 4. packed Step 3 Listening Listen and answer the following questions. 1. Paul and Meilin are talking about the coming holiday. Listen to the first part of the conversation and choose the correct answers. 1). Circle the two places Meilin is going to for holiday. A. Germany B. England C. Iceland D. France 2). How is she going to get there? A. By sea B. By air C. By train 3). How is she planning to get around after she arrives? A. By car B. By train C. On foot Answers:1.AD 2.B 3.A 2. Listen to the second part of the conversation and answer the questions. 1). Where is Paul’s family going over the holiday? Lijiang, China. 2). Why are they going there? His father’s friend invited them there. 3. Listen to the whole conversation again and fill in the table below. Meilin Get her passport _______for her visa _______air tickets online Rent a____________ Paul _________a few light sweaters and a coat _________a guidebook Answers: Apply Book car Take Buy 4. Choose a travel destination and think about what you would do to prepare to travel there. Where: Neuschwanstein Castle, Germany Why famous: the model for the castle in Disneyland Best time to visit: September/October (autumn) Where: Jiuzhaigou, China Why famous: amazing waterfalls, colorful lakes, beautiful mountains. Best time to visit: April/May or September/October Example: A: Hi, Julie! Do you have any plans for the holiday? B: Hi, Wang Lei! Yes, I’m planning to travel to Jiuzhaigou. Actually, I’ve just finished the travel arrangements! A: Oh, good idea! Jiuzhaigou is an extremely beautiful place. B: Yes, I’m looking forward to seeing the colorful lakes, amazing waterfalls. A: How are you getting ready for your trip? B: I’m…… Step 4: Pronunciation 1. Listen and repeat. Then add more words to each group. ck ticket门票 pack 打包 ch search搜索 check 检查 tch catch捕捉 Dutch 荷兰 ph photo照片 graph 图表 sh wish希望 shock 震惊 th thing事情 think 认为 th weather天气 neither 都不 wh when当….时 what 什么 Wh who 谁 whose 谁的 ng song歌曲 wing 翅膀 qu quarter一刻 request 要求 gu guest客人 guide 引导 igh high高的 night 夜间 kn know知道 knee 膝盖 mb climb攀登 comb 梳子 wr write写 wrist 手腕 c copy复制 local 当地的 c face面对 twice 两次 g green绿色 blog 博客 g large大的 general 一般的 x text文本 except除了 x exam考试 exact 确切的 2. Listen to the sentences below. Notice the pronunciation of the underlined letters. ck/k/quick，chick，clockch/t?/choose，chat，cheesetch/t?/fetch，match，patchph/f/elephant，phrase，physicssh/?/cash，dish，brushth/θ/theatre，third，throat/?/thus，although，thereforewh/w/while，whether，where/h/whole，whose，whomng/?/thing，sing，swingqu/kw/quiet，quit，queengu/ɡ/guard，guide，guestigh/ai/light，fight，slightkn/n/knife，knock，kneemb/m/bomb，thumb，combwr/r/wrong，wrap，wrinkle
1). A traveller without observation is a bird without wings. 2). To travel is to discover that everyone is wrong about other countries. 3). I see my path, but I don’t know where it leads. Not knowing where I’m going is what inspires me to travel it. 读音技巧点拨 1.字母g在单词中一般发/ɡ/。发音时，舌后部抬起，紧贴软腭，形成阻碍，气流冲开后，冲出口腔。/ɡ/是浊辅音，声带振动。 在字母e，y前面，则发/d?/。发音时，舌尖舌端抬高，贴住上齿龈后部，形成阻碍。气流冲出阻碍摩擦成音。口型略突出，稍微成方型。/d?/是浊辅音，声带振动。 2.字母组合ck的发音是/k/，发音时，舌后部抬起，紧贴软腭，形成阻碍，气流冲开后，冲出口腔。/k/是清辅音，声带不振动。 3.字母组合ch和tch的发音是/t?/，发音时，舌尖舌端抬高，贴住上齿龈后部，形成阻碍。气流冲出阻碍摩擦成音。口型略突出，稍微成方型。/t?/是清辅音，声带不振动。 4.字母组合th的发音是/θ/和/?/，发音时，舌尖轻触上齿背部，气流从舌齿间的缝隙送出。/θ/是清辅音，声带不振动，/?/是浊辅音，声带振动。 5.字母组合ng的发音是/?/，发音时，软腭下垂，舌后部向软腭抬起，堵住口腔通道，气流从鼻腔送出，同时振动声带。 6.字母组合kn的发音是/n/，发音时，舌尖紧贴上齿龈，软腭下垂，形成阻碍，气流由鼻腔送出，在词尾时，稍许延长，以防吞音。 7.字母组合ph的发音是/f/，发音时，下唇轻触上齿，气流由唇齿间的缝隙通过，摩擦成音。/f/是清辅音，声带不震动。 8.字母组合igh的发音是/ai/。发音时，由/a/向/i/自然滑动，滑动过程中，口型从开到合，发此音时，注意将音发足。 Step 5 Language Points apply v申请；请求；应用；涂 apply for 申请 to sb for sth 向某人申请某物 sth to sth 把某物应用 到某事中 oneself to 致力于 application n.应用 applied adj 应用的 applicant n.申请者 拓展： a letter of application 申请信 fill in an application 填写申请书 application form 申请表 written application 书面申请 make an application to 向……提出申请 1. I have already finished my job application form and personal resume. 我已经填完了工作申请表和个人简历了。 2. The application of new technologies and the wide appeal of movie stars could also account for the increase. 新技术的应用和电影明星的广泛吸引力也可能是票房增长的原因。 2. amazing adj.令人惊奇的；令人惊喜的 amazed adj.惊奇的；惊喜的 amazement n.惊讶，吃惊 ①be amazed ____________...对做……感到惊讶 ②be amazed ____________... 对……感到惊讶 ③____________ amazement 惊讶地，吃惊地 ④(much) ____________ one’s amazement 令某人感到(非常)惊讶的是 Answers: to do, at, in, to We were amazed to find that no one was hurt. 我们很惊讶地发现没有人受伤。 She was amazed at/by how calm she felt after the accident. 她对事故后自己那么平静感到惊讶。 Hearing my words, the girl looked at me in amazement. 听到我的话，这个女孩惊讶地看着我。 To my amazement, I came first. 令我感到惊讶的是，我第一个到了。 1). There were two reasons for the decision. One was that I ______ ______ _________the fact that a sick person could feel much better after seeing a doctor. And the other was that I wanted to help people in need. Answers: was amazed at 做这个决定有两个原因，一个是我对一个病人在看完医生后能感觉好的多感到惊讶，另一个是我想帮助需要帮助的人。 2). It is an _________ (amaze) accomplishment and one we cannot achieve without generous support from individuals, corporations, and other social organizations. Answers: amazing 它是一项了不起的成就，这项成就如果没有个人、公司和其他社会组织的慷慨支持，我们是不可能取得的。 3. arrangement n.安排；筹备 arrange v安排，筹备 make an arrangement for arrange to do sth安排做某事 arrange sth for sb为某人安排某事 arrange for sb to do sth(T) arrange sb to do sth (F) 1) She arranged ___________ a flight on a small plane to be held for me. 她为我安排了一架小型飞机的航班。 2) Whatever she says will not make any difference to our_____________ (arrange). 无论她说什么都不会对我们的安排有影响。 Answers: for, arrangement 3) Parents arrange everything for their children and spare no effort to pave the way for their success. 父母为孩子安排好一切，不遗余力地为他们的成功铺路。 4. extremely adv 极其，非常 extreme adj 非常的 1) Mary found it extremely difficult to get a job. 2) I’m extremely sorry to have troubled you. Answers:玛丽发现找工作极其困难。 给你添了麻烦，我十分抱歉。 3) It had white-painted tunnels and bright red carriages, and proved _________ (extreme) popular with the public. 它有白色的隧道和明亮的红色车厢，结果证明它非常受大众的欢迎。 Answers: extremely Exercises 1. I am continuing to apply_______ jobs though I have failed several times. 2. All this had an _______ (extremely) bad effect on the criminal justice system. 3. The invention would have wide ______ (apply) in industry. 4. She’s happy with her unusual living _________ (arrange). 5. I was banging so loudly that I’m ___________ (amaze) that they didn’t hear me. 6. You haven’t changed at all you still look ___________ (exact) the same. 7. “Was it what you expected?” “Yes, _________ (definite).” 8. He was looking forward to______ (work) with the newPrime Minister. Answers: for extreme application arrangement amazed exactly definitely looking 单句写作： 1. _______________ (你要说些什么) when you get on the platform to accept the reward? 2. Since_____________________(我们为这些事情做好了准备), we have nothing to worry about. 3.___________________(一旦你开始了旅行), you might be attracted by the sights. 4.____________________(不知道做什么), these boys sat there, talking and laughing. 5.__________________(他将如何旅游) after he arrives? Answers: 1.What are you saying 2. we are ready for these things 3. Once you start your travel 4. Not knowing what to do 5. How is he getting around 学生阅读并翻译句子 学生认真听听力练习 小组为单位，进行练习 学习并熟记单词和短语。 掌握句中单词的含义，并会熟练运用。 引导学生选择正确答案。 通过口语练习，增加学生的口语听说能力。 让学生掌握这些单词与短语及其用法，增加词汇量。
课堂小结 Step 6 Summary 1. Listen to people discuss their travel plans. 2. Talk about preparing for travel and how to make reservations for a trip. 3. Some knowledge about pronunciation. 4. Important words in this part. Step 7 Homework Write a travel plan
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Unit 2 Travelling Around-Listening and Speaking & Listening and Talking
【教学目标与核心素养】
1. Instruct students to get main facts by listening and motivate them to talk about the topics about how to prepare for the trip and make reservations by listening and ultimately can make travel arrangements and reservations.
2. Develop students’ sense of cooperative learning and individual thinking capability.
3. Develop students’ different listening skills to solve different listening comprehensive problems.
4. Help students to understand how to use the structures “the present continuous tense (be doing) is used to express future plans.
【教学重难点】
1. Teach students how to focus on key words, not on single words or grammar.
2. Prompt Ss to talk about the related topics, such as how to prepare for the trip and make a travel plan.
【教学过程】
Step 1: Listening and Speaking
Lead in
The teacher is advised to talk with their students about the places that they want to travel most both at home and abroad: boys and girls, if you have a chance to travel around the world, where will you go? After their small talk, the teacher can move on by finishing the following listening task:
Before travelling, what do we need to prepare for the trip?
After finishing the task above, the teacher is expected to play Conversation 1 which is about Paul and Meilin’s conversation about coming holiday and after finishing listening for the first time, the students need to solve the following task.
1. Circle the two places Meilin is going to for holiday.
A. Germany. B. England. C. Iceland. D. France.
2. How is she going to get there?
A. By sea. B. By air. C .By train.
3 How is she planning to get around after she arrives?
A .By car. B. By train. C. On foot.
Listening tip:
Focus on key words： Do not try to catch every word in a conversation. Instead, listen for key words and phrases. You should focus on getting the main idea, not on single words or grammar.
After finishing the task above, the teacher is expected to play Conversation 2 which is about where and why Paul is visiting with his family and after finishing listening, the students need to solve the following task.
Listen to Conversation 2. Then answer the following questions:
1. Where is Paul's family going over the holiday?
2. Why are they going there?
After finishing the task above, the teacher is expected to play Conversation 3 which contains the whole conversation and solve the following task.
Fill in the table below:
Travel preparations
Meilin Paul
·Get her passport ·_________________for her visa ·_________________air tickets online ·_________________a car ·____________________________a few light sweaters and a coat ·___________________a guidebook
Finally, after finishing the task above, the teacher is expected to instruct students to work in groups to finish the following project:
Speaking Project
Work in pairs. Choose a travel destination and discuss how to prepare for the trip.
Pronunciation
Have the Ss listen and repeat. Then try to add more words to each group.
Then listen to the sentences below. Let the Ss notice the pronunciation of the letters in bold.
Step 2: Listening and Talking
Teacher talks with their students about the related topic: Boys and girls, do you know how to make reservations for a trip? Let’s listen and find out:
Play the listening and answer the following questions:
1. What are the two speakers talking about?
2. What is the relationship between the two speakers?
Listen again and complete the table with the words you hear.
Making reservations
Talking project
Work in groups.
Imagine you are making plans for the holiday. Choose one of the situations below and role-play a phone call with a partner.
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Unit 2 Travelling Around-Reading and Thinking
【教材分析】
The topic of this unit is about travelling at home and abroad, which belongs to the theme context of “humans and nature”. Students are expected to talk about tours to Peru, listen to people discuss their travel plans, talk about preparing for travel and how to make reservations for a trip and finally be able to write a travel plan.
The passage in this unit is mainly about some general introductions of Peru, including its location, capital and official language and some beautiful scenic spots of Peru, such as Amazon Rainforest Tour, Machu Picchu Tour, Cusco Tour, and Lake Titicaca Tour. The writer vividly describes the characteristics of the four fabulous sights to the readers, who are deeply impressed by the description. The teacher is supposed to guide students to explore the four scenic spots and sum up its features. More importantly, the teacher should motivate students to talk more and discuss the related topics.
【教学目标与核心素养】
1. Enable students to acquire the basic usage of the new words and expressions concerning the topic of travelling and learn to use them flexibly.
2. Enable students to sum up some details related to Peru.
3. Develop students’ sense of cooperative learning and individual thinking capability.
4. Develop students’ different learning skills to solve different reading comprehensive problems, such as skimming, scanning and inferring.
【教学重难点】
1. Develop students’ reading ability such as skimming, scanning and summarizing.
2. Let students talk about their travel plans and topics about travelling.
【教学过程】
Step 1 Warming up
Have a free talk with students. Ask them the following question:
How much do you know about Peru? Let’s have a quiz. Show the quiz on the screen.
Step 2 Pre-reading
Prediction:
1. What types of text is the passage?
2. Let students guess what the text will be mainly about before reading by looking at the picture and the title.
Tip: Before you read, look through the text quickly for titles, headers, pictures, charts, and any other information that might tell you about the type of the text.
Step 3 While-reading
1. Fast reading
Ask students to skim the reading passage to find out some main details about Peru as quickly as possible by doing the multiple choice test.
2. Intensive reading
Allow students to read the passage more carefully this time to sum up the features of each scenic spot.
Tour Things to do Means of transport
Amazon Rainforest Travelling in the middle of the _____________ Exploring the rainforest with a __________ Enjoying the __________ and __________unique to the forest. ______
Machu Picchu Explore and be amazed by the ____________city. The _____________________ is especially amazing. ______
Cusco Enjoying the unique Spanish and local Indian __________. Stay in a _______hotel Visit the ___________ Admire the _________________ Enjoy the ____________local food Go shopping at the _________________
Step 4 Further Reading and discussion
Read the text the third time and work in pairs to do the following task.
Suppose you are a travel agent, and the following people want a package trip to Peru and ask for your advice. Please recommend them the destination according to their interest.
1. Mike, a well-paid photographer, who has great interest in adventuring and exploration. He hopes to have an active holiday and shoot some pictures of different kinds of animals. He doesn’t need first class accommodation. 2. Bill is a reporter, who not only enjoys learning about the culture and lifestyle of the country, but also likes admiring beautiful scenery. He needs to make a report about the local people’s life in this country.
3. Tom, a hiking lover, hopes to spend some days hiking while enjoying the beautiful natural scenery. 4. Mary, a designer, is planning to make a trip to a place, where she can enjoy the different architecture in that country and some excellent food. She also likes going shopping.
Good expressions that students can choose to use: help the travelers choose which tour to take
1. In my opinion, you could/might choose…, because you prefer to…
2. …could be a perfect choice for you, for…
3. As far as I am concerned, you would enjoy…, for…
4. …would probably suit you, because you enjoy/love/hate doing…
Step 5 Passage Consolidation
Language appreciation:
1. You can then spend three days exploring the rainforest with a local guide and enjoying the plants and animals unique to the rainforest. 在接下来的三天里，您可以在当地导游的陪同下，深入雨林进行探索，欣赏雨林特有的动植物。
本句主体结构为spend some time doing sth.
2. Inca builders cut stones to exact sizes so that nothing was needed to hold walls together other than the perfect fit of the stones. 印加的建筑工人将石头切割成精确的尺寸，仅仅凭着石头间的完美契合，即可稳固墙体。
本句为so that引导的结果状语从句。nothing与the perfect fit为并列成分; other than在句中意为“除了”。
Step 6 Homework
Suppose you will travel to Peru, write a short essay about your three-day tour plan.
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Unit 2 Travelling Around-Reading for Writing
【教学目标与核心素养】
1. Get students to have a good understanding of how to write an impressive travel plan
2. Enable students to use some writing skills flexibly.
3. Develop students’ writing and cooperating abilities.
4. Strengthen students’ great interest in writing discourses.
【教学重难点】
1. Guide students to write a concise, coherent and structured e-mail, introducing their own travel plans.
2. Guide students to properly convey emotions using the proper language.
【教学过程】
Step 1: Lead in.
Begin the class with the lead-in questions: how to write to your friend an impressive travel plan? What kinds of aspects should be included? It is strongly recommended that the teacher should ask students to discuss the topic freely with their partners and brainstorm some ideas concerning the topic. In this way, students can come up with more ideas and avoid being nervous at the beginning of the class.
Step 2: Read to discover details.
The teacher is expected to ask students to read Richard’s email to his friend and the brochure that he found silently and then request students to solve the task below.
Study the organization and language features by summarizing the email:
Paragraph 1: main purpose for the trip
Paragraph 2: other plans for the trip
Paragraph 3: transport
Paragraph 4: final thoughts
Tip: In this step, what should be highlighted is that the teacher ought to give students proper time to read individually, silently and think independently. There is no need for them to discuss the detailed questions. In this way, students can develop their individual logical thinking ability and promote their skills of finding details.
Step 3: Read to find out the words and phrases used to express emotion in the email.
After finishing the task above, the teacher move on the following task.
Underline the words and phrases used to express emotion in the email. Then complete the sentences below.
It is amazing sight.
It is ____________ I am amazed.
It's almost unbelievable.
I can’t _______________.
It's hard_________________
It's an _____________________ story.
Step 4: Use what you have learnt to write a travel plan.
1. Pretend you are Xiao Li and reply to Richard's email.
2. Exchange drafts.
Assess each other's work according to the checklist.
Is there a clear purpose for the trip? :
Does each paragraph have a clear main idea?
Does the writer use the present continuous tense for future plans?
Does the writer use commas, stops, and question marks correctly?
Are all the words spelt correctly?
Are all the proper nouns capitalized?
Revise your draft according to your partner's comments.
Step 5:The summary of how to write a travel plan.
旅游计划是一种常见的应用文写作。旅游可分为观光游、文化游、美食游及探险游等不同类型，因此旅游计划也要根据不同的旅游目的进行设计。常规的旅游计划需要明确以下几个方面的问题:
Travel plan
When will you leave for？
Where is your the destination?
How will you get there?
What will you do there?
How long will you there?
Is there a clear purpose for the trip?
为了提升旅行计划的层级，还需注意以下几个方面的问题:
1.每段是否有明确清晰的主题;
2.用一般现在时代替一般将来时；
3.用更高级的形容词词汇。例如:表达“好”时，不要总用“nice”,我们还可以用“smart, clean, excellent, exciting, beautiful, wonderful, clever, famous, grand”等表达更具有指向性的词汇；
4.用更高级的动词词汇。比如:我们可以用“seem stand, lie .get stay, remain, look . sound, become . keep, grow”等代替"be";
5.所有“专有名词”要大写;
6.文章最后要有适当的总结性语言。
[常用高级句式]
place of interest名胜古迹
tourist attractions旅游景点
historic sites 历史遗迹
Must- see attractions必看景点
go on a holiday/take a vacation去度假
check in登记人住check out结账退房
enjoy the scenery of nature欣赏自然美景
go sightseeing观光
feel like doing sth.想要做某事
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