Unit
2
Travelling
Around
Period
4
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
thewords
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登记入住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Unit2
Travelling
Around
Period
3
Discovering
Useful
Structures
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.
)
问题：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，就必须努力工作。
（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
HomeworkUnit2
Travelling
Around
Period
2
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
?Visitthe
___________
?Admirethe
_____________
?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
choosewhich
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.Unit2
Travelling
Around
Period
1
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
sweatersand
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...
学生阅读并翻译句子。
学生认真听听力练习。
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。
课堂小结
Step
4
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
5
Homework
Write
a
travel
plan
