旅游酒店英语教案

第一篇：旅游酒店英语教案

《旅游英语》教案

一、课程性质、地位和任务

本科层次的学生在完成基础阶段的学习任务，达到四级或六级水平后，都必须修读专业英语，一方面为保证大学生英语学习不断线，另一方面也是使学生所掌握的英语知识能够转化成为专业技能。

旅游英语这门课属于专业选修课，是根据大学英语应用提高阶段在专业英语方面的要求而开展教学活动的，其目的是为了适应中国进一步扩大对外交流和发展出、入境旅游，培养更多的有扎实的英语专业知识又精通旅游理论的专业人才。

二、课程基本要求

通过对这门课程的学习，学生们可以拓展专业知识，掌握一定的专业英语词汇，熟悉旅游英语的常用表达方法，并进一步巩固英语语言基础，提高在专业领域内综合运用英语语言的能力。

本课程要求学生在学习过程中主要锻炼英语的听、说、读能力，在工作中能够顺畅的与服务对象展开交流；要求学生在一定程度上掌握写作和翻译能力，在实践中发挥专业人才的作用。

三、教案内容 Unit 1 Reservation 教学目的和要求：要求学生掌握在酒店服务中如何使用英语帮助客人进行预订。教学基本内容：

Ⅰ Listening Comprehension 听力对话 重点句型听力 Ⅱ Useful Expressions 酒店服务英语的总体原则 组织结构 预定的常见形式 预定的注意事项

Ⅲ Situational Dialogue : Alice Liu is a secretary in Tokyo.She calls Hilton Hotel in Tianjin to reserve a suite for her boss from March 22 to 24.The reservation answers the phone call and accepts the booking.Ⅳ Reading Comprehension Text A:(1)Explain the function of the front office.(2)Use examples to describe the relationship between room reservation and other department.Ⅴ Exercises and summary 本单元重点: 电话预定 本单元难点：

服务人员在预定过程中的引领作用 教学方法：讲授

Unit 2 Reception 教学目的和要求：要求学生能够使用英语完成登记入住服务。教学基本内容：

Ⅰ Listening Comprehension 听力对话 重点句型听力 Ⅱ Useful Expressions 入住登记的操作流程 房态 支付方式

Ⅲ Situational Dialogue(1)A guest comes up to the Reception Desk.He has booked a double room for four nights a week ago by Ctrip.Now he wants to check-in.(2)A guest enters the hotel you served.He has no reservation.Unfortunately, all the rooms are occupied until 6:00 pm.Now it is 4 o‟clock.Try to make this deal successfully.Ⅳ Reading Comprehension Text A:

(1)List differences between Stars and Diamonds.(2)Describe the current situation of Star ratings in China.(3)Is it necessary to introduce Diamond ratings into China? Text B:

(1)Explain the function of room categories.(From supplier perspective and guest perspective.)

2(2)What are the differences among POV, OV and OF.(Use Chinese to answer.)Which one will be the most expensive? Ⅴ Exercises and summary 本单元重点: 登记入住流程 本单元难点： 团队客人的登记入住 教学方法：讲授

Unit 3 Answer the Calls 教学目的和要求：要求学生掌握酒店接听电话的方式和类别。教学基本内容：

Ⅰ Listening Comprehension 听力对话 重点句型听力 Ⅱ Useful Expressions 饭店总机的功能 饭店总机的基本要求 Ⅲ Situational Dialogue(1)One guest need a morning call for his 9:00 international flight.He know nothing about the traffic condition.Please give some suggestion to the guest and confirm the morning call.(2)One guest is confused by the charges of the calls.Please give some explanation.Include: house phone, local call, long distance call and international call.There is a minimum charge of first three minutes for Domestic Direct Dial but not for International Direct Dial.Ⅳ Reading Comprehension Text A: 翻译 Text B:

(1)Differentiate a mobile phone and a portable phone.(2)Why cell phone can be used in different countries?(3)Estimate the effect of digital camera in cell phone.Ⅴ Exercises and summary 本单元重点:

接听电话后的正确操作方式 本单元难点： 叫早电话 教学方法：讲授

Unit 4 Complaint 教学目的和要求：要求学生掌握应对客人投诉或抱怨的方法，以及处理措施。教学基本内容：

Ⅰ Listening Comprehension 听力对话 重点句型听力 Ⅱ Useful Expressions 投诉处理程序 处理投诉的注意事项 Ⅲ Situational Dialogue(1)Mrs.Brown complain that the hot water is not as hot as she expected.Try to deal with it.(2)Mr.Green is very unhappy with the restaurant service in the hotel.The manager is handling the complaint.Ⅳ Reading Comprehension Text A:

(1)If you are an employee, what is your attitude toward the customer complaints?(2)If you are the manager, what is your attitude toward the customer complaints?(3)If you are the owner of the hotel, what is your attitude toward the customer complaints?(4)How to manage customer complaints? Text B:

(1)Classify all the complaints in Poor Service.Try to resolves these problems.(2)Should we inform guests some problems about the room when they make a reservation.Ⅴ Exercises and summary 本单元重点: 应对客人投诉的方法 本单元难点： 如何舒缓客人情绪

教学方法：讲授

Unit 5 Check-out 教学目的和要求：要求学生能够使用英语完成对客人离店退宿的服务。教学基本内容：

Ⅰ Listening Comprehension 听力对话 重点句型听力 Ⅱ Useful Expressions 结账退宿的操作流程 账单上常见的缩写 Ⅲ Situational Dialogue(1)Mrs.Smith is in Room 2210 and she is checking out.Her bill is ￥1250.She wants to settle the bill with cash.You find that the cash is not RMB or USD but HKD.As the hotel regulation, HKD is not accepting.Try to help her to check out.(2)Miss Chen has stayed in the hotel for 4 days and she is going to check out.She finds that if she reserved by Ctrip she could get 15% discount.Now she requires the discount.But you find that she made the reservation by telephone.Try to deal with this problem.Ⅳ Reading Comprehension Text A:

(1)What is account?(2)What is folio?(3)Differentiate account from folio.Ⅴ Exercises and summary 本单元重点: 离店退宿的流程 本单元难点： 前台财务管理 教学方法：讲授

Unit 6 Housekeeping 教学目的和要求：要求学生了解客房部的常见服务及应对措施。

教学基本内容：

Ⅰ Listening Comprehension 听力对话 重点句型听力

Ⅱ Useful Expressions 客房部部结构 客房迎宾服务

客房清理服务的注意事项 客房设施词汇 Ⅲ Situational Dialogue(1)The bell man greets and shows the guest Room 3305.He first opens the door for the guest and carries guest„s luggage.He draws back the curtains, turns on the TV and shows the mini bar.When he is going to make a cup of tea for the guest, the guest gives him ￥10 and the bell man leaves the room.(2)A guest asks a room attendant to make up the room right now because he will have some visitors.After cleaning, he asks the room attendant to fetch some fresh towels, a bottle of ice, some flowers and candles.Try to handle this situation.Ⅳ Reading Comprehension Text A:

(1)List the factors which will influence staff scheduling.(2)How to make Visual Rota?(3)Talk something about the function of Visual Rota.Text B:

(1)Differentiate overview among Chief Housekeeper, Asst.Chief Housekeeper and Floor Supervisor.(2)Differentiate requirements, salary and benefits among stations.Ⅴ Exercises and summary 本单元重点: 客房服务的处理流程 本单元难点：

客房服务与客人关系的处理 教学方法：讲授

Unit 7 Laundry Service 教学目的和要求：要求学生能够使用英文完成对客人衣物洗涤服务的处理。教学基本内容：

Ⅰ Listening Comprehension 听力对话 重点句型听力 Ⅱ Useful Expressions 洗衣服务 短语

Ⅲ Situational Dialogue(1)Mr.Smith wants to have express laundry service because he is going to have a meeting this afternoon.He‟d like his suit to be dry clean.Try to handle this.(2)The guest wants to know how to get the laundry service.Try to explain service time and charges.(3)One guest finds her skirt is damaged by washing and asks for compensation.Try to solve this problem.Ⅳ Reading Comprehension Text A:

(1)Why laundry quality is important in hospitality industry according to the passage?(2)What benefits can we get in operating an in-house laundry? Ⅴ Exercises and summary 本单元重点: 洗衣服务的流程 本单元难点：

如何处理贵重服饰的洗涤要求 教学方法：讲授

Unit 8 Room Service 教学目的和要求：要求学生了解全服务酒店可以向顾客提供的各种服务。教学基本内容：

Ⅰ Listening Comprehension

听力对话 重点句型听力 Ⅱ Useful Expressions 客房服务 词汇

Ⅲ Situational Dialogue(1)Miss Liu wants to have breakfast in her room 1878.Her order is a cup of coffee with sugar, one fried egg, one sandwiches and a glass of chilled apple juice.About 10 minutes later, the waiter sends the breakfast.(2)Mr.White wants to know if it is possible to have an extra bed for his 9 years old son.The room attendant asks him to fill out a form and contracts with the Front Desk.It is $20 for extra bed per night.Ⅳ Reading Comprehension Text A:

(1)What benefits can hotel get from room service?(2)What is the difference between room service and food delivery?(3)What is the difference between limited feature hotel and luxury hotel in room service? Text B: T or F Ⅴ Exercises and summary 本单元重点: 当客人提出不同要求时的应对流程 本单元难点： 婴儿看顾、宠物问题 教学方法：讲授

Unit 9 F&B Service 教学目的和要求：要求学生掌握餐饮服务的基本流程。教学基本内容：

Ⅰ Listening Comprehension 听力对话 重点句型听力 Ⅱ Useful Expressions

餐饮部主要岗位 西餐早餐

餐饮服务的基本流程 餐饮预订

Ⅲ Situational Dialogue(1)Miss.Chen calls the Sun Restaurant to reserve a table for a party of six for 6:30 the next evening.The hostess answers the phone call and accepts the booking.(2)One guest calls the River Bank Restaurant to reserve a table for 8 o‟clock tonight, and he requests to sit beside the window.But there is no table tonight.The hostess suggests the guest to change a time or place.Ⅳ Reading Comprehension Text A:

(1)Describe the characteristics of China‟s varied cuisines.(2)Why do Chinese choose chopsticks as tableware according to the passage?(3)List some differences about table manners between China and western countries.Text B:

(1)When can you begin to eat?(2)How to eat soup?(3)When somebody asks you to pass the salt, can you use it before the one who requests it?(4)How to remove inedible items from the mouth? Ⅴ Exercises and summary 本单元重点: 餐位预定：个人和团体 本单元难点： 饮食习惯及小费问题 教学方法：讲授

Unit 10 Orders 教学目的和要求：要求学生掌握引导客人点菜的方法。教学基本内容：

Ⅰ Listening Comprehension 听力对话

重点句型听力 Ⅱ Useful Expressions 西餐服务——餐具 西餐服务——酒杯 西餐服务——餐具摆放 西餐点菜 菜肴与酒水搭配 Ⅲ Situational Dialogue(1)Mr.Zhang and his friends come to the Amazon Restaurant and you show them a table in private hall.(2)Mr.Green and his wife come to the restaurant.Mr.Green orders a beef steak which he‟d like to be well done and a beer.Mrs.Green orders some vegetables.Ⅳ Reading Comprehension Text A:

(1)How to understand French cuisine?(2)What are considered the essence of French cuisine?(3)Describe the French dining order.Text B:

(1)What is the similarity between Japanese cuisine and French cuisine?(2)Explain why Kobe beef cost so much?(3)Describe the typical Japanese method of rice preparation.Ⅴ Exercises and summary 本单元重点: 点菜服务流程 本单元难点： 菜名翻译 教学方法：讲授

Unit 11 Pay the Bill 教学目的和要求：要求学生掌握结账流程。教学基本内容：

Ⅰ Listening Comprehension 听力对话 重点句型听力 Ⅱ Useful Expressions 词汇——烹调方式 词汇——酒水 Ⅲ Situational Dialogue(1)Miss Liu finds that the fish she ordered is not fresh and the rice is not served until she finishes her meal.She complains about these.The waiter gives her 20% discount.(2)Mr.Li asks for the bill and is told by the waiter he has to pay 1,200 yuan.Mr.Li finds that he has never ordered any alcohol which is on the bill.Then the bill is corrected and Mr.Li pays in cash.Ⅳ Reading Comprehension Text A:

(1)Explain the payment method of bank credit card.(2)What are the three principal types of credit cards mentioned in the passage?(3)Translate the measures which are suggested to be taken to protect your credit cards.And do you have any other suggestions? Text B:

(1)Talk about the “credit limit” among different cards.(2)How many types and amount of cards do you need and why?(3)For the online purchases, which card is safer and why? Ⅴ Exercises and summary 本单元重点: 各种付款方式的使用 本单元难点： 避免客人逃账 教学方法：讲授

Unit 12 Other Service 教学目的和要求：概括性了解商务中心和娱乐中心的对客服务。教学基本内容：

Ⅰ Listening Comprehension 听力对话 重点句型听力 Ⅱ Useful Expressions 康乐中心 康体设施

Ⅲ Situational Dialogue(1)Mr.Brown and his friends come to the gymnasium in the hotel.The attendant greets them and introduces the facilities and activities.The guests are interested in the aerobic classes and hope to join the class.(2)One guest needs to leave a diamond ring in the safe deposit box before she goes to swimming.Supply the service.Ⅳ Reading Comprehension Text A:

(1)Where can you find the information like “facilities and service” part of the passage in your daily life?(2)What is aerobics? Which part of your body benefits most from it?(3)What are the main benefits of saunas?

Text B:

(1)What is the “ad agency” mean in the passage?(Para.3, Line 2)(2)What benefits can exercises offer?(3)Talk something about the exercises condition of you.Ⅴ Exercises and summary 本单元重点: 如何为客人提出建议 本单元难点： 不同客人的需求习惯 教学方法：讲授

Role-play

教学目的和要求：模拟可能出现的酒店服务场景，要求学生进行应变。教学基本内容：

学生进行角色扮演，以小品方式进行锻炼 本单元重点和难点： 小品剧情设计 教学方法：学生参与

Mid-term exercise 教学目的和要求：就前半学期所学内容做一次巩固，加深学生对知识的理解，提高应用能力。要求学生了解旅游业当前的热点问题，并对此阐述个人观点。教学基本内容：

要求学生就酒店工作的热点问题展开5分钟左右的个人演讲。本单元重点和难点： 英语口语表达 教学方法：学生参与

Review Lesson

教学目的和要求：回顾整个学期所学内容，帮助学生融会贯通，进一步提高专业英语的使用能力。

教学基本内容： 复习答疑

本单元重点和难点： 专业词汇及表达方式 学时分配：2学时讲授

Final Exam 教学目的和要求：考核学生的学习成果 教学基本内容： 开卷考试

本单元重点和难点： 专业化的表达方式 教学方法：测试

四、课程教材及主要参考资料

[1] 鲁阿凤，司爱侠，王凤元．饭店酒店管理专业英语实用教程．北京：清华大学出版 社．2010年8月．

[2] 雅各，斯特鲁特．朗文旅游英语．天津：南开大学出版社．2007年6月． [3] 段开成．旅游英语（高级）．天津：南开大学出版社．2004年1月．

五、课程考核方式及成绩评定平时成绩：50%平时成绩中包含期中练习成绩，课程作业成绩及出勤情况统计 期末考试：50% 合计：100%

第二篇：酒店英语教案

Lesson 1 Welcome to Shijiazhuang Hotel 授课班级：16酒店1、2 授课学时：2学时

I.Teaching Objectives

1.Language Objectives

(1)All students will be able to learn some words and expressions related to hotel reception.(2)All students will be able to read and understand the dialogue.2.Ability Objectives(1)To develop and improve students’ listening ability.(2)To develop and improve students’ oral ability.3.Moral Objectives

(1)To develop their own interest in hotel English.(2)To improve their own sense of cooperation through group activities or pair works..II.Important Points

1.To have all students master some important words about hotel reception.2.To guide all students to read key words and expressions.III.Difficult Points

1.To guide all students to finish the class activities.2.To lead some shy students to read the dialogue.IV.Teaching Methods

1.Task-based teaching approach;Pair work, Class activity 2.Teaching Aids: PPT;Blackboard.V.Teaching Procedures StepⅠ Lead-in(5 minutes)The teacher ask the students Do they know hotel bellman(行李员)? What do they do in the hotel? StepⅡ New words and expressions(20 minutes)1.To teach the students new words and expressions about hotel reception.(10 minutes)(luggage, piece, suitcase, briefcase, carry, luggage cart, front desk, room,check in)2.Ask 3-5 students to read new words and expressions.(5 minutes)

3.Do the match.(5 minutes)Step Ⅲ Important sentences(10 minutes)To ask some students to try to translate some easy and basic sentences in the dialogue.(欢迎来到海口宾馆。请问您有多少件行李？我去拿辆手推行李车。④我带您去前台。⑤这边请。）

Step Ⅳ Dialogue studying(30 minutes)1.Listen to the record and answer two questions.(5 minutes)2.Give students 5 minutes to prepare(5 minutes)3.Ask 3-4 pair to read the dialogue(7 minutes)4.To have students understand what’s the meaning of this dialogue.(8 minutes)5.All students are divided into two parts, and doing roles play(5 minutes)Step Ⅴ Review(5 minutes)The teachers guide the students to review all key words, expressions, useful sentences that are learnt in this lesson.Step Ⅵ

Class activity(10 minute)Every student must upload the record of these key words and expressions to the Wechat group, and group leaders should help the teacher to check their performance.1

第三篇：酒店英语教案

Teaching Plan for Hotel English Period: 2

Teaching Content： Workshop 1 Unit 1 Room Reservation Teaching objectives:

1.Grasp the terms and useful phrases in making room reservations 2.Use sentence patterns in working situations 3.Make situational dialogues fluently 4.Grasp the procedure of room reservation.Teaching focus:

1.Sentence patterns in making a room reservation 2.Practice situational dialogues.Teaching difficulties: 1.To read the conversations fluently

2.To make situational dialogues with the sentence patterns Teaching methods: interaction teaching methods, situation teaching methods Teaching procedures:

The first period Step I: The teacher would briefly introduce the main content of this course and how to learn the course.(10 minutes)T:

1.The content of the course:

This book consists of 25 units in all and it is divided into 4chapters according to the duties and services of different workshops in a hotel.The four workshops are front office, Housekeeping department, food and beverage department and other departments.Each unit includes four parts, i.e.key points for teaching and learning, simulation training, extended reading and exercises.We will mainly focus on Part II in our class, while you should make further study of the other parts by yourselves after class.As it is a very practical course, you should practice the dialogues and learn the sentences patterns by heart.So you can improve your oral English and your communication ability in dealing with the guests.2.The assessment strategy of this course: • Class participation: 10% • Homework & class attendance : 10% • Oral test: 40% • Final exam(written): 40%

Step II: Lead-in.(5 minutes)

1.The teacher would invite some students to talk about the basic procedures of

receiving room reservation.2.In the end, the teacher would summarize the students‟ answers so as to give them a clearer and better understanding of the basic knowledge of reservation. Greetings  Date of arrival and departure  Room types  Name and telephone number  Confirmation Step III Learn the new words and sentence patterns.(30minutes)1.The teacher would ask the student to read the new words and the following sentence patterns in Part 2 in the textbook.The teacher would explain the difficult points to the students if there is any.1)Good evening.Peace Hotel.Reservation.May I help you? 2)Is there anything that I can do for you? 3)What kind of room would you like? We have single rooms, double rooms, suites, deluxe suites and a presidential suite.4)Do you want a single room or a double room? 5)Would you like twin beds or double beds? 6)I‟d like to reserve a room in your hotel? 7)I‟d like to make a reservation for a suite with both shower and bath.8)I‟d like a room with a view.9)We have nice rooms overlooking the sea.10)We have rooms facing south.11)Would you like a room with a bath or shower? 12)How many people are there in your company? 13)How long do you intend to stay? 14)Are you with a company? 15)For how long? 16)For what dates, please? 17)It‟s for three nights, May 10th to12th.18)Hold the line, please.19)I‟ll check if there is a room available for those days.20)I‟m sorry we are booked out for that date.21)We do have a vacancy for those dates.22)The current rate is $150 per night.23)A single room is $120 per night.There is also a 10%tax and a 10% service charge.24)Children under 12 are half price.25)We offer a 10% discount for group reservations.2.The students are given ten minutes to read the words and sentences by themselves and inquire the teacher or other students if meeting any difficulty in pronouncing or understanding.3.The teacher would ask the students to read the words and sentences by volunteering or picking their numbers at random.The second period Step IV: Practice the sample dialogues in the textbook.(25 minutes)1.Ask the students to read aloud the dialogues in pairs.(First volunteer, and then call the students‟ numbers)2.Do some explanations if necessary and then let the students practice the difficult sentences after the teacher.3.Act out the dialogues in front of classes in pairs.Step V Role play.(20minutes)1.First, the teacher would require the students to make dialogues according to the following given situation.The students are given 10 minutes to make the dialogue in pairs.Situation: Wang Ping is a client of a travel agency.She is calling to reserve for a tour group of 32 form England form August 8th to August 12th.2.The teacher would ask some pairs to act out their dialogue in front of the class.3.Give comments and advices to improve the students‟ dialogues.Step VI Homework assignment.1.Finish Exercise II, III, IV in the textbook.2.Learn the sentence patterns by heart and practice the dialogues.3.Preview the new unit.Period: 2

Content：Workshop 1 Unit 2 Reception Teaching aims:

1.Grasp the terms and useful phrases in reception service.2.Fill in the registration form correctly.3.Use sentence patterns skillfully in working situations.4.Make situational dialogues fluently.5.Grasp the procedure of reception and learn how to fill in the registration form..Teaching focus:

1.Sentence patterns in receiving the guests.2.Practice the sample dialogues and make situational dialogues.Teaching difficulties: 1.To read the conversations fluently

2.To make situational dialogues with the sentence patterns Teaching methods: interaction teaching methods, situation teaching methods Teaching procedures:

The first lesson Step I: Lead-in and discussion.(10 minutes)1.The teacher would ask students to discuss the procedure of registration and then invite some students to talk about the basic procedures of receiving guest with advance reservation checks in.2.In the end, the teacher would summarize the students‟ answers so as to give them a clearer and better understanding of the basic knowledge of registration. Greetings  Checking the reservation list  Filling the registration form  Checking the form  Notice

Step II Learn the new words and sentence patterns.(35minutes)1.The teacher would ask the student to read the new words and the following sentence patterns in Part 2 in the textbook.The teacher would explain the difficult points to the students if there is any.1)Welcome to our hotel 2)Good morning.This is the reception desk.May I help you? 3)Have you made a reservation? 4)In/ under whose name was the reservation? 5)When did you make the reservation? 6)Have you received a confirmation notice? 7)I booked a room on line a week ago? 8)I have booked a double room in the name of Ellen Hill.9)Have you finished the check-in procedure? 10)Let me look through our reservation list/record.11)thank you for waiting, sir

12)Yes, we do have a reservation for you.13)Sorry, we don‟t have a record of your reservation.14)Would you please show me your passport and visa? 15)I need your ID card for just a moment? 16)Would you mind filling in this form and paying $100 in advance? 17)Would you please fill in the registration form? 18)Please sign the registration form.19)This is the receipt for paying in advance.Please keep it.20)You forgot to put your department date.21)Here is your card, Madam.Your room number is 2212 22)I‟m glad that we‟ll be able to accept your extension request, but I‟m afraid that it will be necessary for us to ask you to change rooms for the last two nights.23)Sorry, we have no rooms available.But I can refer you to Gold Port Hotel, where they may have a room.24)Would you like to get in touch with somewhere else for you? 25)Not at all.I‟m always at your service.26)I hope you will enjoy your stay here.2.The students are given ten minutes to read the words and sentences by themselves and inquire the teacher or other students if meeting any difficulty in pronouncing or understanding.3.The teacher would ask the students to read the words and sentences by volunteering or picking their numbers at random.The second period Step III: Practice the sample dialogues in the textbook.(25 minutes)1.Ask the students to read aloud the dialogues in pairs.(First volunteer, and then call the students‟ numbers)2.Do some explanations if necessary and then let the students practice the difficult sentences after the teacher.3.Act out the dialogues in front of classes in pairs.Step IV Role play.(20minutes)1.First, the teacher would require the students to make dialogues according to the following given situation.The students are given 10 minutes to make the dialogue in pairs.Situation: A guest comes up to the Reception Desk.He booked a single room for two nights two weeks ago.He wants to check in.the receptionist checks the reservation card and asks the guest to fill in the registration form.2.The teacher would ask some pairs to act out their dialogue in front of the class.3.Give comments and advices to improve the students‟ dialogues.Step V Homework assignment 4.Finish Exercise II, III, IV in the textbook.5.Learn the sentence patterns by heart and practice the dialogues.6.Preview the new unit.Period: 2

Teaching Content：Workshop 1Unit 3 Bell Service

Teaching objectives:

1.Master the terms and useful phrases in bell service.2.Use sentence patterns skillfully in working situations.3 Make situational dialogues fluently.4.Grasp some knowledge about bell service.Teaching focus:

1.Sentence patterns in receiving the guests.2.Practice the sample dialogues and make situational dialogues.Teaching difficulties: 1.To read the conversations fluently

2.To make situational dialogues with the sentence patterns Teaching methods: interaction teaching methods, situation teaching methods Teaching procedures:

The first lesson Step I: Lead-in and discussion.(10 minutes)1.The teacher would ask the students to discuss the responsibilities of bellman.2.In the end, the teacher would summarize the students‟ answers so as to give them a clearer and better understanding of the basic knowledge of bell service. Show him to his room. Introducing facilities. Water guidelines.When a guest wants to leave  Loading the luggage  Well-wishing Step II Learn the new words and sentence patterns.(35minutes)1.The teacher would ask the student to read the new words and the following sentence patterns in Part 2 in the textbook.The teacher would explain the difficult points to the students if there is any.1)Good afternoon.Welcome to our hotel 2)It‟s nice to see you here again, Mr.Smith.3)Leave it to me.I‟ll take care of your luggage.4)You have three pieces of luggage in all.Is that right? 5)Is there anything valuable or breakable in your bag? 6)This way, please.7)After you, sir.8)May I have a look at your key card.9)Are you satisfied with your room? 10)This room is facing south, and it has a nice view.11)Would you mind my putting your luggage here? 12)Here is the brochure explaining hotel services.It gives you an idea about our services and facilities.13)Here is the light switch, the temperature adjuster, the wardrobe and the mini-bar.14)This is the TV control.You can get any channel you like.15)This is the air-conditioning control unit.You set temperature like this.16)You can make your own tea and coffee by using this electric kettle.17)By the way, you probably know that the tap water here is undrinkable.You can drink boiled water or the bottled water.18)The tap water can only be used for washing.For drinking water, you have thermos on the tea table by the sofa.The water in it is boiled water.19)there is a mini-bar under the table.The price list is on top of it.You may pay the cashier for what you drink when you check out.20)The hot water supply is from 6 a.m.to12 p.m.21)Special laundry bags with price lists are placed in the closet.22)A Chinese restaurant is on the third floor in our hotel.23)If you don‟t want to be disturbed, just place this “please do not disturb” sigh outside the door.24)If you want to have your shoe polished, just leave them outside the room before you go the bed and they will be ready the next morning.25)Shall I get a taxi for you? 26 Single trip or round trip? 27)By the way, how do you figure the carfare? 2.The students are given five minutes to read the words and sentences by themselves and inquire the teacher or other students if meeting any difficulty in pronouncing or understanding.3.The teacher would ask the students to read the words and sentences by volunteering or picking their numbers at random.The second period Step III: Practice the sample dialogues in the textbook.(25 minutes)1.Ask the students to read aloud the dialogues in pairs.(first volunteer, then call the students‟ numbers)2.Do some explanations if necessary and then let the students practice the difficult sentences after the teacher.3.Act out the dialogues in front of classes in pairs.(first volunteer, then call the students‟ numbers)Step IV Role play.(20minutes)1.First, the teacher would require the students to make dialogues according to the following given situation.The students are given 10 minutes to make the dialogue in pairs.Situation: Mr.Stone comes to the hotel.This is the first time he has come to china.You are showing him to his room.Be sure to introduce something useful to him and introduce all the facilities in the room.2.The teacher would ask some pairs to act out their dialogue in front of the class.3.Give comments and advices to improve the students‟ dialogues.Step V Homework assignment 7.Finish Exercise II, III, IV in the textbook.8.Learn the sentence patterns by heart and practice the dialogues.9.Preview the new unit.Period: 2

Content：Workshop 1Unit 4 Money Exchange

Teaching aims: 1.Grasp the terms and useful phrases in changing money.2.Use sentence patterns skillfully in working situations.3.Make situational dialogues fluently.4.Have an idea of the procedure of foreign currency exchange.Teaching focus:

1.Sentence patterns in changing money.2.Practice the sample dialogues and make situational dialogues.Teaching difficulties: 1.To read the conversations fluently

2.To make situational dialogues with the sentence patterns Teaching methods: interaction teaching methods, situation teaching methods Teaching procedures:

The first lesson Step I: Lead-in and discussion.(10 minutes)1.The teacher would ask some students to discuss the basic procedures of changing money for the guests and then ask them to talk about their opinion.2.In the end, the teacher would summarize the students‟ answers so as to give them a clearer and better understanding of the basic knowledge of money exchange. amount  room number and signature  exchange slip Step II Learn the new words and sentence patterns.(35minutes)1.The teacher would ask the student to read the new words and the following sentence patterns in Part 2 in the textbook.The teacher would explain the difficult points to the students if there is any.1)What kind of currency do you want to change? 2)What‟s the exchange rate for Euros today? 3)It‟s 830yuan for 100 dollars.4)How much would you like to change? 5)What denominations would you like? 6)We have 100 Yuan, 50 Yuan, 20 Yuan, 10 Yuan,5Yuan, 2 Yuan and 1 Yuan bills.7)It‟s a free/courtesy service.8)May I have a look at your passport? 9)Please put down your name, room number and the amount you want to change on the exchange certificate.10)Here is the money, 8,300 Yuan in all.Please check it and keep the exchange memo.11)I‟m afraid that we have to put a limit on exchange for the benefit of all our guests.12)If we change large amounts, our cash supply runs out and we are unable to oblige our other guests.13)Please sign your name on the back.14)You are welcome.I am very glad that I can serve you.2.The students are given five minutes to read the words and sentences by themselves and inquire the teacher or other students if meeting any difficulty in pronouncing or understanding.3.The teacher would ask the students to read the words and sentences by volunteering or picking their numbers at random.The second period Step III: Practice the sample dialogues in the textbook.(25 minutes)1.Ask the students to read aloud the dialogues in pairs.(First volunteer, and then call the students‟ numbers)2.Do some explanations if necessary and then let the students practice the difficult sentences after the teacher.3.Act out the dialogues in front of classes in pairs.Step IV Role play.(20minutes)1.First, the teacher would require the students to make dialogues according to the following given situation.The students are given 10 minutes to make the dialogue in pairs.Situation: You have exchanged 500 U.S.dollars into RMB, but now you find that you don‟t need so much RMB, so you go to the currency exchange desk again and want to change the extra RMB back into US dollars.What will the cashier tell you? 2.The teacher would ask some pairs to act out their dialogue in front of the class.3.Give comments and advices to improve the students‟ dialogues.Step V Homework assignment 10.Finish Exercise II, III, and IV in the textbook.11.Learn the sentence patterns by heart and practice the dialogues.12.Preview the new unit.Greet the guests Ask about reservation Ask about length of stay Ask about identification Ask about payment Ask the guest to fill in the registration card Tell the guest where their room is

Period: 2

Content：Workshop 1Unit 5 Telephone Operator Teaching aims: 1.Grasp the terms and useful phrases in the unit.2.Use sentence patterns skillfully in working situations.3 Make situational dialogues fluently.4.Grasp some knowledge about telephone calls.Teaching focus:

1.Sentence patterns in answering the guests‟ phone.2.Practice the sample dialogues and make situational dialogues.Teaching difficulties: 1.To read the conversations fluently

2.To make situational dialogues with the sentence patterns Teaching methods: interaction teaching methods, situation teaching methods Teaching procedures:

The first lesson Step I: Lead-in and discussion.(10 minutes)

1.The teacher would invite some students to talk about different phone calls the guests may make at a hotel.2.In the end, the teacher would summarize the students‟ answers so as to give them a clearer and better understanding of the basic knowledge of telephone operating.

An overseas call

Types of calls Telephone language  Morning call Name Time Room number Step II Learn the new words and sentence patterns.(25minutes)1.The teacher would ask the student to read the new words and the following sentence patterns in Part 2 in the textbook.The teacher would explain the difficult points to the students if there is any.1)Good evening.Operator.May I help you? 2)Can you put me through to Room 1818? 3)The number you wanted is available.4)Why do you want to speak to? 5)Who is speaking/calling, please? 6)Somebody is asking for you on the phone.7)Is this a person-to-person call or a station-to-station call? 8)Is this a collect call or a pay call? 9)If you want to call a friend in the USA, first dial the international country code of China, that is double zero, then the country code to USA, that is one, and then the area code and the number of your friend.10)We change a handling fee.11)Sorry, se have no domestic collect call service.You have to pay for the call yourself.12)If you make a pay call, you can place it right in your room.If you‟d like to make a collect call, please dial 0 and then ask the operator for help.13)Are there special night rates from here? 14)The night rates are from 9 in the evening until 7 in the morning.15)The line is busy/engaged, now.16)Mr.Jackson‟s line is available now.I‟ll switch you over.17)Would you like to leave a message? 18)I can tell him that you called.19)Does he know your telephone number? 20)I‟ll ask him to call you later.21)Would you mind calling back sometime tomorrow? 22)May I know your name and room number? 23)Can you hang up the phone, please? 24)If you leave your name and number, I‟ll have him call you back soon as soon as he is available.25)I wonder if your hotel has the morning call service.26)At what time would you like us to call you tomorrow morning? 27)We have computerized wake-up service? 28)I‟m afraid you dialed the wrong number? 29)Could you repeat that please? 30)Could you speak more slowly, please? 31)Is there any difference in charge between IDD calls and operator calls? 32)With the operator-assisted calls there is a minimum charge of three minutes, there is no minimum charge for IDD calls.2.The students are given five minutes to read the words and sentences by themselves and inquire the teacher or other students if meeting any difficulty in pronouncing or understanding.3.The teacher would ask the students to read the words and sentences by volunteering or picking their numbers at random.The second period Step III: Practice the sample dialogues in the textbook.(25 minutes)1.Ask the students to read aloud the dialogues in pairs.(First volunteer, then call the students‟ numbers)2.Do some explanations if necessary and then let the students practice the difficult sentences after the teacher.3.Act out the dialogues in front of classes in pairs.Step IV Role play.(20minutes)1.First, the teacher would require the students to make dialogues according to the following given situation.The students are given 10 minutes to make the dialogue in pairs.Situation: you are standing in a big hotel in shanghai.You want to call back to your boss n New York, and you want the operator to make it a person-to-person call, but unfortunately he isn‟t there.2.The teacher would ask some pairs to act out their dialogue in front of the class.3.Give comments and advices to improve the students‟ dialogues.Step V Homework assignment 13.Finish Exercise II, III, and IV in the textbook.14.Learn the sentence patterns by heart and practice the dialogues.15.Preview the new unit.Period: 2

Content：Workshop 1Unit 6 Information Teaching aims: 1.Master the terms and useful phrases in giving information.2.Use sentence patterns skillfully in working situations.3 Making situational dialogues fluently.4.Grasp some knowledge about providing information.Teaching focus:

1.Sentence patterns in giving information to the guests.2.Practice the sample dialogues and make situational dialogues.Teaching difficulties: 1.To read the conversations fluently

2.To make situational dialogues with the sentence patterns

Teaching methods: interaction teaching methods, situation teaching methods Teaching procedures:

The first lesson Step I: Lead-in.(10 minutes)1.The teacher would invite some students to talk about some basic knowledge of providing information to the guests.2.In the end, the teacher would summarize the students‟ answers so as to give them a clearer and better understanding of the basic knowledge of giving information. Inquiring about fees  Posting letters  Giving information.Step II learn the new words and sentence patterns.(35minutes)1.The teacher would ask the student to read the new words and the following sentence patterns in Part 2 in the textbook.The teacher would explain the difficult points to the students if there is any.1)Good afternoon.Information Desk.Is there anything I can do for you? 2)What seems to be the problem, sir? 3)What information would you like to get? 4)Would you like to book an airline ticket? 5)Shall we get a taxi for you? 6)The weather will be very good tomorrow.Have a nice tour!7)The Summer Palace is not far away from here.You‟d better take a taxi there.8)You can a subway train there.It‟s very convenient.9)The local cuisine here is Sichuan cuisine.It‟s tasty.10)If you want to send an e-mail, you can do it in your room or go to the business center.11)OK.I‟ll do it for you right away.12)Would you like to leave a message for your friend? 13)I‟ll stick the stamp and sent it for you.14)Not at all.You are always welcome.2.The students are given five minutes to read the words and sentences by themselves and inquire the teacher or other students if meeting any difficulty in pronouncing or understanding.3.The teacher would ask the students to read the words and sentences by volunteering or picking their numbers at random.The second period Step III: Practice the sample dialogues in the textbook.(25 minutes)1.Ask the students to read aloud the dialogues in pairs.(first volunteer, then call the students‟ numbers)2.Do some explanations if necessary and then let the students practice the difficult sentences after the teacher.3.Act out the dialogues in front of classes in pairs.(first volunteer, then call the students‟ numbers)Step IV Role play.(20minutes)1.First, the teacher would require the students to make dialogues according to the

following given situation.The students are given 10 minutes to make the dialogue in pairs.Situation: A guest comes to the Information Desk to ask something about shopping.He wants to buy some typical Chinese products as gifts.Try to introduce correct information and give him directions.2.The teacher would ask some pairs to act out their dialogue in front of the class.3.Give comments and advices to improve the students‟ dialogues.Step V Homework assignment 16.Finish Exercise II, III, IV in the textbook.17.Learn the sentence patterns by heart and practice the dialogues.18.Preview the new unit.Period: 2

Content：Workshop 1Unit 7 Complaints Teaching aims: 1.Being familiar with the terms and useful phrases about handling complaints.2.Use sentence patterns skillfully in working situations.3 Making situational dialogues fluently.4.Grasp some knowledge about handling complaints.Teaching focus:

1.Sentence patterns in handling the guests‟ complaints.2.Practice the sample dialogues and make situational dialogues.Teaching difficulties: 1.To read the conversations fluently

2.To make situational dialogues with the sentence patterns Teaching methods: interaction teaching methods, situation teaching methods Teaching procedures:

The first lesson Step I: Lead-in.(10 minutes)1.The teacher would invite some students to talk about some skills in dealing with the guests‟ complaints.2.In the end, the teacher would summarize the students‟ answers so as to give them a clearer and better understanding of how to deal with the guests‟ complaints. Misunderstandings at the Front Desk Checking the facts Explaining hotel policies Solving the problem  How to deal with complaints? Right attitude Steps to deal with complaints The importance  All is a mess Apologize

Taking actions Step II learn the new words and sentence patterns.(35minutes)1.The teacher would ask the student to read the new words and the following sentence patterns in Part 2 in the textbook.The teacher would explain the difficult points to the students if there is any.1)I am terribly/ awfully sorry.2)I‟m awfully sorry for my carelessness.3)What‟s the trouble, sir? 4)Receptionist, I‟d like to make a complaint.5)Can you change my room for me? It‟s too noisy.6)Please accept my apology on behalf of the hotel.7)Could you attend to this matter immediately? 8)I‟m terribly sorry.I‟ll attend to it at once.9)I am sorry to have caused you so much trouble.10)Would you mind coming with me to my office and tell me exactly what happened there, Madam? 11)I‟m sorry.It is the policy of the hotel.I hope you will understand.12)No problem, sir.We‟ll manage it.13)we will look into the matter immediately.Thank you for telling me.14)I‟ll make a note of that.Everything will be taken care of.15)I understand how you feel and we‟ll try our best to help you.16)Sorry, madam.I‟ll solve the problem for you as soon as possible.17)I am afraid you have misunderstood what I said.Perhaps I can explain it again.18)I assure you it won‟t happen again.19)Just give us another chance and you will find everything will be right again the next time you go to the restaurant.20)If there is anything more you need, please let us know.21)I promise to attend to the matter immediately.22)There must be some misunderstandings.23)Can you tell me what the matter is? 24)thank you for bringing this matter to our attention.25)The worst thing is that the water closet is clogged and when I flushed it, it ran over.26)My diamond necklace has been stolen.It is worth $4,500.it must have been stolen by one of your maids that took it.I want my diamond necklace back.27)Managers should be responsible for customers and deal with it personally if anything goes wrong.2.The students are given five minutes to read the words and sentences by themselves and inquire the teacher or other students if meeting any difficulty in pronouncing or understanding.3.The teacher would ask the students to read the words and sentences by volunteering or picking their numbers at random.The second period Step III: Practice the sample dialogues in the textbook.(25 minutes)1.Ask the students to read aloud the dialogues in pairs.(First volunteer, and then call the students‟ numbers)2.Do some explanations if necessary and then let the students practice the difficult sentences after the teacher.3.Act out the dialogues in front of classes in pairs.(First volunteer, and then call the

students‟ numbers)Step IV Role play.(20minutes)1.First, the teacher would require the students to make dialogues according to the following given situation.The students are given 10 minutes to make the dialogue in pairs.Situation: Mrs.Winston has lost her gold earrings in the hotel.She goes to the reception office to complain about the lost gold earrings.The receptionist is handling the complaint.2.The teacher would ask some pairs to act out their dialogue in front of the class.3.Give comments and advices to improve the students‟ dialogues.Step V Homework assignment 19.Finish Exercise II,III,IV in the textbook.20.Learn the sentence patterns by heart and practice the dialogues.21.Preview the new unit.Period: 2

Content：Workshop 1Unit 8 Paying the bill and checking out Teaching aims: 1.Master the terms and useful phrases in checking out.2.Use sentence patterns skillfully in working situations.3 Making situational dialogues fluently.4.Grasp the procedure of checking-out.Teaching focus:

1.Sentence patterns in paying the bill and checking out.2.Practice the sample dialogues and make situational dialogues.Teaching difficulties: 1.To read the conversations fluently

2.To make situational dialogues with the sentence patterns Teaching methods: interaction teaching methods, situation teaching methods Teaching procedures:

The first lesson Step I: Lead-in.(10 minutes)1.The teacher would invite some students to talk about the basic procedures of checking out.2.In the end, the teacher would summarize the students‟ answers so as to give them a clearer and better understanding of the basic knowledge of reception. Paying by credit card Credit cards accepted in China Credit card code Procedure  Checking out Settling the bill Payment Step II learn the new words and sentence patterns.(35minutes)1.The teacher would ask the student to read the new words and the following sentence patterns in Part 2 in the textbook.The teacher would explain the difficult points to the students if there is any.1)I‟d like to have my bill, please.2)Have you used any hotel services since breakfast? 3)Here is your bill, sir.Please check it.4)Would you please go the cashier desk to pay your bill? 5)How do you wish to settle your account, sir? In cash or by credit car? 6)Did you take anything from the mini-bar this morning? 7)May I have your name and your room number? 8)This is for three dinners and four lunches in our restaurant that you signed for.9)This is your laundry charge.10)May I check the details for you, please? 11)Just a moment, please.The cashier will have your bill ready in a moment.12)What‟s your method of payment, sir? 13)I‟m sorry, you have to settle your bill then check out.14)We accept the following credit cards.15)I‟m sorry, we don‟t accept personal cheques.It is the policy of our hotel.16)Would you like to check and see if the amount is correct? 17)Here is the money you overpaid.18)Just a moment, please.I‟ll write out a receipt for you.19)The total amount you own the hotel is down at the bottom.20)Would you like to settle the differences in cash? 21)Our check-out time is at noon but you used the room until6:00 p.m.I‟m afraid that for late check-outs we charge an extra 10% of the room rate.22)This is your change and your receipt.23)Be sure not to leave anything behind.24)We hope you enjoyed your stay with us and will visit us again.25)I hope you will have a pleasant trip home.2.The students are given five minutes to read the words and sentences by themselves and inquire the teacher or other students if meeting any difficulty in pronouncing or understanding.3.The teacher would ask the students to read the words and sentences by volunteering or picking their numbers at random.The second period Step III: Practice the sample dialogues in the textbook.(25 minutes)1.Ask the students to read aloud the dialogues in pairs.(First volunteer, and then call the students‟ numbers)2.Do some explanations if necessary and then let the students practice the difficult sentences after the teacher.3.Act out the dialogues in front of classes in pairs.(First volunteer, and then call the students‟ numbers)Step IV Role play.(20minutes)1.First, the teacher would require the students to make dialogues according to the following given situation.The students are given 10 minutes to make the dialogue in pairs.Situation: Mrs.Brown is in Room 306 and she‟d like to check out.Her bill is $560.She asks the cashier to explain want a charge of $30 is for.The cashier tells Mrs.Brown it is for the phone calls she made from her room.Mrs.Brown wants to settle

the bill with her credit card.It‟s Master Card.The hotel accepts Master Card.2.The teacher would ask some pairs to act out their dialogue in front of the class.3.Give comments and advices to improve the students‟ dialogues.Step V Homework assignment 22.Finish Exercise II, III, and IV in the textbook.23.Learn the sentence patterns by heart and practice the dialogues.24.Preview the new unit.Period: 2

Content：Workshop 1I Unit 9 Room Cleaning Teaching aims: 1.Being familiar with the terms and useful phrases in room cleaning.2.Use sentence patterns skillfully in working situations.3 Making situational dialogues fluently.4.Grasp some knowledge about the housekeeping department.Teaching focus:

1.Sentence patterns in room cleaning.2.Practice the sample dialogues and make situational dialogues.Teaching difficulties: 1.To read the conversations fluently

2.To make situational dialogues with the sentence patterns Teaching methods: interaction teaching methods, situation teaching methods Teaching procedures:

The first lesson Step I: Lead-in.(10 minutes)1.The teacher would invite some students to talk about the basic procedures of receiving guest with advance reservation checks in.2.In the end, the teacher would summarize the students‟ answers so as to give them a clearer and better understanding of the basic knowledge of room cleaning 客房清洁整理顺序:VIP room-----make up room(挂有“请即打扫”房间）------occupied room住客房-----check-out room走客房------vacant room空房.When doing an occupied room:(1)Greet the guest and ask the guest if you can clean up the room(2)If there is a visitor, ask if you should continue(3)After cleaning up the room, ask the guest if he/she has any other request.Step II learn the new words and sentence patterns.(35minutes)1.The teacher would ask the student to read the new words and the following sentence patterns in Part 2 in the textbook.The teacher would explain the difficult points to the students if there is any.1)Housekeeping.May I come in? 2)I‟d like to clean the room.May I do it now? 3)What time would it be convenient? 4)Turn down service.May I come in? 5)Is there anything I can do for you? 6)I‟m always at your service.7)Would you like me to clean your room right now? 8)When do you want me to do the room? 9)I‟m sorry, sir.But could you wait for another 20 minutes?

10)We always do the check-out rooms first, unless there is a request.11)We have to get these rooms ready for use by the Front Office.12)We always try to have rooms made up early on request.13)Hot water is available 24 hours each day.14)We provide our customers with a variety of services such as currency exchange, food and drink, laundry, mail, etc.15)For detailed information, you can refer to the service directory.16)Please contact us if you have any problems, sir.We‟ll do our best to help you.17)Please don‟t hesitate to let me know if I can be of any help.18)The pillowcases are dirty;could you change them for us? 19)We are grateful that you cleaned our room first.20)If a guest wants to do his room at a special time, he can put the sign outside on the doorknob.21)I‟ll clean the bathroom and replace some fresh towels.22)I just had a bath and it is a mess in the bathroom.Could you clean the bathroom a little?

2.The students are given five minutes to read the words and sentences by themselves and inquire the teacher or other students if meeting any difficulty in pronouncing or understanding.3.The teacher would ask the students to read the words and sentences by volunteering or picking their numbers at random.The second period Step III: Practice the sample dialogues in the textbook.(25 minutes)1.Ask the students to read aloud the dialogues in pairs.(First volunteer, and then call the students‟ numbers)2.Do some explanations if necessary and then let the students practice the difficult sentences after the teacher.3.Act out the dialogues in front of classes in pairs.Step IV Role play.(20minutes)1.First, the teacher would require the students to make dialogues according to the following given situation.The students are given 10 minutes to make the dialogue in pairs.Situation: The room attendant comes to make up the room.The guest doesn‟t want the room cleaned right now because he doesn‟t feel well.He asks the room attendant to fetch some fresh towels and a bottle of boiled water.The attendant promises to bring them immediately and asks the guest to phone Housekeeping if he wants his room cleaned.2.The teacher would ask some pairs to act out their dialogue in front of the class.3.Give comments and advices to improve the students‟ dialogues.Step V Homework assignment 1.Finish Exercise II, III, IV in the textbook.2.Learn the sentence patterns by heart and practice the dialogues.3.Preview the new unit.Period: 2

Content：Workshop 1I Unit 10 Guests’ Request Teaching aims: 1.Grasp the terms and useful phrases in guest requests.2.Use sentence patterns skillfully in working situations.3 Make situational dialogues fluently.4.Learn how to deal with guest‟s special request..Teaching focus:

1.Sentence patterns in meeting the guests‟ requests.2.Practice the sample dialogues and make situational dialogues.Teaching difficulties: 1.To read the conversations fluently

2.To make situational dialogues with the sentence patterns Teaching methods: interaction teaching methods, situation teaching methods Teaching procedures:

The first lesson Step I: Lead-in.(10 minutes)1.The teacher would invite some students to talk about what requires attention when meeting the guest‟s request.2.In the end, the teacher would summarize the students‟ answers so as to give them a clearer and better understanding of the basic knowledge of satisfying the guest‟s request. Baby sitting service  Asking for an extra bed  Borrowing something Step II learn the new words and sentence patterns.(35minutes)1.The teacher would ask the student to read the new words and the following sentence patterns in Part 2 in the textbook.The teacher would explain the difficult points to the students if there is any.1)Could you send a baby cot to room1215? 2)We have a babysitting service.The staffs are well-educated and reliable.3)What‟s the rate for this service? 4)This is our hotel policy.I hope you will understand.5)Could you send us a few more clothes hangers? 6)I will give you a call after I contact the front office about the extra bed.7)Did you know you have an outlet in your room that is 110 voltages? 8)Could you send me a higher pillow? 9)I‟m out of ice-cubes.Could you send me more? 10)Could you send these clothes to the dry-cleaner‟s for me? 11)Could you return the iron to us? Another guest in our hotel wants to use it.12)If you have any requests, please contact me.13)We are very glad to have you here.14)I would like to store my laptop computer in one of your safe-deposit boxes.15)I do hope you are enjoying you stay with us.16)thank you all the same.17)Good-bye and have a good sleep.2.The students are given five minutes to read the words and sentences by themselves and inquire the teacher or other students if meeting any difficulty in pronouncing or

understanding.3.The teacher would ask the students to read the words and sentences by volunteering or picking their numbers at random.The second period Step III: Practice the sample dialogues in the textbook.(25 minutes)1.Ask the students to read aloud the dialogues in pairs.(first volunteer, then call the students‟ numbers)2.Do some explanations if necessary and then let the students practice the difficult sentences after the teacher.3.Act out the dialogues in front of classes in pairs.(first volunteer, then call the students‟ numbers)Step IV Role play.(20minutes)1.First, the teacher would require the students to make dialogues according to the following given situation.The students are given 10 minutes to make the dialogue in pairs.Situation: A guest calls to ask for a baby-sitter for her five-year-old son.2.The teacher would ask some pairs to act out their dialogue in front of the class.3.Give comments and advices to improve the students‟ dialogues.Step V Homework assignment 1.Finish Exercise II, III, IV in the textbook.2.Learn the sentence patterns by heart and practice the dialogues.3.Preview the new unit.Period: 2

Content：Workshop 1I Unit 11 Laundry and valet service.Teaching aims: 1.Grasp the terms and useful phrases about laundry.2.Use sentence patterns skillfully in working situations.3 Making situational dialogues fluently.4.Have an idea of laundry service.Teaching focus:

1.Sentence patterns in receiving the guests.2.Practice the sample dialogues and make situational dialogues.Teaching difficulties: 1.To read the conversations fluently

2.To make situational dialogues with the sentence patterns Teaching methods: interaction teaching methods, situation teaching methods Teaching procedures:

The first lesson Step I: Lead-in.(10 minutes)1.The teacher would invite some students to talk about something that should be noticed when offering laundry and valet service.2.In the end, the teacher would summarize the students‟ answers so as to give them a clearer and better understanding of the basic knowledge of reception. Greetings  Checking the reservation list  Filling the registration form  Checking the form  Notice

Step II Learn the new words and sentence patterns.(35minutes)

1.The teacher would ask the student to read the new words and the following sentence patterns in Part 2 in the textbook.The teacher would explain the difficult points to the students if there is any.1)Good morning.Laundry Department.May I help you? 2)Any laundry today? 3)I‟d like to know something about the laundry service? 4)We have different services here such as washing, dry-cleaning, ironing, dyeing and mending.5)If we receive your laundry before 10 am, it will be sent back before evening.6)If your laundry is received by 4 in the afternoon, we‟ll get it back the next morning.7)Just put your laundry in the plastic bag in the bathroom.I‟ll pick it up after I make the bed every morning.8)For laundry service, dial 6 and you will get housekeeping.9)I‟d like my silk shirt to be hand-washed.Please use cold water.It might shrink.10)Do you have a mending service for clothes? 11)This is for washing and that is for dry-cleaning.12)This shirt needs to be washed, starched and pressed.13)I‟ll send someone up to collect your laundry.14)Would you like express laundry service? 15)We have express laundry service.16)We will deliver it within 4 hours at a 50% extra charge.17)If you are in a hurry, we have a two hour quick service.18)We charge 50%more for express service, but it takes only 4 hours.19)This blouse will fade.20)Can you remove the stain on my skirt? 21)We will remove it, but we cannot guarantee the result.22)I‟m sorry, but we don‟t have the special equipment.23)Will you please fill in this laundry form? 24)What are your charges? 25)The rate list is included in your folder in the drawer of the writing desk? 26)Please check your laundry, Madam.27)The sweater is ruined.28)We will refund the cost of the laundry and the new sweater.29)I‟m sorry for the inconvenience.30)You may buy a replacement and we‟ll refund the cost to you.2.The students are given five minutes to read the words and sentences by themselves and inquire the teacher or other students if meeting any difficulty in pronouncing or understanding.3.The teacher would ask the students to read the words and sentences by volunteering or picking their numbers at random.The second period Step III: Practice the sample dialogues in the textbook.(25 minutes)1.Ask the students to read aloud the dialogues in pairs.(First volunteer, and then call the students‟ numbers)2.Do some explanations if necessary and then let the students practice the difficult

sentences after the teacher.3.Act out the dialogues in front of classes in pairs.Step IV Role play.(20minutes)1.First, the teacher would require the students to make dialogues according to the following given situation.The students are given 10 minutes to make the dialogue in pairs.Situation: The guest wants to know how to get the laundry service.The room attendant tells the guest the laundry service hours.If the laundry is received before 10:00a.m., it will be delivered back by 10:00 p.m.the same day.The guest asks the cost of the laundry and the room attendant tells the guest to look at the rate chart in the folder in the drawer of the dressing-table.2.The teacher would ask some pairs to act out their dialogue in front of the class.3.Give comments and advices to improve the students‟ dialogues.Step V Homework assignment 1.Finish Exercise II, III, and IV in the textbook.2.Learn the sentence patterns by heart and practice the dialogues.3.Preview the new unit.Period: 2

Content：Workshop 1I Unit 12 Room Service.Teaching aims: 1.Grasp the terms and useful phrases about room service.2.Use sentence patterns skillfully in receiving a telephone order.3 Grasp some knowledge about room service.4.Read the conversations fluently.Teaching focus:

1.Sentence patterns in receiving a telephone order.2.Practice the sample dialogues and make situational dialogues.Teaching difficulties: 1.To read the conversations fluently

2.To make situational dialogues with the sentence patterns Teaching methods: interaction teaching methods, situation teaching methods Teaching procedures:

The first lesson Step I: Lead-in.(10 minutes)1.The teacher would invite some students to talk about the basic procedures of room service.2.In the end, the teacher would summarize the students‟ answers so as to give them a clearer and better understanding of the basic knowledge of room service. Greetings  What would you like  time  room number  serving the food Step II learn the new words and sentence patterns.(35minutes)1.The teacher would ask the student to read the new words and the following sentence patterns in Part 2 in the textbook.The teacher would explain the difficult points to the students if there is any.1)Good morning.This is Room Service.May I help you?

2)Do you have room service? 3)Room service is available 24 hours a day.4)Breakfast can be served in your room from 6o‟clock to 9 o‟clock.5)This is room 1212.I would like to order breakfast for tomorrow morning.6)May I repeat your order, please? 7)May I have your room number? 8)There will be a wait of 15 minutes, Madam.9)Here is the breakfast you ordered.10)I‟m the waiter from room service.I‟ve brought you the breakfast.11)We will collect the plates in 45 minutes.12)If you‟d like early morning tea, just tell the room attendant.13)Enjoy your breakfast, sir.14)Would you sign the bill, please?

2.The students are given five minutes to read the words and sentences by themselves and inquire the teacher or other students if meeting any difficulty in pronouncing or understanding.3.The teacher would ask the students to read the words and sentences by volunteering or picking their numbers at random.The second period Step III: Practice the sample dialogues in the textbook.(25 minutes)1.Ask the students to read aloud the dialogues in pairs.(First volunteer, and then call the students‟ numbers)2.Do some explanations if necessary and then let the students practice the difficult sentences after the teacher.3.Act out the dialogues in front of classes in pairs.Step IV Role play.(20minutes)1.First, the teacher would require the students to make dialogues according to the following given situation.The students are given 10 minutes to make the dialogue in pairs.Situation:

Guest: you‟d like to have breakfast in your room.You‟d like bacon, boiled eggs, toast and a cup of black coffee.You like your eggs soft boiled.Your room number is 321.Waiter: it‟s 8 in the morning.Answer the phone.Ask what the guest would like to have.Find out how he would like his eggs boiled.Find out the guest‟s room number.2.The teacher would ask some pairs to act out their dialogue in front of the class.3.Give comments and advices to improve the students‟ dialogues.Step V Homework assignment 1.Finish Exercise II, III, and IV in the textbook.2.Learn the sentence patterns by heart and practice the dialogues.3.Preview the new unit.Period: 2

Content：Workshop 1I Unit 13 Lost and Found Teaching aims: 1.Grasp the terms and useful phrases about lost and found.2.Use sentence patterns skillfully in working situations.Make situational dialogues fluently.4.Learn how to deal with lost and found event.Teaching focus:

1.Sentence patterns in dealing with lost and found.2.Practice the sample dialogues and make situational dialogues.Teaching difficulties: 1.To read the conversations fluently

2.To make situational dialogues with the sentence patterns Teaching methods: interaction teaching methods, situation teaching methods Teaching procedures:

The first lesson Step I: Lead-in.(10 minutes)1.The teacher would invite some students to talk about the basic procedures of dealing the guests‟ lost and found.2.In the end, the teacher would summarize the students‟ answers so as to give them a clearer and better understanding of the basic knowledge of lost and found.(1)遗留物品的发现与保管

酒店员工发现客人遗失物品，无论价值大小，必须在第一时间上房务部（Housekeeping Department)，由其统一保管，同时通知前台(Front Desk)联系客人。如果客人已离店，则应拿到房务中心登记保管。

拾获人员填写《遗失、遗留物品登记表》(Lost Property Report)，写清具体时间(exact time)、物品名称(article)、数量(number)、特征(feature)、房号(room number)、拾遗地址(place)、签名(signature)等。房务中心做好记录，并每天书面通知大堂副理详细情况，以备客人查询。

贵重物品与一般物品应分开、分类保管。如超过3个月至半年无人认领，应由客房部经理审批移交到保安部处理(2)遗失物品的认领

前台有关工作人员通知房务中心客人亲自或委托他人来店认领，并请客人详细说明入住时间、遗失地点、遗失物品特征并出示有效证件，最后在《遗失、遗留物品登记表》(Lost Property Report)上签收，还需留下客人的身份证号码及联系地址。

Step II learn the new words and sentence patterns.(35minutes)1.The teacher would ask the student to read the new words and the following sentence patterns in Part 2 in the textbook.The teacher would explain the difficult points to the students if there is any.1)I‟m sorry to hear that.Shall we check your room for you? 2)Could you give us some information about your lost item? 3)When and where did you last see it? 4)We will check there with the security section.5)We will try our best to find it for you.6)This is lost and found.We have found your cell phone.7)Could you come to our office on the first floor? 8)Could you tell me what is in your bag? 9)Could you check the contents in your parcel? 10)Could you sign here please? 11)You are welcome.We are glad to do that for you.12)Good-bye and have a nice trip home.2.The students are given five minutes to read the words and sentences by themselves and inquire the teacher or other students if meeting any difficulty in pronouncing or understanding.3.The teacher would ask the students to read the words and sentences by volunteering or picking their numbers at random.The second period Step III: Practice the sample dialogues in the textbook.(25 minutes)1.Ask the students to read aloud the dialogues in pairs.(First volunteer, and then call the students‟ numbers)2.Do some explanations if necessary and then let the students practice the difficult sentences after the teacher.3.Act out the dialogues in front of classes in pairs.Step IV Role play.(20minutes)1.First, the teacher would require the students to make dialogues according to the following given situation.The students are given 10 minutes to make the dialogue in pairs.Situation:

A guest lost an expensive necklace;she calls to Lost and Found to report this.2.The teacher would ask some pairs to act out their dialogue in front of the class.3.Give comments and advices to improve the students‟ dialogues.Step V Homework assignment 1.Finish Exercise II, III, and IV in the textbook.2.Learn the sentence patterns by heart and practice the dialogues.3.Preview the new unit.Period: 2

Content：Workshop IIUnit 15 Problems and Maintenance Teaching aims: 1.Being familiar with the terms and useful phrases about problems and compensation.2.Use sentence patterns skillfully in working situations.3 Make situational dialogues fluently.4.Grasp some knowledge about hotel engineering.Teaching focus:

1.Sentence patterns in dealing with damage and compensation.2.Practice the sample dialogues and make situational dialogues.Teaching difficulties: 1.To read the conversations fluently

2.To make situational dialogues with the sentence patterns Teaching methods: interaction teaching methods, situation teaching methods Teaching procedures:

The first lesson Step I: Lead-in.(10 minutes)1.The teacher would invite some students to talk about the maintenance work of the hotel.2.In the end, the teacher would summarize the students‟ answers so as to give them a clearer and better understanding of the basic knowledge of maintenance.A plan to do maintenance work in the future is usually of two types and that is

scheduled maintenance and preventive maintenance.Scheduled maintenance is that type of work that requires longer durations to complete, planning of manpower and tools and materials required co-ordination with other trades and possibly outside contractors.Hotels sell service rather than a product, or, to put it another way, service is their product.Nevertheless, each room has a large physical “plant” with complex equipment and machinery that must be maintained in good working order.From the point of view of the customer, the most important part of the plant is the guest room.In a sense, it is possible to say that a clean and attractive room is the product that the accommodations industry offers.This makes the Housekeeping Department of primary importance in the operation of any hotel.Step II learn the new words and sentence patterns.(35minutes)1.The teacher would ask the student to read the new words and the following sentence patterns in Part 2 in the textbook.The teacher would explain the difficult points to the students if there is any.1)I „ll send a plumber to your room to check it right away.He will be here in a few minutes.2)I‟ll have the maintenance man come in and have a look at it.3)Don‟t worry.I‟ll let the overnight staff know.He‟ll do it for you.4)What seems to be the problem? 5)I‟m not sure but I‟ll see what I can do.6)I‟ll fix if for you at one o‟clock this afternoon.7)I‟m sorry to disturb you.I‟m here to check the smoke detector in your room.8)Do you mind if I move your things? 9)If you need any other things, please let us know.2.The students are given five minutes to read the words and sentences by themselves and inquire the teacher or other students if meeting any difficulty in pronouncing or understanding.3.The teacher would ask the students to read the words and sentences by volunteering or picking their numbers at random.The second period Step III: Practice the sample dialogues in the textbook.(25 minutes)1.Ask the students to read aloud the dialogues in pairs.(First volunteer, then call the students‟ numbers)2.Do some explanations if necessary and then let the students practice the difficult sentences after the teacher.3.Act out the dialogues in front of classes in pairs.Step IV Role play.(20minutes)1.First, the teacher would require the students to make dialogues according to the following given situation.The students are given 10 minutes to make the dialogue in pairs.Situation:

It‟s hot, but the air-conditioner in a guest room has gone wrong.2.The teacher would ask some pairs to act out their dialogue in front of the class.3.Give comments and advices to improve the students‟ dialogues.Step V Homework assignment 1.Finish Exercise II, III, and IV in the textbook.2.Learn the sentence patterns by heart and practice the dialogues.3.Preview the new unit.Period: 2

Content：Workshop II1Unit 16 Table Reservation Teaching aims: 1.Grasp the terms and useful phrases in making table reservations.2.Use sentence patterns skillfully in working situations.3.Make situational dialogues fluently.4.Grasp the basic procedure of table reservation.Teaching focus:

1.Sentence patterns in dealing with damage and compensation.2.Practice the sample dialogues and make situational dialogues.Teaching difficulties: 1.To read the conversations fluently

2.To make situational dialogues with the sentence patterns Teaching methods: interaction teaching methods, situation teaching methods Teaching procedures:

The first lesson Step I: Lead-in and discussion.(10 minutes)1.The teacher would ask the students to discuss t the basic procedures of receiving guests‟ table reservation and then talk about their opinion.2.In the end, the teacher would summarize the students‟ answers so as to give them a clearer and better understanding of the basic procedure of accepting a reservation. Greetings  Food types  How many people  time  confirmation Step II Learn the new words and sentence patterns.(35minutes)1.The teacher would ask the student to read the new words and the following sentence patterns in Part 2 in the textbook.The teacher would explain the difficult points to the students if there is any.1)Good afternoon.Red Sun Restaurant.May I help you? 2)How many people are there in your party? 3)And at what time should we expect you? 4)At what time would you like the table? 5)May I have your name and telephone number, sir? 6)So it‟s Mr.John Smith, a table for eight for about 7:30 tonight.7)thank you for calling.We will be expecting you tonight.8)What is it going to be, Chinese food or Western food? 9)May I know under whose name you want to book the table? 10)Please reserve it under the name of Shawn Kemp.11)Would you like a table by the window? 12)We are open around the clock.13)Just a moment, please.I‟ll connect you to the restaurant.14)We‟re very sorry, sir.All the tables are reserved until 7.Would 7o‟clock be all right.15)We‟re looking forward to seeing you tonight.16)I‟d like to book a table for three at 7:30 this evening.17)According to the cooking books, the famous dishes from ancient to now are over 8,000.18)Would you like to have a la carte or table d‟hôte.2.The students are given five minutes to read the words and sentences by themselves and inquire the teacher or other students if meeting any difficulty in pronouncing or understanding.3.The teacher would ask the students to read the words and sentences by volunteering or picking their numbers at random.The second period Step III: Practice the sample dialogues in the textbook.(25 minutes)1.Ask the students to read aloud the dialogues in pairs.(First volunteer, and then call the students‟ numbers)2.Do some explanations if necessary and then let the students practice the difficult sentences after the teacher.3.Act out the dialogues in front of classes in pairs.Step IV Role play.(20minutes)1.First, the teacher would require the students to make dialogues according to the following given situation.The students are given 10 minutes to make the dialogue in pairs.Situation:

Miss Green calls the Rising sun Restaurant to reserve a table for a party of six for 6:30 this evening.The hostess answers the phone call and accepts the booking.2.The teacher would ask some pairs to act out their dialogue in front of the class.3.Give comments and advices to improve the students‟ dialogues.Step V Homework assignment 1.Finish Exercise II, III, and IV in the textbook.2.Learn the sentence patterns by heart and practice the dialogues.3.Preview the new unit.Period: 2

Content：Workshop II1Unit 17 Receiving Diners Teaching aims: 1.Master the terms and useful phrases in receiving diners.2.Use sentence patterns skillfully in working situations.3 Make situational dialogues fluently.4.Learn how to receive diners.Teaching focus:

1.Sentence patterns in receiving diners.2.Practice the sample dialogues and make situational dialogues.Teaching difficulties: 1.To read the conversations fluently

2.To make situational dialogues with the sentence patterns Teaching methods: interaction teaching methods, situation teaching methods

Teaching procedures:

The first lesson Step I: Lead-in.(10 minutes)1.The teacher would invite some students to talk about the basic procedures of receiving diners.2.In the end, the teacher would summarize the students‟ answers so as to give them a clearer and better understanding of the basic knowledge of receiving diners. Seating guests Reservation

Showing the table

Seating the guest  There isn‟t a table Explaining the situation Giving a solution Step II Learn the new words and sentence patterns.(25minutes)1.The teacher would ask the student to read the new words and the following sentence patterns in Part 2 in the textbook.The teacher would explain the difficult points to the students if there is any.1)Good evening, sir.Have you got a reservation? 2)How many, please? 3)A table for four? 4)Is it only two of you? 5)Could you follow me, please? 6)Please come this way.7)Sit down, please.8)Where would you like to sit? 9)Here is your table.10)Would you rather sit near the dance floor? 11)Will this table be all right? 12)You may sit where you like.13)There‟s a table for four over there.Would you like it? 14)We have a window table reserved for you.15)What about the one that is further back but still offers a view of the lake? 16)If you come this way, I‟ll show you to your table.17)I‟m afraid there is no other place free at the moment.18)I‟m sorry, this table is already reserved.19)All the tables by the window have been booked.I hope you will understand.20)There will be a wait of about twenty minutes.21)You can sit in the bar if you like and we‟ll call you when we have a table.22)Please look at the menu first.23)Excuse me, would you share the table with that gentleman?

2.The students are given five minutes to read the words and sentences by themselves and inquire the teacher or other students if meeting any difficulty in pronouncing or understanding.3.The teacher would ask the students to read the words and sentences by volunteering

or picking their numbers at random.The second period Step III: Practice the sample dialogues in the textbook.(25 minutes)1.Ask the students to read aloud the dialogues in pairs.(First volunteer, and then call the students‟ numbers)2.Do some explanations if necessary and then let the students practice the difficult sentences after the teacher.3.Act out the dialogues in front of classes in pairs.Step IV Role play.(20minutes)1.First, the teacher would require the students to make dialogues according to the following given situation.The students are given 10 minutes to make the dialogue in pairs.Situation:

Mr.Jack and his family come to the restaurant.They want a table by the window but are told by the hostess that all tables by the window have been reserved.2.The teacher would ask some pairs to act out their dialogue in front of the class.3.Give comments and advices to improve the students‟ dialogues.Step V Homework assignment 1.Finish Exercise II, III, and IV in the textbook.2.Learn the sentence patterns by heart and practice the dialogues.3.Preview the new unit.Period: 2

Content：Workshop II1Unit 18 Taking orders and Recommendation Teaching aims: 1.Being familiar with the terms and useful phrases in taking orders.2.Use sentence patterns skillfully in working situations.3 Make situational dialogues fluently.4.Grasp some knowledge about Chinese cuisine.Teaching focus:

1.Sentence patterns in taking orders.2.Practice the sample dialogues and make situational dialogues.Teaching difficulties: 1.To read the conversations fluently

2.To make situational dialogues with the sentence patterns Teaching methods: interaction teaching methods, situation teaching methods Teaching procedures:

The first lesson Step I: Lead-in.(10 minutes)1.The teacher would invite some students to talk about the basic procedures of taking orders.2.In the end, the teacher would summarize the students‟ answers so as to give them a clearer and better understanding of the basic knowledge of taking orders.1)Greet the guests and ask them whether they are ready to order.2)Recommend some special dishes to the guests and give some introduction.3)Write down the guests‟ order and special request

4)Repeat and confirm the order and the guests‟ special request

Step II learn the new words and sentence patterns.(35minutes)1.The teacher would ask the student to read the new words and the following

sentence patterns in Part 2 in the textbook.The teacher would explain the difficult points to the students if there is any.1)May I take your order? 2)Are you ready to order now? 3)Would you like to order now? 4)Have you decided what you‟d like? 5)Will you dine a la carte or take table d‟hôte? 6)What would you like to start with? 7)Would you like something to drink? 8)How about the dessert? 9)What soup would you prefer? 10)What kind of dressing would you like on you salad? 11)What would you like for your main course? 12)What would you like to go with your main course? 13)Anything else? 14)Would you like a drink before your meal? 15)Would you like to go over the menu? 16)How would you like your steak done, sir? Rare, medium or well done? 17)Today‟s special is very popular? 18)Do you have vegetarian dishes? 19)Could you recommend some good wine? 20)Could you recommend a nice restaurant near here? 21)Which kind of juice would you like? 22)I‟m sorry to trouble you.My steak is raw.23)I‟m sorry.This is not what I ordered.2.The students are given five minutes to read the words and sentences by themselves and inquire the teacher or other students if meeting any difficulty in pronouncing or understanding.3.The teacher would ask the students to read the words and sentences by volunteering or picking their numbers at random.The second period Step III: Practice the sample dialogues in the textbook.(25 minutes)1.Ask the students to read aloud the dialogues in pairs.(first volunteer, then call the students‟ numbers)2.Do some explanations if necessary and then let the students practice the difficult sentences after the teacher.3.Act out the dialogues in front of classes in pairs.(First volunteer, and then call the students‟ numbers)Step IV Role play.(20minutes)1.First, the teacher would require the students to make dialogues according to the following given situation.The students are given 10 minutes to make the dialogue in pairs.Situation:

Mr.Green asks the waiter to recommend something special.The waitress suggests

lamb stew and Mr.Green takes it.But about 20 minutes later, the lamb stew is still not served.He complains to the waitress about the slow service and the waitress apologizes and explains the reason.2.The teacher would ask some pairs to act out their dialogue in front of the class.3.Give comments and advices to improve the students‟ dialogues.Step V Homework assignment 1.Finish Exercise II, III, and IV in the textbook.2.Learn the sentence patterns by heart and practice the dialogues.3.Preview the new unit.Period: 2

Content：Workshop II1Unit 19 Chinese Food Restaurant Teaching aims:

1.Master the terms and useful phrases in introducing Chinese dish.2.Use sentence patterns skillfully in working situations.3 Make situational dialogues fluently.4.Grasp some knowledge about Chinese cuisine.5.Learn how to translate Chinese dishes.Teaching focus:

1.Sentence patterns in introducing Chinese dish.2.Practice the sample dialogues and make situational dialogues.Teaching difficulties: 1.To read the conversations fluently

2.To make situational dialogues with the sentence patterns Teaching methods: interaction teaching methods, situation teaching methods Teaching procedures:

The first lesson Step I: Introduction of Chinese dishes.(20 minutes)1.The teacher would invite some students to talk about the feature and categorization of Chinese cuisine.2.In the end, the teacher would summarize the students‟ answers so as to give them a clearer and better understanding of the basic knowledge of Chinese cuisine. Categorization of Chinese cuisine.Eight schools of Chinese cuisine：

Sichuan Cuisine 川菜

Shandong Cuisine 鲁菜

Cantonese Cuisine 粤菜

Jiangsu Cuisine苏菜

Fujian Cuisine闽菜

Hunan Cuisine湘菜

Anhui Cuisine徽菜

Zhejiang Cuisine浙菜

 Feature of Chinese cuisine.Generally, Chinese food can be divided into eight regional cuisines, namely, Sichuan, Fujian, Zhejiang, Shandong, Guangdong(Cantonese), Jiangsu, Anhui and Hunan, which has been widely accepted around.Certainly, there are many other local famous cuisines, such as Beijing cuisine and Shanghai cuisine.1)Cantonese dishes, composed of Cantonese, Chaozhou and Dongjiang cuisine, are famous for their fresh materials and great tenderness.Cantonese cuisine tastes clear, light, crisp and fresh and it usually chooses raptors and beasts to produce originative dishes.2)Hunan cuisine consists of local dishes from the Xiangjiang River area, Dongting Lake area and Western Hunan mountain area.It characterizes itself by thick and pungent flavor.Chili, pepper and shallot are usually necessaries in this division.3)Shandong Cuisine is divided into two schools of cooking—the Jinan school and Jiaodong school.The former prides itself on its clear or milk white soups, and the latter on its preparation of seafood.4)Jiangsu dishes mainly consist of Yangzhou, Zhenjiang, and Huai‟an cuisine originating in water villages south of the Yangtze River, and are characterized by its strictness in material selection, the emphasis of cleanness and freshness of its ingredients, as well as the fine workmanship in cutting, matching, cooking and arranging.The flavor of Huaiyang Cuisine is light, fresh and sweet.5)Consisting of Fuzhou Cuisine, Quanzhou Cuisine and Xiamen Cuisine, Fujian Cuisine is distinguished for its choice of seafood, beautiful color and magic taste of sweet, sour, salty and savory.6)Anhui cuisine pays much attention to the taste, color of dishes and the temperature in cooking, and are good at braising and stewing.They are experts especially in cooking delicacies from mountains and sea.Anhui dishes preserve most of the original taste and nutrition of the materials.7)Comprising local cuisines of Hangzhou, Ningbo and Shaoxing, Zhejiang Cuisine wins its reputation for freshness, tenderness, softness, smoothness of its dishes with mellow fragrance.Hangzhou Cuisine is the most famous one among the three.8)Sichuan dishes are one of the most famous Chinese dishes in the world, and are enjoyed with great popularity all over the country because of their distinct and various flavors.Characterized by its spicy and pungent flavor, Sichuan cuisine, emphasizes on the use of chili, which gives a distinctively spicy taste, called ma in Chinese.It also attaches much importance to the use of seasonings, so no two dishes ever taste alike.Step II learn the new words and sentence patterns.(25minutes)1.The teacher would ask the student to read the new words and the following sentence patterns in Part 2 in the textbook.The teacher would explain the difficult points to the students if there is any.1)Welcome to the Chinese restaurant.2)May I introduce some typical Chinese food to you? 3)The art of cooking in China gives much attention to the colors, flavors and tastes.4)Are you satisfied with the food? 5)May I have the bill, Miss? 6)Let‟s go Dutch this time.2.The students are given five minutes to read the words and sentences by themselves and inquire the teacher or other students if meeting any difficulty in pronouncing or understanding.3.The teacher would ask the students to read the words and sentences by volunteering or picking their numbers at random.The second period Step III: Practice the sample dialogues in the textbook.(25 minutes)1.Ask the students to read aloud the dialogues in pairs.(first volunteer, then call the students‟ numbers)2.Do some explanations if necessary and then let the students practice the difficult sentences after the teacher.3.Act out the dialogues in front of classes in pairs.(first volunteer, then call the students‟ numbers)Step IV Role play.(20minutes)1.First, the teacher would require the students to make dialogues according to the following given situation.The students are given 10 minutes to make the dialogue in pairs.Situation:

This is the first time that Mr.Green comes to China, so he knows little about Chinese dish.When he orders the dish, he asks the waiter to introduce Chinese cuisine and recommend some famous dish to him.2.The teacher would ask some pairs to act out their dialogue in front of the class.3.Give comments and advices to improve the students‟ dialogues.Step V Homework assignment 1.Finish Exercise II, III, and IV in the textbook.2.Learn the sentence patterns by heart and practice the dialogues.3.Preview the new unit.Period: 2

Content：Workshop II1Unit 20 Western Food Restaurant Teaching aims: 1.Being familiar with the terms and useful phrases in introducing western food.2.Use sentence patterns skillfully in working situations.3 Make situational dialogues fluently.4.Grasp some knowledge about western dinner and breakfast.Teaching focus:

1.Sentence patterns in helping the guests order western breakfast and dinner.2.Practice the sample dialogues and make situational dialogues.Teaching difficulties: 1.To read the conversations fluently

2.To make situational dialogues with the sentence patterns Teaching methods: interaction teaching methods, situation teaching methods Teaching procedures:

The first lesson Step I: Lead-in.(10 minutes)1.The teacher would invite some students to talk about the western dinner and breakfast.2.In the end, the teacher would summarize the students‟ answers so as to give them a clearer and better understanding of the basic knowledge of western dinner and breakfast. Order of serving western food: starter/appetizer（头盘/开胃菜)soup(汤类)

main course(主菜)salad(色拉)dessert(甜点)coffee/tea(咖啡或茶) Types and contents of western breakfast American breakfast美式早餐

Continental breakfast 欧式早餐

1.juice(水果或果汁)这是早餐的第一道菜，果汁又分为罐果汁(canned juice)及新鲜果汁(fresh juice)两种。2.Cereals(谷类)玉米、燕麦等制成的谷类食品，如corn flakes(玉米片), 麦片粥(oatmeal)或玉米粥(cornmeal)3.Egg(蛋－早餐的主食)通常为两个蛋，可以分为： fried eggs(煎蛋)boiled eggs(水煮蛋)Poached eggs(去壳水煮蛋)scrambled eggs 炒蛋 omelet 蛋卷

每种蛋皆可选择配火腿(ham)、腌肉(bacon)、腊肠(sausage)作为配菜.4.Bread/ toast(吐司和面包)Toast with butter Buttered toast 5.Beverages(饮料)

Coffee/tea Step II learn the new words and sentence patterns.(25minutes)1.The teacher would ask the student to read the new words and the following sentence patterns in Part 2 in the textbook.The teacher would explain the difficult points to the students if there is any.1)I can recommend roast beef.2)I think our fish cutlet will be to your taste.3)I would suggest crispy fried duck.4)Shrimp salad is being served today.5)Roast duck is the specialty here, I should say.6)We have clear soup and cream soup at your choice.7)We‟ve a buffet.You can have all you want for 40 dollars.8)The chef‟s specialty is shrimp with crispy fried rice crust.9)Today, we‟ve got fried sole.10)I‟m sure you‟ll like it.It‟s tasty.11)Many guests give high comments on it.12)These are our local specialties.2.The students are given five minutes to read the words and sentences by themselves and inquire the teacher or other students if meeting any difficulty in pronouncing or understanding.3.The teacher would ask the students to read the words and sentences by volunteering or picking their numbers at random.The second period Step III: Practice the sample dialogues in the textbook.(25 minutes)1.Ask the students to read aloud the dialogues in pairs.(First volunteer, and then call the students‟ numbers)2.Do some explanations if necessary and then let the students practice the difficult sentences after the teacher.3.Act out the dialogues in front of classes in pairs.Step IV Role play.(20minutes)1.First, the teacher would require the students to make dialogues according to the following given situation.The students are given 10 minutes to make the dialogue in pairs.Situation:

Mr.Wang invites his friends to have dinner in a western food restaurant.You are making orders for them and they need your recommendation.Try to use the phrases you have learned.2.The teacher would ask some pairs to act out their dialogue in front of the class.3.Give comments and advices to improve the students‟ dialogues.Step V Homework assignment 1.Finish Exercise II, III, and IV in the textbook.2.Learn the sentence patterns by heart and practice the dialogues.3.Preview the new unit.Period: 2

Content：Workshop II1Unit 22 Complaints Teaching aims: 1.Master the terms and useful phrases in dealing with complaints.2.Use sentence patterns skillfully in working situations.3 Make situational dialogues fluently.4.Learn how to handle complaints properly.Teaching focus:

1.Sentence patterns in dealing with complaints.2.Practice the sample dialogues and make situational dialogues.Teaching difficulties: 1.To read the conversations fluently

2.To make situational dialogues with the sentence patterns Teaching methods: interaction teaching methods, situation teaching methods Teaching procedures:

The first lesson Step I: Lead-in and discussion.(10 minutes)1.The teacher would invite some students to talk about dealing with complaints.2.In the end, the teacher would summarize the students‟ answers so as to give them a clearer and better understanding of the basic knowledge of dealing with complaints Procedures of dealing with complaints: 1)Listen attentively and politely to what the guest said and calm down the guest 2)Make an apology to the guest and find out what the problem is 3)Consult with the guest how to settle the problem.4)Take actions quickly to remove the complaint.Step II learn the new words and sentence patterns.(25minutes)

1.The teacher would ask the student to read the new words and the following sentence patterns in Part 2 in the textbook.The teacher would explain the difficult points to the students if there is any.1)I‟ll get you another one.2)I‟ll have them make you another one.3)I‟m afraid chicken takes quite a while to prepare.4)I‟m sorry, sir.We‟re short of help.5)I‟m terribly sorry, sir.Would you like it cooked a little more? 6)Would you like something else while you are waiting? 7)I‟ll speak to the chef and see what he can do.8)I am sorry, sir.Do you mind trying something else? That would be on the house, of course.9)I‟m sorry it‟s not to your taste.I‟ll take it back to the chef.10)I‟m sorry for our miscalculation.11)Sorry, we‟ll look into the matter.2.The students are given five minutes to read the words and sentences by themselves and inquire the teacher or other students if meeting any difficulty in pronouncing or understanding.3.The teacher would ask the students to read the words and sentences by volunteering or picking their numbers at random.The second period Step III: Practice the sample dialogues in the textbook.(25 minutes)1.Ask the students to read aloud the dialogues in pairs.(First volunteer, and then call the students‟ numbers)2.Do some explanations if necessary and then let the students practice the difficult sentences after the teacher.3.Act out the dialogues in front of classes in pairs.Step IV Role play.(20minutes)1.First, the teacher would require the students to make dialogues according to the following given situation.The students are given 10 minutes to make the dialogue in pairs.Situation:

Mr.Green found a black hair in the dish-pork shreds with fish seasoning, so he complains to the waiter about it.The waiter apologizes and proposes to bring another dish for him.Mr.Green refuses for he is afraid they may pick out the hair from the dish and return it to him.3.Give comments and advices to improve the students‟ dialogues.Step V Homework assignment 1.Finish Exercise II, III, and IV in the textbook.2.Learn the sentence patterns by heart and practice the dialogues.3.Preview the new unit.Period: 2

Content：Workshop II1Unit 23 Payments Teaching aims: 1.Master the terms and useful phrases in paying bills in restaurants.2.Use sentence patterns skillfully in working situations.3 Make situational dialogues fluently.4.Grasp the procedure of payment in restaurant..Teaching focus:

1.Sentence patterns in paying bills in restaurants.2.Practice the sample dialogues and make situational dialogues.Teaching difficulties: 1.To read the conversations fluently

2.To make situational dialogues with the sentence patterns Teaching methods: interaction teaching methods, situation teaching methods Teaching procedures:

The first lesson Step I: Lead-in.(10 minutes)1.The teacher would invite some students to talk about the ways of paying bills in restaurants.2.In the end, the teacher would summarize the students‟ answers so as to give them a clearer and better understanding of the basic knowledge of paying bills in restaurants. Paying by credit card Checking if the card can be accepted.Signature  Paying by traveler‟s check Signing on the spot Address Identification Step II learn the new words and sentence patterns.(35minutes)1.The teacher would ask the student to read the new words and the following sentence patterns in Part 2 in the textbook.The teacher would explain the difficult points to the students if there is any.1)May I have my bill, please? 2)It‟s my treat this time.3)let me pay, I insist.4)Let‟s go Dutch this time.5)It‟s all on me.6)You do nothing of the sort.You be my guest.7)May I know who is paying, please? 8)Do you want separated bills or just one single bill?

2.The students are given five minutes to read the words and sentences by themselves and inquire the teacher or other students if meeting any difficulty in pronouncing or understanding.3.The teacher would ask the students to read the words and sentences by volunteering or picking their numbers at random.The second period Step III: Practice the sample dialogues in the textbook.(25 minutes)

1.Ask the students to read aloud the dialogues in pairs.(first volunteer, then call the students‟ numbers)2.Do some explanations if necessary and then let the students practice the difficult sentences after the teacher.3.Act out the dialogues in front of classes in pairs.(first volunteer, then call the students‟ numbers)Step IV Role play.(20minutes)1.First, the teacher would require the students to make dialogues according to the following given situation.The students are given 10 minutes to make the dialogue in pairs.Situation:

Mr.Brown just finished her dinner.She calls the waiter, who comes over with the bill.Mrs.Brown asks how much it is.The waiter says it is 270 Yuan.Mrs.Brown offers 300 Yuan in cash and tells the waiter to keep the change.3.Give comments and advices to improve the students‟ dialogues.Step V Homework assignment 1.Finish Exercise II, III, and IV in the textbook.2.Learn the sentence patterns by heart and practice the dialogues.3.Preview the new unit.Period: 2

Content：Workshop II1Unit 24 Beverage Service Teaching aims: 1.Being familiar with the terms and useful phrases about beverage.2.Use sentence patterns skillfully in working situations.3 Make situational dialogues fluently.4.Grasp some knowledge about beverage service.Teaching focus:

1.Sentence patterns about beverage service.2.Practice the sample dialogues and make situational dialogues.Teaching difficulties: 1.To read the conversations fluently

2.To make situational dialogues with the sentence patterns Teaching methods: interaction teaching methods, situation teaching methods Teaching procedures:

The first lesson Step I: Lead-in.(10 minutes)1.The teacher would invite some students to talk about different kinds of beverage.2.In the end, the teacher would summarize the students‟ answers so as to give them a clearer and better understanding of the basic knowledge of beverage service.Common western wine 威士忌whisky-----以大麦、黑麦、燕麦、小麦、玉米等谷物为原料，经发酵、蒸馏后放入橡木桶中陈酿、勾兑而成的一种酒精饮料。主要生产国为英语国家。依照生产地和国家的不同可将威士忌酒分为苏格兰威士忌酒、爱尔兰威士忌酒、美国威士忌酒和加拿大威士忌酒四大类。其中尤以苏格兰威士忌酒最为著名。饮用时，可以加冰块、苏打水和其它饮料。

金酒，杜松子酒Gin-----世界第一大类的烈酒。以杜松子酒为基酒，可以调制

出千种以上的鸡尾酒，所以被称之“鸡尾酒的心脏”。

朗姆酒Rum-----是以甘蔗糖蜜为原料生产的一种蒸馏酒，也称为兰姆酒、蓝姆酒或朗姆酒。原产地在古巴，口感甜润、芬芳馥郁。

白兰地Brandy-----意为可燃烧的酒，是指葡萄发酵后经蒸馏而得到的高度酒精，再经橡木桶贮存而成的酒。白兰地是一种蒸馏酒，以水果为原料，经过发酵﹑蒸馏﹑贮藏后酿造而成。特级（X.O）、优级（V.S.O.P）、一级（V.O）和二级（三星和V.S）。

伏特加Vodka-----以多种谷物（马铃薯、玉米）为原料，用重复蒸馏，精炼过滤的方法，除去酒精中所含毒素和其它异物的一种纯净的高酒精浓度的饮料。伏特加无色无味，没有明显的特性，但很提神。

龙舌兰酒Tequila-----是墨西哥独有的名酒，它由热带作物龙舌兰的发酵浆液蒸馏而成。常作为鸡尾酒的基酒

Step II learn the new words and sentence patterns.(35minutes)1.The teacher would ask the student to read the new words and the following sentence patterns in Part 2 in the textbook.The teacher would explain the difficult points to the students if there is any.1)What would you like to drink, sir? 2)What can I make for you tonight? 3)You can hold the payment of the bill until you decide to leave if you like.4)In American bars you pay drink by drink as you get it.5)I would like to look through the drink list.6)How would you like it, straight or on the rocks? 7)Please say when.8)How much do I owe you? 9)This kind of wine is strong.10)This wine is usually popular with ladies.2.The students are given five minutes to read the words and sentences by themselves and inquire the teacher or other students if meeting any difficulty in pronouncing or understanding.3.The teacher would ask the students to read the words and sentences by volunteering or picking their numbers at random.The second period Step III: Practice the sample dialogues in the textbook.(25 minutes)1.Ask the students to read aloud the dialogues in pairs.(first volunteer, then call the students‟ numbers)2.Do some explanations if necessary and then let the students practice the difficult sentences after the teacher.3.Act out the dialogues in front of classes in pairs.(first volunteer, then call the students‟ numbers)Step IV Role play.(20minutes)1.First, the teacher would require the students to make dialogues according to the following given situation.The students are given 10 minutes to make the dialogue in pairs.Situation:

Bob is a bartender in Seasons Bar.Mr.White is a regular guest here.Tonight Mr.White wants to have strong beverage, and he asks Bob to make if for him.3.Give comments and advices to improve the students‟ dialogues.Step V Homework assignment 1.Finish Exercise II, III, and IV in the textbook.2.Learn the sentence patterns by heart and practice the dialogues.3.Preview the new unit.Period: 2

Content：Workshop IV Unit 25 Business Center Teaching aims: 1.Grasp the terms and useful phrases often used in business center.2.Use sentence patterns skillfully in working situations.3 Make situational dialogues fluently.4.Grasp some knowledge about the service provided in business center..Teaching focus:

1.Expression used in business center.2.Practice the sample dialogues and make situational dialogues.Teaching difficulties: 1.To read the conversations fluently

2.To make situational dialogues with the sentence patterns Teaching methods: interaction teaching methods, situation teaching methods Teaching procedures:

The first lesson Step I: Lead-in.(10 minutes)1.The teacher would ask students to discuss the reasonability and quality of Business Center staff, and then invite some students to talk about their idea.2.In the end, the teacher would summarize the students‟ answers so as to give them a clearer and better understanding of the reasonability and quality of Business Center staff.The Business Center is a “shop window” of a hotel.The Business Center staff‟s efficiency and personality are of great importance to the realization of the hotel‟s aim.They seem to do it all-----delivering mails, dealing with the telephone problem, sending a fax, booking tickets and so on.Many business centers now have the EDI services such as E-mail, etc.some hotels even have computes on loan to let the business guests use the computer or have their own portables connected to the net.In order to fulfill these tasks, the staff must have a neat and smart appearance, good manners, adaptability, knowledge of languages and a head for figures.The most importance of all the qualities is a real liking for people and a warm desire to help them with their business tasks.Step II learn the new words and sentence patterns.(35minutes)1.The teacher would ask the student to read the new words and the following sentence patterns in Part 2 in the textbook.The teacher would explain the difficult points to the students if there is any.1)Business Center.May I help you? 2)Would you mind giving me some information on your services? 3)We have comprehensive communication facilities and secretarial assistance catering to the needs of all our business guests.4)I have some documents to be typed at the moment and I hope they will be ready before 3:00 p.m.today.5)Please leave your room number and we will send it up to your room as soon as we get it.6)May I have the fax number? 7).Would you mind signing your name on the bill here? It will be on your account.8.I‟ll call the airliner to see if there are tickets for you.9)I have booked two tickets for you.10)Please come and collect the tickets here tomorrow morning.11)I wonder if you‟d consider taking the 18:30 flight.12)I‟m afraid you have to pay for it in advance.13)You may pay me when you get the tickets.2.The students are given five minutes to read the words and sentences by themselves and inquire the teacher or other students if meeting any difficulty in pronouncing or understanding.3.The teacher would ask the students to read the words and sentences by volunteering or picking their numbers at random.The second period Step III: Practice the sample dialogues in the textbook.(25 minutes)1.Ask the students to read aloud the dialogues in pairs.(first volunteer, then call the students‟ numbers)2.Do some explanations if necessary and then let the students practice the difficult sentences after the teacher.3.Act out the dialogues in front of classes in pairs.Step IV Role play.(20minutes)1.First, the teacher would require the students to make dialogues according to the following given situation.The students are given 10 minutes to make the dialogue in pairs.Situation:

 Guest: You want to send a fax and copy some contracts. Clerk: You ask him where the fax will be sent and how many copies he wants.3.Give comments and advices to improve the students‟ dialogues.Step V Homework assignment 1.Finish Exercise II, III, and IV in the textbook.2.Learn the sentence patterns by heart and practice the dialogues.3.Preview the new unit.Period: 2

Content：Workshop IV Unit 26 Health and Recreational Center Teaching aims: 1.Grasp the terms and useful phrases often used in health and recreational center.2.Use sentence patterns skillfully in working situations.3 Make situational dialogues fluently.4.Grasp some knowledge about the service provided in health and recreational center.Teaching focus:

1.Expression used in health and recreational center.2.Practice the sample dialogues and make situational dialogues.Teaching difficulties: 1.To read the conversations fluently

2.To make situational dialogues with the sentence patterns Teaching methods: interaction teaching methods, situation teaching methods Teaching procedures:

The first lesson Step I: Lead-in.(10 minutes)1.The teacher would ask students to discuss the facilities and services often provided in health and recreational center.And then invite some students to talk about what qualifications the staff in health and recreational center should possess.2.In the end, the teacher would summarize the students‟ answers so as to give them a clearer and better understanding of the reasonability and quality of health and recreational center staff. The Health and Recreational Center.organizes and conducts a variety of

entertaining and recreational activities for guests.These things are focused on arts, fitness and sports. The recreational staff must be good at motivating guests and sensitive to their needs.Besides good health and physical stamina, they should know how to maintain recreational sports apparatus, supervise all exercises, and be able to make judgments.Step II learn the new words and sentence patterns.(35minutes)1.The teacher would ask the student to read the new words and the following sentence patterns in Part 2 in the textbook.The teacher would explain the difficult points to the students if there is any.1)Welcome to our Health Club.2)We have two excellent saunas.3)The gymnasium is very modern.4)The hotel has a lot of outdoor recreation facilities to offer.5)We are proud of our Health Club.6)Would you like to have a try in our gymnasium.7)Besides the gym, we have the billiard room, bowling center, and indoor swimming pool as well.8)The Health Center opens from 6:00 a.m.to 12:00 midnight including Sunday.9)How do you want your hair done? 10)How about the side bums? 11)Do you want met to shave your beard? 12)Do you want it short or just trimmed? 13)Would you keep the same fashion? 14)Here are some patters of hair style for your choice.15)How shall I cut it? 16)A hair cut or shave? 17)How do you want your hair done? 18Would you like me to thin out the top? 2.The students are given five minutes to read the words and sentences by themselves and inquire the teacher or other students if meeting any difficulty in pronouncing or understanding.3.The teacher would ask the students to read the words and sentences by volunteering or picking their numbers at random.The second period Step III: Practice the sample dialogues in the textbook.(25 minutes)1.Ask the students to read aloud the dialogues in pairs.(First volunteer, then call the students‟ numbers)2.Do some explanations if necessary and then let the students practice the difficult sentences after the teacher.3.Act out the dialogues in front of classes in pairs.Step IV Role play.(20minutes)1.First, the teacher would require the students to make dialogues according to the following given situation.The students are given 10 minutes to make the dialogue in pairs.Situation:

 Guest: You are a registered guest.You enter the gym. Clerk: You come to greet him and show him around.3.Give comments and advices to improve the students‟ dialogues.Step V Homework assignment 1.Finish Exercise II, III, and IV in the textbook.2.Learn the sentence patterns by heart and practice the dialogues.3.Preview the new unit.Period: 2

Content：Workshop IV Unit 27 Shopping Center Teaching aims: 1.Grasp the terms and useful phrases often used in shopping center 2.Use sentence patterns skillfully in working situations.3 Make situational dialogues fluently.4.Learn how to recommend and sell products to guests.Teaching focus:

1.Expression used in Shopping Center.2.Practice the sample dialogues and make situational dialogues.Teaching difficulties: 1.To read the conversations fluently

2.To make situational dialogues with the sentence patterns Teaching methods: interaction teaching methods, situation teaching methods Teaching procedures:

The first lesson Step I: Lead-in.(10 minutes)1.The teacher would ask students to discuss the special local product and qualities of shop assistant in shopping center.And then invite some students to talk about their opinion.2.In the end, the teacher would summarize the students‟ answers so as to give them a clearer and better understanding of the special local product and quality of shop assistant  Enjoyable experiences breed happy memories, which are mental reminders of places, things, and people.A souvenir is something which helps bring back memories. All this creates great opportunities for hotel shops.Shops have been adding much to the convenience and pleasure of guests and to the financial success of the hotel. Some say that a hotel shop is somewhat like a mini-fair of consumer goods，ranging from jewelry, handicrafts, antiques, Chinese paintings and calligraphy to garments, foods, Chinese patent medicines and tonics, to name just a few.These counters make service the very essence of the gracious tradition fo Chinese hospitality. The shop assistants should not only be familiar with the goods, with the price and with the customers, and not only have a clean and pleasant appearance and a good command of job-procedures, but also have a correct attitude toward serving the guests wholeheartedly.This is the lifeline of the hotel shop.So we should help them take home more happy memories and more keepsakes.Step II learn the new words and sentence patterns.(35minutes)1.The teacher would ask the student to read the new words and the following sentence patterns in Part 2 in the textbook.The teacher would explain the difficult points to the students if there is any.1)Selling silk: • We have a wide selection of crofts.• Which do you prefer, hand embroidery or machine embroidery? • Among Chinese hand embroidery, Suzhou embroidery is considered the best one.• Suzhou embroidery is exquisite in workmanship and multifarious in patterns.• The double-faced embroidery in different colors and in different designs is the most appreciated.• These hand-embroidered ones are all first class goods.• We have many patterns and shades for you to choose from.2)Selling jewelry: • Natural pearl are of higher value, but the cultured pearl have equal luster and are just as beautiful.• We can assure you all the wares here are dependable.• You must realize that the diamond is the most precious stones.• This kind of bracelet is one of our best-sellling items.•

we have various kinds of necklaces, such as solid gold necklace, diamond necklace, 14K gold necklace, amber necklace and so on.3)Selling paintings: • Seal cutting is a typical Chinese traditional art.• The essence of seals lies in the design and the carving skill.• I suggest you buy something closely related to our ancient civilization.• Its history can be traced to 1500 years ago.2.The students are given five minutes to read the words and sentences by themselves and inquire the teacher or other students if meeting any difficulty in pronouncing or understanding.3.The teacher would ask the students to read the words and sentences by volunteering or picking their numbers at random.The second period Step III: Practice the sample dialogues in the textbook.(25 minutes)1.Ask the students to read aloud the dialogues in pairs.(First volunteer, then call the students‟ numbers)2.Do some explanations if necessary and then let the students practice the difficult

sentences after the teacher.3.Act out the dialogues in front of classes in pairs.Step IV Role play.(20minutes)1.First, the teacher would require the students to make dialogues according to the following given situation.The students are given 10 minutes to make the dialogue in pairs.Situation:

 Client: You are an American tourist.You‟re quite interested in Chinese seal-cutting and Chinese ink-painting.You want to know the difference between western oil painting and Chinese ink-painting.Ask to have your name-seal cut in Chinese characters. SA: Welcome the client.Explain the difference.Recommend the stone for the seal.Tell him he can get it in half an hour.3.Give comments and advices to improve the students‟ dialogues.Step V Homework assignment 1.Finish Exercise II, III, and IV in the textbook.2.Learn the sentence patterns by heart and practice the dialogues.3.Preview the new unit.

第四篇：关于旅游的英语教案

1.Background information:(1)Students: 26 University students(sophomore)(2)Lesson duration: 80 minutes(3)Title of the lesson: Unit13 Travel “Getting there is half the fun.”

2.Teaching objectives: By the end of the lesson, the students should be able to:(1)Ask and answer questions about one’s travel experience.(2)To express one’s idea in English fluently.(3)Have a general understanding of some travel places.(4)Learn to be good listeners and brave to ask questions in English.(5)To know the importance of teamwork.(6)To enlarge the students vocabulary about travel.3.Teaching contents:(1)Vocabulary of travel:(2)Listening practice(3)Sentence structure: to express one’s travel experience Last year we went to…… The weather was……..Our tour guide was…… The road was………….4.Teaching aids: tapes

blackboard chalk PPT pictures video 5.Type of lesson: Vocabulary

speaking

listening

6.Teaching procedure: Step1.Review(15mins)(1)Pair work.The students answer the questions about “do you like to travel? Why?” and “Where have you traveled within this country? Outside of this country? Where do you like to travel? Why?”(2)Show students some scenic spots in our country.Step2.Warm-up(vocabulary part)(15mins)(1)Go through the vocabulary first.(2)Give students 3minutes to complete the sentence.(3)Play the audio one time and let them check their answers are right or wrong.(4)We will do it together and let students translate the sentence into Chinese.(5)Let students ask me the sentence or phrase they don’t understand.Step3.Listening task(15mins)(1)Show the picture and ask the students to guess what happened in the picture.(2)Play the audio first time and try to get the main point and check their guesses are right or wrong.(3)Play the audio once again.This time try to find more details and answer the questions in the book.(4)Check the answer one by one.Step4.Group work activity(15mins)(1)Divide students into four groups.(2)To list the advantages and disadvantages of travel.Words and phrases in a limited time.(3)Every group will choose a reporter to present their group idea in front of class Step5.Show time(20mins)(1)Show students some interesting picture about scenic spots.(2)Show a short video, just enjoy the beautiful scenery.Step6.homework。

第五篇：旅游专业英语教案1

Unit one

World Tourism Organization

Teaching Objectives

1.Become familiar with World Tourism Organization 2.Become familiar with Key Benefits of Tourism 3.Be able to make the conversations at the Guests’ Arrival 4.Understand some sentence structures and patterns

Teaching Approaches 1.Introduce the history of the Tourism 2.Tell them something about the World Tourism Organization 3.Describe briefly the benefits of tourism 4.Let the students read the materials about tourism 5.Discuss the process of Guests’ Arrival at the airport 6.Homework

Focus on

1．World Tourism Organization & Key Benefits of Tourism 2.Guests’ Arrival

Time Allocations World Tourism Organization A Conceptual Framework：

World Tourism Organization & Key Benefits of Tourism(3 periods)Guests’ Arrival(3 periods)

Teaching Difficulties The new words Usages Some useful expressions Difficulties

Teaching Methods

Teacher’s Explanations Questions Discussing Exercises

Teaching Procedures

World Tourism Organization & Key Benefits of Tourism

常用英语及词汇

Travelingat airport 常用语句

我该到哪里办联合航空 706 次班机登机手续？ Where may I check in for United flight number 706?

什么时候开始登机？

What time will boarding start? 我要转法国航空 123 号班机。

I'm connecting with AF123.哪里可以询问转接班机的事情？

Where can I get information on a connecting flight?

基础词汇

护照 Passport 签证 Visa

入境记录卡 Embarkation Card 出境记录卡 Disembarkation Card 入境大厅 Arrival Lobby 出境大厅 Departure Lobby 登机门号码 Gate Number 登机证 Boarding Card 机场税 Airport Tax 商务签证 Business Visa

旅客登机报到处 Check in Counter 观光签证 Tourist Visa