酒店英语教案

第一篇：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：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%

第四篇：project 1 酒店英语教案

《酒店服务英语》课程单元教学设计

一、基本信息(basic information)1.本次课项目： Project 1 Body care Service

2.核心能力目标：

Make students be able to introduce body care services and facilities to the guests Make students be able to show the points for attention to the body care guests 3.知识目标：

Make students’ master some words and phrases related to body care facilities and services.Make students master some useful patterns and expressions of recommending the body care service and facilities to guests.4.情感目标：

Help student to be more confident and positive in study and work.5.素质目标: Train students’ ability of communication and cooperation.Make students more qualified and professional in their field through learning and practice.6.能力训练任务（Capability training task）： Make an introduction of body care facilities to guests.7.教学场地：

Training room 8．物品准备： Related teaching staff and PPT

9.授课说明（teaching introduction）：This course aims to improve students’ practical abilities in introducing some healthcare activities and facilities in an hotel to guests through imitating and practicing.Teacher plays a role of guiding and organizing the activities on class to train the professional operation ability of students.There are various teaching methods applied in the class to make this teaching process more effective.二、能力训练设计（capability training design）

Step 1： Warming-up（3 minus）

让学生说出酒店所提供的常见的娱乐健身服务项目。目的：明确单元教学重点—健身娱乐。Step 2： Leading-in the project（2 minus）教师布置本节课任务：（为客人介绍康体服务）情境：向客人推荐康体服务设施。

Step 3: Practice--Students’ trying to work out a dialogue by themselves(8 minus)学生分组试做本对话，然后挑出两名同学当服务和外宾进行对话，让其他同学仔细听发现问题和不足。

目的：通过学生的试做过程让其联系实际工作经验，丰富英语表达能力，体现了建构主义学习观。

Step 4： Teachers’ demonstrating and explaining（10 minus）1.学生讨论归纳为客人介绍康体设施及活动的相关表达方式。2.教师模拟康体中心服务员向外宾介绍服务项目与设施使用规则。Point for attention

Please wear sports shoes into the fitness area to protect the floor.Please don't talk loudly and don't litter anywhere to keep the indoor environment clean and tidy.Please go to the smoking area If you want to smoke.Secondly,please take good care of the fitness equipments in this fitness center.When you use these equipments, please don’t push and shake them hardly and standardize your operation according to the using methods.As you feel abnormal in the use of the fitness equipment, please stop the movement immediately.Finally, please exercise properly according to your physical conditions and avoid being overtired.Wish you have a good time in this fitness center 3.讲解关键句子，使学生掌握多种表达方式。

接待——

Welcome to our club, what can I do for you? Do you like to have a try in our club, sir ? 介绍 ——

We have the latest recreational sports apparatus.The depth is from 1.8 meters to 3 meters.You could swim in the shallow area.And if you need guidance, we have professional coach to supervise your activities

The service hour of hotel swimming pool is from..to …and we charge…

for per hour.道别——You’re welcome.See you then.Have a good time.Please enjoy it!

Step 5： Students’ mocking practice in groups with the teachers’ guide（5minus）目的：体会角色，进一步巩固健身中心服务接待的能力，训练张口能力和应变能力。

任务一：练习掌握关键句子

学生两人一组，互换角色进行会话练习，掌握关键句子。任务二：程序训练

利用真实场景，分角色与外宾模拟对话，教师巡回点拨、指导；教师根据发现的问题集中讲解，学生再对话练习。Step 6： Class demonstration and feedback control（10 minus）目的：学生体验成果，进一步发现问题，明确努力方向。分别请几位学生与外教模拟客人进店咨询情境；师生共同观察； 师生共同点评，指出存在问题，尤其是表情、眼神、动作等具体细节

语表达方式，力争使学生会用规范的服务，并注意语气的运用，进一明确目标。Homework（5 minus）

同学课后继续练习健身中心服务的对话，熟练掌握关于健身服务中心服务的其它相关内容，如（泳池、场馆等）。

第五篇：英语教案

学院：外国语学院 班级：2011级英本八班 学号：11280268 姓名：沈贤淑

如何做一个懂礼仪的大学生

礼仪，在现代的社会中扮演者越来越重要的角色，在很多为人处事的细节中，礼仪显得尤为重要。作为新一代的大学生，学好礼仪是很重要的，一个人的素质就可以突显在一个人的礼仪上，那么，怎样提高自己的素养，怎样学好礼仪，这是我们值得深思的问题。而现代大学生现在的素质低下，行为举止不文明礼貌的现象日已有泛滥，我们应该引起足够的重视，那么我们就如何做一个懂礼仪的大学生这个问题进行探究。

我国是一个历史悠久的文明古国，素有“礼仪之邦”的美称。讲“礼”懂“仪”是中华民族世代相传的优良传统。源远流长的礼仪文化是前人留给我们的一笔丰厚的遗产。随着时代的进步，人际交往的日趋频繁和密切，作为交往润滑剂的礼仪也越加显得重要。在走向全面小康的当今社会中，崇尚礼仪是社会对其成员的基本要求，也是社会成员的精神要求。注重礼仪，对促进社会进步和提高文明有着重要的作用。

讲究礼仪，遵从礼仪规范，可以有效地展现一个人的教养、风度与魅力，更好地体现一个人对他人和社会的认知水平和尊重程度，从而使个人的学识，修养和价值得到社会的认可和尊重。适度、恰当的礼仪不仅能给公众以可亲可敬、可合作、可交往的信任和欲望，而且会使与公众的合作过程充满和谐与成功。

一个知书不达礼，知识水准和道德水准严重不协调的学生，不可能成为一个优秀人才。一个优秀人才，不仅应当有高水平的专业知识，还必须有良好的道德品质修养和礼仪修养。礼仪是良好品德修养的表现形式，也是良好道德品质养成重要途径之一，良好的道德品质需用彬彬有礼的方式去体现。尽管礼仪的研究和教育在国内已经有所发展，特别是职业与礼仪的结合已成大势所趋。可是礼仪教育，还未引起高校的足够重视，大多数高校还未开设礼仪课程。

大学生是知识层次较高的群体，在如今的中国社会已经算得上是知识分子，也是中国明日发展的引领者、顶梁柱，在道德水准上，在礼仪修养方面应当提出更高的要求。追求个性是当代年轻人的特点，在追求突出个性过程中，却有一些大学生把丑陋当成了个性。许多不文明、不礼貌，甚至丑陋、陈腐、粗俗的东西都被当做了“新潮”、“潇洒”，在现在的大学校园里面，经常可以看到衣冠不整者、行为不端者、张口骂人者、随地吐痰者，其他的不讲礼不懂仪的现象亦不鲜见，如关门之时声震如雷、打电话从不自我介绍、不再礼让教师、端着饭盒边走边吃等等。这些不良现象已经不再是个别，而且有着愈加普遍的趋势。

造成一些大学生礼仪素养低下的原因，大致有以下几点：

第一点：中学时代的应试教育副作用。在这个层面上，家长，教师，乃至整个教育体系都负有不可推卸的责任。高考的指挥捧的魔力使中小学的教育是以“分数”和“考试”为中心的教育，德育和美育长期受到不应该的冷落。学生把分数看成是“命根”，老师把分数看成是“法宝”，家长只看学生的成绩，不关心学生的心理和品格的全面发展。这种只用学习成绩的名次来衡量学生的优劣，就决定只在教学上下工夫而在塑造孩子的灵魂方面却很少花费时间和精力。看来教育的制度是要大力的投入，不断借鉴古今中外的教育制度中的合理的成分，不断地完善一个能适应时代发展的教育体系。

第二点：社会的转型。当社会初于价值的转型，伦理，道德，观念，都处系乱状态之中，作为社会的一部分的大学生，也是难作到“出淤泥而不染，濯清涟而不妖”。大学城已非伊甸园般的净土。作为一个典型的亚文化圈，大学城必然要受到社会大文化的影响和侵蚀。在商品化和传煤化的社会里出，不吃人间烟火的象牙塔早已不复存在。当代的中国正面临着相似的社会文化背景中国的大学生正经历着一个痛苦的“断奶”历程，如何判断真、善、美，是他们的是他们急待祢补的课程。

第三点：社会的不良的风气的影响。就大学生身边的就很多的不良风气，像如“课桌文学”，“厕所文学”的泛滥，图书馆的书被乱图乱写，某些大学教授抄袭他人的学术论文被揭露，有些教师为了创收而对上课敷衍了事……，还有是社会上的凶杀，色情，受贿，贪污，蒙骗……

由此大学生们应吸取传统文化的精髓，提高文化道德修养，学习一些必要的礼仪常识，方可立足于社会、立足于风潮的前端，方可得到人们更多的肯定。

其实，不知道大学们是否曾想过：当你在社会交往中用礼貌的语言与人交谈；用文明的举止与人交往；用得体的文书与人交流，人们一定会感触到你彬彬有礼的气度，落落大方的气质，文明道德的修养，都会平生出几分敬意。优雅合理的谈吐，亲切整体的仪容，会是人感到一股温馨的春风吹来一股热情洋溢周身。

礼仪贯穿着人际交往的始终，为交往的内涵服务；不重视礼仪必然会影响交流的深度和交往的持久性。由于礼仪的缺憾而影响交往是在是因小失大。不独对外交往，我们大学生在日常生活中也要重视礼仪，养成习惯，自然成为一种修养也有助于提高自己的品味。

一、修饰与衣着

修饰是指女士穿戴不要太华丽了，太耀眼了，如果这样去面试，我想机会就已经了了无几了。因为你是来工作的，要庄重，不要给人一种浮的感觉。我觉得不化妆也不太好，最起码要化些淡妆，这也是对别人尊重的一种做法。想想看打扮的整整洁洁是不是让别人看上去很舒服呀！你想如果一个老农民和一个西装革履的人，找你谈判，你是不是要选择那个西装革履的人呀！

当面试时，有的人说：“面试时，不就是到那天从里到外都换上新衣服，穿的整整齐齐的，然后到发廊整理一下头型吗？”其实这样做是不对的。

一、会让人一看就知道你提前准备了，有的时候连刚打上去的发胶还在头上呢，一看就知道你是刚从发廊里出来的。

二、由于刚穿上新衣服，一切都是新的，你会有一种很不舒服的感觉，所以你最好要提前

一、两天就穿上，适应一下。也就是面试前要提前

一、两天做好准备。

面试时要多带几份简历，因为你交到面试官那的已经订成厚厚的一打了。他要看你的简历还要翻找一下才能找到，这时你就要拿出你已提前多准备的简历给他，他会觉得的很舒服的。当面试完后要给面试官写感谢信，虽然现在有许多人一般都不写，但这是礼仪，我还是希望大家写，你想别人都不写，你写了是不是会引起注意呀。在面试或会议时要带上比较精致皮面的笔记本，还有好的笔，不要随便找一个本或笔。

面试时要提前半小时去，先与他们的总台人熟悉一下，总台是个很关键的人物，多打听一下有关将要面试你的上级的消息。如称呼等。有一次一位王女士，接了一个电话说：你好，我是xx公司的王浩，请你明天九点到我们公司来接授面试。第二天，他八点半就到了，和总台服务员聊了一会，服务员打了一个电话，说“王总，王小姐到了”，这时她才知道，原来给她打电话的就是王总呀！在这之前她还把这个人当成小人物呢？因为一般打电话通知的都是小人物或员工做的事。所以她进去面试时，说了你好！王总。你想想假如她说，你好，王浩！王总会怎么个想法，“王总”叫了几年了，都已经叫习惯了，突然叫他王浩，他能够习惯吗？

二、自我介绍。

应筹式：在不太重要的场合。如在火车上等场合只要说出叫什么名字就可以了，不必报上职务等。

工作式：你好，我是xx公司的xx经理。

交流式：你好，我是xx，请多多关照，或送上名片。比较随便。

礼仪式：如：开学仪式，升旗仪式等等。比较庄严。

三、眼神

时间：与别人谈话30分钟时，如果只有10分钟以内对方是看着你的，说明他在轻视你。如果10分钟至20分钟之间，说明他对你是友好的。20分钟至30分钟说明两种情况：

一、重视。

二、敌视。也就是与别人谈话时眼睛要注视谈话时间的2/3。字串1

部位：额头上，属于公务型注视。不太重要的事情和时间也不太长的情况下。

眼睛上，属于关注型注视。

睛睛至唇部，属于社交型注视。

眼睛到胸部，属于亲密型注视。

角度：平视，表示平等。斜视，表示失礼。

俯视：从上往下看，轻视别人。

四、面容

有的时候皱眼眉，表示不奈。撅着嘴表示生气。“噢”?表示惊呀！

五、笑容

要学会微笑。微笑很重要，谁喜欢天天面对着冷冰冰一点笑容的人呀。像储蓄所、银行的职员，当你去取钱时，他们是不是很冷冰冰的，一点笑容也没有。像别人欠他们什么似的，感觉不太好吧，其实那是他们的职业病，已经习惯了。下面我给你们讲一个故事：

以前有一家公司让他们的员工去拿一份重要的材料，结果去的都被骂了回来。老板就把这个任务交给了小李，小李很愁呀！但这份材料不拿还不行，结果还是去了。到那时，只见那位科长还在破口大骂呢？这时小李什么也没有说，只是微笑、微笑还是微笑，嘴里说着：“噢？这样呀？是吗？”，只是点着头微笑着。后来，那个吴科长骂了一阵子的时候，小李说：“吴科长，你很会善于表达你内心里的愤怒呀！”。后来，吴科长看了看小李说：“嗯！这小伙子不错！我也不为难你了，你就拿回去吧！”，就这样别人没有拿到的，他却拿到了。

大学生社交礼仪论文 生活中，社交礼仪已经成为我们必不可缺少的一部分，掌握良好的社交礼仪知识是我们走向成功必要的铺路石。

先来谈谈个人礼仪吧。

一、修饰与衣着

修饰是指女士穿戴不要太华丽了，太耀眼了，如果这样去面试，我想机会就已经了了无几了。因为你是来工作的，要庄重，不要给人一种浮的感觉。我觉得不化妆也不太好，最起码要化些淡妆，这也是对别人尊重的一种做法。想想看打扮的整整洁洁是不是让别人看上去很舒服呀！你想如果一个老农民和一个西装革履的人，找你谈判，你是不是要选择那个西装革履的人呀！

当面试时，有的人说：“面试时，不就是到那天从里到外都换上新衣服，穿的整整齐齐的，然后到发廊整理一下头型吗？”其实这样做是不对的。

一、会让人一看就知道你提前准备了，有的时候连刚打上去的发胶还在头上呢，一看就知道你是刚从发廊里出来的。

二、由于刚穿上新衣服，一切都是新的，你会有一种很不舒服的感觉，所以你最好要提前

一、两天就穿上，适应一下。也就是面试前要提前

一、两天做好准备。

面试时要多带几份简历，因为你交到面试官那的已经订成厚厚的一打了。他要看你的简历还要翻找一下才能找到，这时你就要拿出你已提前多准备的简历给他，他会觉得的很舒服的。当面试完后要给面试官写感谢信，虽然现在有许多人一般都不写，但这是礼仪，我还是希望大家写，你想别人都不写，你写了是不是会引起注意呀。在面试或会议时要带上比较精致皮面的笔记本，还有好的笔，不要随便找一个本或笔。

面试时要提前半小时去，先与他们的总台人熟悉一下，总台是个很关键的人物，多打听一下有关将要面试你的上级的消息。如称呼等。有一次一位王女士，接了一个电话说：你好，我是xx公司的王浩，请你明天九点到我们公司来接授面试。第二天，他八点半就到了，和总台服务员聊了一会，服务员打了一个电话，说“王总，王小姐到了”，这时她才知道，原来给她打电话的就是王总呀！在这之前她还把这个人当成小人物呢？因为一般打电话通知的都是小人物或员工做的事。所以她进去面试时，说了你好！王总。你想想假如她说，你好，王浩！王总会怎么个想法，“王总”叫了几年了，都已经叫习惯了，突然叫他王浩，他能够习惯吗？

二、自我介绍。

应筹式：在不太重要的场合。如在火车上等场合只要说出叫什么名字就可以了，不必报上职务等。

工作式：你好，我是xx公司的xx经理。

交流式：你好，我是xx，请多多关照，或送上名片。比较随便。

礼仪式：如：开学仪式，升旗仪式等等。比较庄严。

三、眼神

时间：与别人谈话30分钟时，如果只有10分钟以内对方是看着你的，说明他在轻视你。如果10分钟至20分钟之间，说明他对你是友好的。20分钟至30分钟说明两种情况：

一、重视。

二、敌视。也就是与别人谈话时眼睛要注视谈话时间的2/3。

部位：额头上，属于公务型注视。不太重要的事情和时间也不太长的情况下。

眼睛上，属于关注型注视。

睛睛至唇部，属于社交型注视。

眼睛到胸部，属于亲密型注视。

角度：平视，表示平等。斜视，表示失礼。

俯视：从上往下看，轻视别人。

四、面容

有的时候皱眼眉，表示不奈。撅着嘴表示生气。“噢”?表示惊呀！

五、笑容

要学会微笑。微笑很重要，谁喜欢天天面对着冷冰冰一点笑容的人呀。像储蓄所、银行的职员，当你去取钱时，他们是不是很冷冰冰的，一点笑容也没有。像别人欠他们什么似的，感觉不太好吧，其实那是他们的职业病，已经习惯了。下面我给你们讲一个故事：

以前有一家公司让他们的员工去拿一份重要的材料，结果去的都被骂了回来。老板就把这个任务交给了小李，小李很愁呀！但这份材料不拿还不行，结果还是去了。到那时，只见那位科长还在破口大骂呢？这时小李什么也没有说，只是微笑、微笑还是微笑，嘴里说着：“噢？这样呀？是吗？”，只是点着头微笑着。后来，那个吴科长骂了一阵子的时候，小李说：“吴科长，你很会善于表达你内心里的愤怒呀！”。后来，吴科长看了看小李说：“嗯！这小伙子不错！我也不为难你了，你就拿回去吧！”，就这样别人没有拿到的，他却拿到了。

六、需要避免的身体语言。

当与别人谈话时不要双手交叉，身体晃动，一会倾向左边，一会倾向右边，或是摸摸头发、耳朵、鼻子给人以你不耐烦的感觉。一边说话一边在玩笔，有的人特别喜欢转笔，好像在炫耀，你看我转的多酷呀！也不要拿那个笔来回的按。虽然与同辈之间还算说的过去吧，但是跟长辈谈话时这样做是很不礼貌的。

下面我们来说说拜访的基本礼仪

中华民族大都热情好客。“有朋自远方来，不亦乐乎”。对来客，不管是预约好的，还首先是拜访做客的基本礼仪。

做客有不同情况：初次登门拜访，老朋友串串门，应邀赴约聚会，有事求助于人等等，因而礼节也稍有不同，不过无论何种情况，作为客人的身份一样，都要为主人着想，客随主便，少给主人带来不便，也就有些需遵循的大致相同的礼节。（1）注意时间的选择。一般来说，访问某人，应事先选择好时间，不宜选择对方较忙或三餐时间，晚上不宜太迟。节假日和周末，本是访问的好时机，但如果没有预约，也不要贸然前往，这些时间主人往往另有安排。预先约定时间，最符合礼貌。尽量不做不速之客，不请自到。预约好的拜访，宾主都要守时、守约、守信。客人应准时或稍提前一点儿到达，因特殊情况不能赴约，应想办法通知对方，无声无息地取消预约是极不礼貌的。（2）注意服装的选择。一般的访问，整洁、朴素、大方即可，不必太过华丽。蓬头垢面、衣冠不整是对主人的不敬。去庆贺喜事，就须讲究些。（3）进门时先敲门或按门铃。敲门要有节奏感，不轻不重，不急不慢，敲两三下为宜。虚掩着或开着的门也不可破门而入，给主人一个措手不及则很失礼，进室后最好等要拜访的人来后才落座。如果需要较长时间等候，可先落座与接待者交谈或看些报纸书刊杂志之类的读物，要拜访的人来后应起立寒暄。对于约好的正式拜访，无论事情多急，拜访的时间很紧，在门口也只能寒暄问候，不要谈正题，入室落座后再谈，否则会给对方留下不成熟的印象。要穿拖鞋的在门口就换好，见到其家人应问好致意，不打招呼是失礼的。（4）对主人的热情款待表示感谢。主人敬茶或糖果等小食品时，应起身或欠身双手接过，并说声“谢谢”，若敬烟，作为学生应婉言谢绝。（5）交谈过程中，要注意交谈的礼仪和技巧，谈话要简要，少说消极、沉闷的话。善于倾听，作出积极反应，不要随意中断别人的谈话。客人在主人家不宜东张西望。不要随便走进主人的卧室，除非主人主动邀请。（6）掌握好告辞的最佳时机。一般性拜访，时间不宜太长，也不宜太匆忙。一般以半小时到一小时为宜。若是事务、公务性拜访，则可视需要决定时间的长短。客人提出告辞的时间，最好是与主人的一个交谈高潮之后，或者是在又有新客人来时，交谈中主人若有疲劳感或有家人来提示有什么急事要办等情况时，适时告辞较为得体。告辞时应对主人及家人的款待表示感谢。如果主人家有长辈，应向长辈告辞。综上所述，作为客人应遵守的基本礼节概括为：事先预约，不做不速之客；如期而至，不做失约之客；彬彬有礼，不做冒失之客；衣冠整洁，不做邋遢之客；举止端庄，谈吐文雅，不做粗俗之客；适时告辞，不做难辞之客。

关于社交礼仪还有很多我们需要学习的地方，我们应该不断的完善自己、充实自己。谈谈大学生的礼仪修养

摘 要：中国自古以来一直有“礼仪之邦”之美誉。在大理提倡社会注意精神文明的今天，讲文明，讲礼仪，讲礼貌，是每一位公民必须具体的社会公德。本文着重探讨当代大学生礼仪修养 的重要性及当代大学生的礼仪现状等。

关键词：礼仪 修养 礼貌 大学生

我国是一个历史悠久的文明古国，素有“礼仪之邦”的美称。讲“礼”懂“仪”是中华民族世代相传的优良传统。源远流长的礼仪文化是前人留给我们的一笔丰厚的遗产。随着时代的进步，人际交往的日趋频繁和密切，作为交往润滑剂的礼仪也越加显得重要。在走向全面小康的当今社会中，崇尚礼仪是社会对其成员的基本要求，也是社会成员的精神要求。注重礼仪，对促进社会进步和提高文明有着重要的作用。

讲究礼仪，遵从礼仪规范，可以有效地展现一个人的教养、风度与魅力，更好地体现一个人对他人和社会的认知水平和尊重程度，从而使个人的学识，修养和价值得到社会的认可和尊重。适度、恰当的礼仪不仅能给公众以可亲可敬、可合作、可交往的信任和欲望，而且会使与公众的合作过程充满和谐与成功。

一个知书不达礼，知识水准和道德水准严重不协调的学生，不可能成为一个优秀人才。一个优秀人才，不仅应当有高水平的专业知识，还必须有良好的道德品质修养和礼仪修养。礼仪是良好品德修养的表现形式，也是良好道德品质养成重要途径之一，良好的道德品质需用彬彬有礼的方式去体现。尽管礼仪的研究和教育在国内已经有所发展，特别是职业与礼仪的结合已成大势所趋。可是礼仪教育，还未引起高校的足够重视，大多数高校还未开设礼仪课程。

大学生是知识层次较高的群体，在如今的中国社会已经算得上是知识分子，也是中国明日发展的引领者、顶梁柱，在道德水准上，在礼仪修养方面应当提出更高的要求。追求个性是当代年轻人的特点，在追求突出个性过程中，却有一些大学生把丑陋当成了个性。许多不文明、不礼貌，甚至丑陋、陈腐、粗俗的东西都被当做了“新潮”、“潇洒”，在现在的大学校园里面，经常可以看到衣冠不整者、行为不端者、张口骂人者、随地吐痰者，其他的不讲礼不懂仪的现象亦不鲜见，如关门之时声震如雷、打电话从不自我介绍、不再礼让教师、端着饭盒边走边吃等等。这些不良现象已经不再是个别，而且有着愈加普遍的趋势。

造成一些大学生礼仪素养低下的原因，大致有以下几点：

第一点：中学时代的应试教育副作用。在这个层面上，家长，教师，乃至整个教育体系都负有不可推卸的责任。高考的指挥捧的魔力使中小学的教育是以“分数”和“考试”为中心的教育，德育和美育长期受到不应该的冷落。学生把分数看成是“命根”，老师把分数看成是“法宝”，家长只看学生的成绩，不关心学生的心理和品格的全面发展。这种只用学习成绩的名次来衡量学生的优劣，就决定只在教学上下工夫而在塑造孩子的灵魂方面却很少花费时间和精力。看来教育的制度是要大力的投入，不断借鉴古今中外的教育制度中的合理的成分，不断地完善一个能适应时代发展的教育体系。

第二点：社会的转型。当社会初于价值的转型，伦理，道德，观念，都处系乱状态之中，作为社会的一部分的大学生，也是难作到“出淤泥而不染，濯清涟而不妖”。大学城已非伊甸园般的净土。作为一个典型的亚文化圈，大学城必然要受到社会大文化的影响和侵蚀。在商品化和传煤化的社会里出，不吃人间烟火的象牙塔早已不复存在。当代的中国正面临着相似的社会文化背景中国的大学生正经历着一个痛苦的“断奶”历程，如何判断真、善、美，是他们的是他们急待祢补的课程。

第三点：社会的不良的风气的影响。就大学生身边的就很多的不良风气，像如“课桌文学”，“厕所文学”的泛滥，图书馆的书被乱图乱写，某些大学教授抄袭他人的学术论文被揭露，有些教师为了创收而对上课敷衍了事……，还有是社会上的凶杀，色情，受贿，贪污，蒙骗……

由此大学生们应吸取传统文化的精髓，提高文化道德修养，学习一些必要的礼仪常识，方可立足于社会、立足于风潮的前端，方可得到人们更多的肯定。

其实，不知道大学们是否曾想过：当你在社会交往中用礼貌的语言与人交谈；用文明的举止与人交往；用得体的文书与人交流，人们一定会感触到你彬彬有礼的气度，落落大方的气质，文明道德的修养，都会平生出几分敬意。优雅合理的谈吐，亲切整体的仪容，会是人感到一股温馨的春风吹来一股热情洋溢周身。

礼仪贯穿着人际交往的始终，为交往的内涵服务；不重视礼仪必然会影响交流的深度和交往的持久性。由于礼仪的缺憾而影响交往是在是因小失大。不独对外交往，我们大学生在日常生活中也要重视礼仪，养成习惯，自然成为一种修养也有助于提高自己的品味。

中国素以“文明古国，礼仪之邦”著称于世，讲“礼”重“仪”是中华民族世代相传的优秀传统，源远流长的礼仪文化是先人留给我们的一笔丰厚遗产。在中国更加向世界开放的今天，礼仪不仅体现出丰厚的历史优秀传统，更富有鲜明的时代内涵。随着人与人，国与国之间交往的日益频繁，讲究礼仪，礼尚往来，对营造和谐的人际关系，显得尤为重要。

那么什么是文明礼仪呢？即：人与人社会交往时，把待人接物的内心尊敬之情通过美好的仪表、仪式表达出来。从社会交往来说，文明礼仪不仅是立身处世之本，也是一门待人交友的学问。每个人只要置身于社会，无论从政还是经商，日常工作还是出入重要场合，居家还是外出，均离不开文明礼仪。文明礼仪无处不在，他不仅可以展现一个人的风度和魅力，还体现了一个人的内在学识和文化修养。

可以说，礼仪是一张人际交往的名片。文明礼仪可以帮助我们“规范言谈举止，学会待人接物；塑造良好形象，赢得社会尊重；架设友谊桥梁，通向成功之路。”礼仪又是帮助我们获得成功，创造幸福生活的“通行证”。所以说：知礼懂礼，注重文明礼仪，是每个立足社会的基本前提之一，是人们成就事业，获得美好人生的重要条件。

想要做一个懂文明讲礼仪的人，不单单只要不随地吐痰，不说脏话，不乱扔废弃物，尊老爱幼，这些都是最根本的。作为新时代的大学生，对自身修养必须是严格要求的，什么样的场合说什么样的话做什么样的事都是必须要仔细思量的，学好礼仪是我们大学生必须要学好的一门功课，为做文明礼貌儒雅的大学生儿奋斗！