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课次课次 25 课程名称旅游英语 授课教师 授课班级旅游 11-301 授课日期本次课题 General Review 教学目的和技能要求和技能要求1. Learn the skills in guiding a tourist group 2. Acquire Acquire vocabulary, vocabulary, vocabulary, sentence sentence sentence structures structures structures and and and ways ways ways of of of expression expression expression used used used when when sightseeing a scenic spot 教学设计: 重点、难点重点、难点 To sum up the whole Situation Dialogues 能力培养能力培养 To train the guiding skills 德 育 By learning this task, to train the students‟ interest; to train rigorous, realistic spirit spirit and and and the the the best best best quality quality quality of of of constantly constantly constantly enterprising, enterprising, enterprising, blazing blazing blazing the the the new new new trails; trails; Students must have both ability and political integrity. 教学方法教学方法 Lecturing and practice; Discussion 教学内容摘要: A .主要内容：主要内容：1. General Review 2. PracticeB. 归纳小结：To To sum sum sum up up up this this this learning learning learning content content content and and and the the the situation situation situation in in in attending attending attending a a lecture C. 练习：To check up while in class D. 辅导答疑：Collective or individual for questions and answers E. 1.布置本节课作业 To do more exercises on vocabulary and techniques 2.布置下次课预习要求 To preview what we ‟ll learn next time参考资料资料《旅游英语》南凡《旅游英语》南凡 高等教育出版社高等教育出版社 《导游英语》朱华《导游英语》朱华 高等教育出版社教学教学后记后记 大庆职业学院备课用纸大庆职业学院备课用纸 第 页The Main Teaching Process and ArrangementStep Ⅰ RevisionA. Answer the following questions based on the information from the passage. 1. What are the basic components of a tourist commentary? Basically, Basically, a a a tourist tourist tourist commentary commentary commentary consists consists consists of of of the the the following following following details details details of of of a a scenic spot: its geographical position; its brief history; its fame and what brings this fame and its most famous or interesting attractions. 2. What is the weather of Guilin? Why? Guilin enjoys a mild climate with sufficient rainfall. Because it belongs to the subtropical region. 3. What have brought Guilin world fame? The The mountains mountains mountains in in in various various various shapes, shapes, shapes, the the the strangely-shaped strangely-shaped strangely-shaped peaks, peaks, peaks, caves caves caves of of unique formation, and crystal-clear rivers. 4. What give the unique fea tures to the Guilin’s scenery? The limestone that was weathered and eroded by water. B. Practical reading Lijiang Ancient City Step Ⅱ General Summary A. To work on words and expressions B. To take up Situational Dialogues a. Words and Expressions b. Explanation on language points C. To sum up Reading Step Ⅲ Practice A. To go over Oral PracticeB. To stimulate Dialogues Ⅰand ⅡC. To do Practical Training a. Task 1 Services on the way to the scenic spot b. Task 2 Services onthe Scenic spot c. Task 3 Shopping d. Task 4 Services on returning the hotel from the scenic spot Step Ⅳ SummaryA. Situational Dialogues B. PracticeStep Ⅴ AssignmentsTo do more exercises on vocabulary and techniques 1010‟ ‟ 50‟2525‟‟ 3‟ 2‟Teaching MaterialⅠ. Follow-up work 后续工作处理实训 After seeing off the group ，it does not mean the end of all the work ．The guide should deal with all the matters left by the group ．For example ，reimburse expenses in the travel service ，write a summary of the trip ，etc ．During serving the tour group ，the guide should write a diary about the trip ．When finishing the trip ，it it is is necessary necessary for for for the the the guide guide guide to to to write write write a a summary summary so so so that that that we we we can can can acquire experiences acquire experiences from from it it it and and improve ourselves and our abilities ．送完团队，并不等于所有工作的结束，导游还应继续处理好团队遗留的各种问题。
《旅游英语教案》word版第一章：旅游行业英语基础1.1 旅游行业常用词汇和短语1.2 旅游行业基本句型和表达方式1.3 旅游接待与服务英语交流技巧1.4 旅游业务英语写作与阅读理解1.5 旅游行业英语口语实战演练第二章：旅游目的地介绍2.1 亚洲主要旅游目的地介绍2.2 欧洲主要旅游目的地介绍2.3 北美洲主要旅游目的地介绍2.4 南美洲主要旅游目的地介绍2.5 大洋洲主要旅游目的地介绍第三章：旅游接待与服务技巧3.1 旅游接待与服务的基本原则3.2 旅游接待与服务的沟通技巧3.3 旅游团队管理与服务技巧3.4 旅游投诉处理与应对策略3.5 旅游接待与服务案例分析与演练第四章：旅游业务英语写作技巧4.1 旅游业务英语写作的基本要求4.2 旅游业务英语写作的格式与结构4.3 旅游业务英语写作的常用句型与表达方式4.4 旅游业务英语写作的实战演练4.5 旅游业务英语写作的修改与评价第五章：旅游英语口语实战演练5.1 旅游接待与服务口语交流技巧5.2 旅游导游与讲解口语交流技巧5.3 旅游购物与餐饮口语交流技巧5.4 旅游安全事故处理与应对口语交流技巧5.5 旅游英语口语实战演练案例分析与点评第六章：旅游英语听力理解6.1 旅游英语听力基本技巧6.2 旅游英语听力常用场景与对话6.3 旅游英语听力理解练习6.4 旅游英语听力材料实战演练6.5 旅游英语听力理解评估与反馈第七章：旅游英语阅读理解7.1 旅游英语阅读基本技巧7.2 旅游英语阅读常用体裁与特点7.3 旅游英语阅读理解练习7.4 旅游英语阅读材料实战演练7.5 旅游英语阅读理解评估与反馈第八章：旅游英语翻译技巧8.1 旅游英语翻译基本原则8.2 旅游英语翻译技巧与方法8.3 旅游英语翻译练习8.4 旅游英语翻译材料实战演练8.5 旅游英语翻译评估与反馈第九章：旅游英语商务交流9.1 旅游商务英语通信与邮件写作9.2 旅游商务英语会议与谈判技巧9.3 旅游商务英语报价与合同签订9.4 旅游商务英语营销与推广策略9.5 旅游英语商务交流案例分析与实战演练第十章：旅游英语教学评估与反馈10.1 旅游英语教学评估的目的与方法10.2 旅游英语教学反馈的技巧与方式10.3 旅游英语教学评估表设计与使用10.4 旅游英语教学问题分析与解决策略10.5 旅游英语教学评估与反馈案例分析与点评重点和难点解析重点和难点解析一：旅游行业英语基础重点：掌握旅游行业常用词汇和短语，理解旅游行业基本句型和表达方式。
《旅游英语》教学教案《旅游英语》教学教案一、教学目标1、培养学生掌握旅游英语的基本表达和沟通能力，能够进行基本的旅游对话和应对常见旅游场景。
2、提高学生旅游英语的听、说、读、写能力，能够熟练运用旅游英语进行交流。
3、增强学生对旅游行业的认识和了解，培养其对旅游行业的兴趣和热爱。
二、教学内容和方法1、教学内容：（1）旅游英语基本表达和常用语句，包括欢迎、感谢、道歉、祝福等。
（2）旅游行程安排和相关服务英语表达，包括订票、入住酒店、参观景点等。
（3）旅游交通英语表达，包括乘坐飞机、火车、出租车等交通工具的用语。
（4）旅游餐饮英语表达，包括点菜、结账、感谢服务等。
2、教学方法：（1）课堂讲解：通过课堂讲解和示范，让学生了解和掌握旅游英语的基本表达和常用语句。
（2）情景模拟：通过情景模拟，让学生了解和掌握旅游英语在不同场景下的应用，提高学生的实际运用能力。
（3）课堂讨论：通过课堂讨论，让学生思考和探讨旅游英语在实际运用中的问题和难点，加深学生对旅游英语的理解和掌握。
（4）课后作业：通过课后作业，让学生巩固和深化对旅游英语的学习和理解。
三、教学步骤和时间安排1、导入新课（5分钟）：介绍旅游英语的概念和重要性，激发学生的学习兴趣和热情。
2、讲解新课（30分钟）：通过示范和讲解，让学生了解和掌握旅游英语的基本表达和常用语句。
3、情景模拟（15分钟）：通过情景模拟，让学生了解和掌握旅游英语在不同场景下的应用。
4、课堂讨论（15分钟）：通过课堂讨论，让学生思考和探讨旅游英语在实际运用中的问题和难点。
5、课后作业（15分钟）：通过课后作业，让学生巩固和深化对旅游英语的学习和理解。
四、教学评价和反思1、课堂表现：观察学生的课堂表现，包括参与度、专注度等，了解学生对旅游英语的学习情况和问题。
2、作业评价：批改学生的课后作业，了解学生对旅游英语的学习掌握情况，并及时进行反馈和指导。
3、期末测试：进行期末测试，检测学生对旅游英语的掌握和应用能力。
![旅游专业英语(第四版)第一章教案 (2)[4页]](https://img.taocdn.com/s1/m/3edb275526284b73f242336c1eb91a37f011324b.png)
一、教学目标1. 知识目标：（1）掌握旅游专业英语的基本词汇和句型；（2）了解旅游行业的基本知识，如景点介绍、旅游线路规划等；（3）提高学生的听说读写能力。
2. 能力目标：（1）培养学生运用英语进行旅游交流的能力；（2）提高学生的跨文化交际能力；（3）增强学生的团队合作意识。
3. 情感目标：（1）激发学生对旅游英语学习的兴趣；（2）培养学生的爱国主义情怀；（3）增强学生的社会责任感。
二、教学内容1. 单元主题：旅游英语基本词汇和句型2. 教学重点：（1）旅游英语基本词汇，如景点、交通、住宿、餐饮等；（2）旅游英语基本句型，如询问、介绍、推荐等。
3. 教学难点：（1）词汇的记忆和应用；（2）句型的正确运用和灵活转换。
三、教学过程1. 导入新课（1）教师展示旅游图片，激发学生的学习兴趣；（2）简要介绍本节课的学习内容。
2. 新课导入（1）教师引导学生回顾已学过的旅游英语词汇和句型；（2）讲解本节课的新词汇和句型。
3. 课堂活动（1）词汇学习：教师展示旅游英语词汇卡片，学生分组竞赛抢答；（2）句型练习：教师设置情景，学生运用所学句型进行对话；（3）小组合作：学生分组进行角色扮演，模拟旅游场景。
4. 课堂小结（1）教师总结本节课所学内容；（2）布置课后作业。
5. 课后作业（1）背诵本节课的词汇和句型；（2）完成课后练习题；（3）预习下一节课内容。
四、教学评价1. 课堂表现：观察学生在课堂上的参与度、合作意识等；2. 课后作业：检查学生的背诵、练习情况；3. 考试成绩：通过测试了解学生的整体学习情况。
五、教学反思1. 教师在教学过程中要注重激发学生的学习兴趣，提高学生的英语学习积极性；2. 教师要关注学生的个体差异，因材施教，使每个学生都能在课堂上得到锻炼；3. 教师要不断改进教学方法，提高教学效果。
《旅游英语教案》word版第一章：旅游英语概述1.1 旅游英语的重要性介绍旅游英语在旅游业中的重要性强调旅游英语对于旅游从业者和游客的作用1.2 旅游英语的范围解释旅游英语涵盖的领域，如酒店、餐饮、交通、购物等强调旅游英语的多场景应用1.3 旅游英语的学习目标列出旅游英语学习的主要目标，如提高沟通能力、增强旅游专业知识等引导学生明确学习方向第二章：旅游英语的基本沟通技巧2.1 问候与介绍学习常用的问候语和自我介绍方式练习使用英语进行简单的交流2.2 询问信息学习如何用英语询问时间、地点、价格等信息练习使用英语进行信息查询2.3 提出请求和解决问题学习如何用英语提出请求和解决问题练习使用英语进行请求和解决问题第三章：旅游英语中的常见场景3.1 酒店入住与退房学习酒店入住和退房的相关英语表达练习使用英语进行酒店入住和退房的交流3.2 餐厅用餐学习餐厅用餐的相关英语表达练习使用英语进行点餐、用餐的交流3.3 交通出行学习交通出行的相关英语表达练习使用英语进行购票、问路等的交流第四章：旅游英语中的购物与娱乐4.1 购物学习购物的相关英语表达练习使用英语进行购物交流4.2 娱乐活动学习娱乐活动的相关英语表达练习使用英语进行娱乐活动交流4.3 旅游英语口语拓展学习一些旅游英语口语拓展表达练习使用英语进行更丰富的交流第五章：旅游英语中的文化差异与礼仪5.1 文化差异介绍不同国家的文化差异对旅游英语的影响强调理解和尊重不同文化的的重要性5.2 旅游礼仪学习旅游中的礼仪规范练习使用英语进行礼貌的交流和行为展示第六章：旅游英语中的餐饮服务6.1 餐厅用语学习在餐厅中常用的英语表达，如点餐、询问菜品、表达喜好等练习在模拟餐厅环境中进行点餐交流6.2 酒店客房服务学习酒店客房服务的相关英语表达，如订餐、叫醒服务、洗衣服务等练习使用英语进行客房服务的交流第七章：旅游英语中的交通出行7.1 飞机出行学习乘坐飞机的相关英语表达，如办理登机手续、询问航班信息、机场security 等练习使用英语进行飞机出行的交流7.2 火车旅行学习乘坐火车的相关英语表达，如购票、询问车次信息、火车站设施等练习使用英语进行火车旅行的交流第八章：旅游英语中的景点介绍8.1 自然风光学习描述自然风光的英语表达，如山脉、海滩、沙漠等练习使用英语进行自然风光的介绍8.2 人文景观学习描述人文景观的英语表达，如古迹、博物馆、城市建筑等练习使用英语进行人文景观的介绍第九章：旅游英语中的紧急情况应对9.1 疾病与意外学习在旅游过程中应对疾病和意外的基本英语表达练习使用英语进行求助和描述症状9.2 安全问题学习在旅游过程中应对安全问题的基本英语表达练习使用英语进行报警和求助第十章：旅游英语的综合应用10.1 模拟旅游场景设计一个综合性的旅游场景，如旅行社咨询、机场接机、酒店入住等让学生在模拟场景中综合运用旅游英语10.2 旅游英语口语测试设计一个旅游英语口语测试，包括常见场景的问答、角色扮演等评估学生的旅游英语口语水平和沟通能力重点和难点解析章节一：旅游英语概述难点解析：理解旅游英语在旅游业中的作用及其对旅游从业者和游客的意义。
课时：2课时教材：《全国高职高专专业英语规划教材：旅游英语（第2版）》教学目标：1. 学生能够掌握旅游专业英语的基本词汇和行业用语。
2. 学生能够运用英语进行旅游场景的沟通和表达。
3. 学生能够提高英语听、说、读、写能力。
教学重点：1. 旅游专业英语词汇和行业用语。
2. 旅游场景的沟通和表达。
教学难点：1. 旅游专业英语的听说能力。
2. 旅游场景的实际运用。
教学过程：第一课时：一、导入1. 教师简要介绍旅游专业英语课程的目的和重要性。
2. 学生分享自己对于旅游行业的了解和兴趣。
二、新课导入1. 教师展示旅游图片，引导学生用英语描述图片中的景点。
2. 学生分组讨论，用英语表达对旅游景点的喜好和期待。
三、词汇学习1. 教师讲解旅游专业英语词汇，如：旅游、景点、酒店、餐厅等。
2. 学生跟读并模仿教师，加深对词汇的记忆。
四、情景对话1. 教师设计旅游场景，如：预订酒店、询问路线等。
2. 学生分组进行角色扮演，用英语进行对话。
五、课堂小结1. 教师总结本节课所学内容，强调重点词汇和行业用语。
2. 学生分享自己在课堂上的收获和感悟。
第二课时：一、复习导入1. 教师提问学生上一节课所学内容，检查学生对词汇和行业用语的掌握程度。
2. 学生分享自己在旅游过程中的英语沟通经历。
二、阅读理解1. 教师发放旅游专业英语阅读材料，如：旅游指南、景点介绍等。
2. 学生阅读材料，并回答相关问题。
三、听力训练1. 教师播放旅游专业英语听力材料，如：旅游咨询、景点介绍等。
2. 学生听完后，回答相关问题。
四、口语表达1. 教师设计旅游场景，如：询问景点门票、推荐餐厅等。
2. 学生分组进行角色扮演，用英语进行对话。
五、课堂小结1. 教师总结本节课所学内容，强调学生的口语表达和听力理解能力。
2. 学生分享自己在课堂上的收获和感悟。
教学评价：1. 学生对旅游专业英语词汇和行业用语的掌握程度。
2. 学生在旅游场景中的英语沟通能力。
3. 学生在阅读和听力训练中的表现。
旅游专业英语教案Title: English Lesson Plan for Tourism MajorsLevel: IntermediateObjective:- To develop students' understanding of tourism-related vocabulary and expressions in English- To improve students' listening and speaking skills through interactive activities and discussionsDuration: 90 minutesMaterials:- PowerPoint presentation- Handouts- Whiteboard and markersProcedure:1. Warm-up (10 minutes)- Begin the lesson by showing pictures of famous tourist destinations around the world.- Ask students to discuss in pairs or small groups about their personal travel experiences, including the destinations they have visited or would like to visit in the future.- Encourage students to use relevant vocabulary and expressions when discussing their travel experiences.2. Vocabulary Introduction (15 minutes)- Present a range of tourism-related vocabulary words and expressions on the PowerPoint slide.- Provide brief definitions and examples for each word or phrase.- Elicit pronunciation from the students and practice saying the words together as a class.- Distribute handouts containing the vocabulary words and their definitions.3. Listening Activity (20 minutes)- Play an audio clip or video related to a particular tourism scenario, such as a customer inquiry at a hotel or atour guide giving information about a tourist attraction.- Play the audio or video clip once and allow students to listen or watch for general understanding.- Review the answers as a whole class and have a brief discussion about the scenario and vocabulary used.4. Role-Play Activity (25 minutes)- Provide a list of role-play prompts or dialogues for each scenario.- Encourage students to use the vocabulary and expressions introduced earlier in the lesson.5. Group Discussion (15 minutes)- Provide a set of discussion questions for each group to guide the conversation.- Monitor the groups and provide assistance or prompts if needed.- Have each group share their main ideas or conclusions with the class.6. Wrap-up and Reflection (5 minutes)- Use the whiteboard or PowerPoint slide to recap the new vocabulary and expressions learned in the lesson.- Ask students to reflect on what they have learned and how they can apply this knowledge in their future tourism studies or careers.- Encourage students to continue practicing their English language skills by reading tourism-related articles or watching videos in English.Note: The duration of each activity can be adjusted based on the students' level and pace of learning. Additionally,additional activities such as vocabulary games or quizzes can be incorporated to make the lesson more engaging and interactive.。
教学目标：1. 学生能够掌握基本的旅游英语词汇和短语。
2. 学生能够运用所学英语进行简单的旅游对话。
3. 学生能够了解基本的旅游文化知识。
教学重点：1. 旅游英语词汇和短语的学习。
2. 旅游对话的实际运用。
教学难点：1. 旅游英语词汇的拼写和发音。
2. 旅游对话的语境理解。
教学过程：一、导入1. 教师用简单的英语提问：“Do you like traveling? Why or why not?” 引导学生思考并回答。
2. 教师简要介绍旅游英语的重要性，激发学生的学习兴趣。
二、新课导入1. 教师展示一些旅游相关的图片，如景点、交通工具、酒店等，引导学生猜测这些图片的英文单词。
2. 教师讲解并教授以下旅游英语词汇和短语：- Scenery: 风景- Transport: 交通工具- Hotel: 酒店- Restaurant: 餐厅- Museum: 博物馆- Ticket: 票- Guidebook: 旅行指南- Souvenir: 纪念品三、课堂练习1. 教师带领学生进行以下练习：- 拼写练习：学生拼写刚刚学过的旅游英语词汇。
- 发音练习：学生跟读并模仿教师的发音。
- 造句练习：学生运用所学词汇和短语进行造句。
四、情景对话1. 教师创设以下情景，引导学生进行对话：- 在机场询问航班信息。
- 在酒店预订房间。
- 在餐厅点餐。
- 在景点询问路线。
2. 教师分组进行角色扮演，让学生在实际情景中运用所学英语。
五、总结与作业1. 教师总结本节课所学内容，强调重点和难点。
2. 布置以下作业：- 复习本节课所学词汇和短语。
- 预习下一节课的内容。
教学反思：本节课通过图片、词汇、情景对话等多种形式，让学生在轻松愉快的氛围中学习旅游英语。
在今后的教学中，我将继续关注学生的学习效果，适时调整教学方法，以提高学生的英语实际运用能力。
旅游英语教案范文：一、教学目标1. 学生能够掌握基本的旅游英语词汇和短语。
2. 学生能够运用所学英语进行简单的旅游对话。
课程教案（2010—2011学年第一学期）课程名称：旅游专业英语授课学时：64课时授课班级：09旅游管理（4）***师：***浙江横店影视职业学院教案（首页）Unit OneA. ObjectivesStudents will be able to:1)Be familiar with the expressions of itinerary;2)Describe a scenic spot;3)Learn how to write a tour itinerary and make a dialogue about tour.B. Important and difficult points1）Speaking skills: make a dialogue about itinerary.2）Comprehensive skills: Understand the passage in the text and on this basis, learn to describe content of the text, and discuss about the issue.3）Functions:Focus 1: how to write an itinerary;Focus 2: how to make a dialogue about tour;C. teaching contents and time allotment:1st -2nd period: warming up and background information, comprehensive reading of Part A, explain new words, and phrases and expressions. Learn to write a tour itinerary.3rd-4th period: talk about package tour, understand passage of reading B and the structure of reading B, and discuss, explain new words, phrases and expressions.5th--6th period: Do the listening. Check the answers of excises on page 5-6. Make a dialogue about tour.D. Teaching ProceduresSix teaching periods are needed to cover the whole unit, among which students will have a series of reading, listening, speaking and writing activities related to the theme of the unit.1. Period One and Period Two:➢Step one: warming up. Introduce some places in America.➢Step two: let students do the fast reading to find out the route of the tour to America.➢Step three: do the global reading and then answer the questions on Task 1.➢Step four: intensive reading. Explain the important words, phrases, expressions and sentences with some examples.➢Step five: read the sample of an itinerary on page6, learn how to write a tour itinerary.2. Period three and Period four:➢Step one: warming up.Talk about tours in summer vacation➢Step two: skimming reading and find the answers for the questions on Task2.➢Step three: read the passage again to grasp the main idea of each paragraph.➢Step four: intensive reading, understanding the important words, phrases, expressions and sentences with some examples.3. Period five and Period six:➢Step one: Do the listening.➢Step two: make a dialogue about tour itinerary.➢Step three: make a dialogue based on Task 2.E. Homework1st -2nd period: write a tour itinerary3rd -4th period: finish the excises on page 5-65th--6th period: Finish Home Reading on page11.Notes:➢Important words: scenic; foothill; giant; fertile; raise; claim; prearrange, offer, comprise, relatively, afford, and so on.➢Phrases: save from; on an inlet; a number of, a combination of, a variety of, prefer to, in advance, and cater to.➢Grammar: attributive clause; future progressive;➢Difficult sentences:a)Where the Willamette flows into the Colunbia River, one of the greatrivers of America, we will find Oregon’s largest city, Portland,known as the “City of Roses.”b) A package tour is a combination of several travel componentsprovided by different suppliers, which are sold to the consumer as asingle product at a single price.c)Besides, it is often easier to get into a special event as a member of atour than as an individual since the tour operators have theexperience to know which attractions are worth a special trip.d)While the majority of tourists nowadays prefer to travel in groupswith their entertainment and sightseeing included in the package,some tourists prefer personalized tours which provide the comfort ofa guide to show them around scenic sights and make all thenecessary arrangements for them.Unit TwoA. ObjectivesStudents will be able to:1)Be familiar with elements of a short welcome speech and the expressionsof hotel services.2)Discuss hotel services in simple words.3)Know how to write a short welcome speech.B. Important and difficult points1）Speaking skills: make a short welcome speech by group-work.2）Comprehensive skills: Understand the passage in the text and on this basis, learn to describe content of the text, and discuss about the issue.3）Functions:Focus 1: how to write a welcome speech;Focus 2: how to make dialogues about meeting tourists and hotel check-in;C. teaching contents and time allotment:1st -2nd period: warming up and background information, and figure out the main parts of a welcome speech. Intensive reading of Text A, explain new words, and phrases and expressions.3rd-4th period: understand text B, discuss, and explain new words, phrases and expressions.5th--6th period: Doing listening on page20. Learn to write a welcome speech.D. Teaching ProceduresSix teaching periods are needed to cover the whole unit, among which students will have a series of reading, listening, speaking and writing activities related to the theme of the unit.1. Period One and Period Two:➢Step one: help students review the important words and phrases in Unit 1.➢Step two: talk about the elements of a welcome speech.➢Step three: skimming reading on text A and find the answers for the questions on Task 1.➢Step three: intensive reading. Explain the important words, phrases, expressions and sentences with some examples.Period three and Period four:➢Step one: skimming reading on text B and find the answers for the questions on Task 2.➢Step two: intensive reading. Explain the important words, phrases, expressions and sentences with some examples.3. Period five and Period six:➢Step one: do listening on page20.➢Step two: check the answers of the excises on Page 17-18➢Step three: read the sample on Page 18 and learn to write a welcome speech.E. Homework1st -2nd period: preview text B3rd -4th period: Finish the exercise on page17-18.5th--6th period: write a welcome speechNotes:1) Important words: reset; suppose, establish, reset, encompass, cater; transient; resort; budget; prime and so on.2)Phrases: on behalf of; for most of ; the first trip to; be considered as; date back; beset to; up to; allow sb to do sth; .3)Difficult sentences:a)Chinese culture is considered as one of the oldest civilizations, while thePRC is among the youngest nations of the world..b)The history of Chinese culture and China dates back to over 5,000 yearsago, while the People’s Republic of China was established on October 1st,1949.c)Although China encompasses enough territory to include five differenttime zones, all of the clocks and watches in this nation are set to Beijingstandard time, except XinJiang.d)After the beginning of the economic reform in 1978, we are makingprogress towards modernization, and we are having some free time andmoney to tour, not in China but also abroad.Unit ThreeA. ObjectivesStudents will be able to:➢grasp the main idea and structure of the text;➢Be familiar with the expressions of food service.➢Discuss about Chinese food in simple words.➢Write a banquet menu and make a dialogue about restaurant conversation. B. Important and difficult points1）Speaking skills: make a dialogue about restaurant conversation.2) Comprehensive skills: Understand the passage in the text and on this basis, learn todescribe content of the text, and discuss about the issue.3）Functions:Focus 1: how to write a banquet menu ;Focus 2: how to make a dialogue about restaurant conversation;C. teaching contents and time allotment:1st-2nd period: warming up and background information, do the reading of Text A, explain new words, and phrases and expressions.3rd -4th period: understand the reading passage in Text B, learn to describe the main idea of each paragraph, and discuss, explain new words, phrases and expressions.5th--6th period: Do the listening. Learn to write a menu.D. Teaching ProceduresSix teaching periods are needed to cover the whole unit, among which students will have a series of reading, listening, speaking and writing activities related to the theme of the unit.1. Period One and Period Two:➢Step one: warming up. Ask students to talk about the specialties in their hometown.➢Step two: do the global reading and then answer the questions on Task 1.➢Step three: intensive reading. Explain the important words, phrases, expressions and sentences with some examples.2. Period three and Period four:➢Step one: warming up. Discuss the art of cooking.( technique, elements, seasonings and etc.)➢Step two: skimming reading on text B and find the answers for the questions on Task2.➢Step three: read the passage again to grasp the main idea of each paragraph.➢Step four: intensive reading, understanding the important words, phrases, expressions and sentences with some examples.3. Period five and Period six:➢Step one: Do the listening.➢Step two: read the sample of a banquet menu on Page 31, learn to write menu.➢Step three: make a dialogue based on Task 1.E. Homework1st -2nd period: preview text B3rd -4th period: Finish the excises on Page30-315th--6th period: write a banquet menu.Notes:1) Important words: aroma; specialize; delicate; flavor; crave; distinctive; ensure and so on.2)Phrases: give rise to; appeal to; make use of; allow for; boast of; a variety of; see toit that;3)Difficult sentences:a)Quite different from Western cooking where recipes are followedstrictly like laboratory instructions, Chinese cooking always allowsfor a creative and stylistic touch to it.b)Great attention is paid to aesthetic appreciation of the food becausethe food should be good not only in flavor and smell, but also incolor and appearance.Unit FourA. ObjectivesStudents will be able to:➢grasp the main idea and structure of the text;➢be familiar with the introduction of urban tourism.➢translate text B.B. Important and difficult points1）Speaking skills: translate the text B.2) Comprehensive skills: Understand the passage in the text and on this basis, learn todescribe content of the text, and discuss about the issue.3）Functions:Focus 1: how to write publicity for a tourist city;Focus 2: how to make a dialogue about Urban Tourism;C. teaching contents and time allotment:1st-2nd period: warming up and background information, do the reading of Text A, explain new words, and phrases and expressions.3rd -4th period: understand the reading passage in Text B, learn to describe the main idea of each paragraph, and discuss, explain new words, phrases and expressions.5th--6th period: Do the listening.D. Teaching ProceduresSix teaching periods are needed to cover the whole unit, among which students will have a series of reading, listening, speaking and writing activities related to the theme of the unit.1. Period One and Period Two:➢Step one: warming up. Ask students to talk about their experience of traveling ➢Step two: do the global reading and then answer the questions on Task 1.➢Step three: intensive reading. Explain the important words, phrases, expressions and sentences with some examples.2. Period three and Period four:➢Step one: warming up.➢Step two: skimming reading on text B and find the answers for the questions on Task2.➢Step three: read the passage again to grasp the main idea of each paragraph.➢Step four: intensive reading, understanding the important words, phrases, expressions and sentences with some examples.3. Period five and Period six:➢Step one: Do the listening.➢Step two: make a dialogue based on Task 1.E. Homework1st -2nd period: preview text B3rd -4th period: Finish the excises on Page30-315th--6th period: preview the new unit.Notes:Important words: urban reprensnt comopolitan enthic abound sponsor exquisite leisure sufficient incentivePhrases: far and wide associate with a range of turn up lie in acclaims as Difficult sentences:a)It is considered a museum of the East meeting the West and the pastjoining the present.b)The East has a Western flavor in Shanghai, but at the same time thecreation of a strictly Chinese culture have not been erased.Unit FiveA. ObjectivesStudents will be able to:➢grasp the main idea and structure of the text;➢know and remenber some basic Chinese ancient architecture.➢memorize some useful expressions and translate the text.B. Important and difficult points1）Speaking skills:discuss and express the Chinese ancient architecture.2) Comprehensive skills: Understand the passage in the text and on this basis, learn todescribe content of the text, and discuss about the issue.3）Functions:Focus:the express of Chinese three main ancient architecture;C. teaching contents and time allotment:1st-2nd period: warming up and background information, do the reading of Text A, explain new words, and phrases and expressions.3rd -4th period: understand the reading passage in Text B,explain new words, phrases and expressions. Make a situational dialogue.5th--6th period: Do the listening and excises.D. Teaching ProceduresSix teaching periods are needed to cover the whole unit, among which students will have a series of reading, listening, speaking and writing activities related to the theme of the unit.1. Period One and Period Two:➢Step one: warming up. Ask students to discuss the Chinese ancient architecture they have known.➢Step two:background information.➢Step three: extensive reading. Ask the students to read the whole passage in 15minutes and then answer some questions➢Step four: intensive reading. Explain the important words, phrases, expressions and sentences with some examples.2. Period three and Period four:➢Step one: warming up.➢Step two: skimming reading on text B and find the answers for the questions on Task2.➢Step three: intensive reading, understanding the important words, phrases, expressions and sentences with some examples.➢Step four: make a dialogue on the basis of the stuation provided in the book.3. Period five and Period six:➢Step one: check the answers of the excises➢Step two:Do the listening.E. Homework1st -2nd period: preview text B3rd -4th period: Finish the excises on Page55-565th--6th period: preview the new unit.Notes:Important words: architecture civilization heritage relics unearth magnificent Phrases: leave behind architecture relics consist of refer to derive from …Difficult sentences:a)Rich history has left behind in China many cultural heritage andfamous architectural relics such as …b)The most widespread residential structures in China is”the courtyarddwellings.”Unit SixA. ObjectivesStudents will be able to:➢grasp the main idea and structure of the text;➢know and remenber some famouse Chinese garden.➢memorize some useful expressions and translate the text.B. Important and difficult points1）Speaking skills:discuss the names of Chinese gardenes .2) Comprehensive skills: Understand the passage in the text and on this basis, learn todescribe content of the text, and discuss about the issue.C. teaching contents and time allotment:1st -2nd period: warming up and background information, do the reading of Text A and Text B.3rd-4th period: explain new words, and phrases and expressions. Make a situational dialogue.5th--6th period: Do the listening and excises.D. Teaching ProceduresSix teaching periods are needed to cover the whole unit, among which students will have a series of reading, listening, speaking and writing activities related to the theme of the unit.1. Period One and Period Two:➢Step one: warming up. discuss the names of Chinese gardenes they have known.➢Step two:background information.➢Step three: extensive reading. Ask the students to read the whole passage in 15minutes and then answer some questions2. Period three and Period four:➢Step one: intensive reading, understanding the important words, phrases, expressions and sentences with some examples.➢Step two: make a dialogue on the basis of the stuation provided in the book.3. Period five and Period six:➢Step one: check the answers of the excises➢Step two:Do the listening.E. Homework1st -2nd period: preview the new words, phrases, and grammatical strucure.3rd -4th period: Finish the excises on Page67-69.5th--6th period: preview the new unit.Notes:Important words: component imperial masterpiece gemotric subordinate heyday lattice shelter pagodaDifficult sentences:a)Garden building saw its heyday during the Ming and Qing dynastiesand the imperial garden Yuanmingyuan was regarded as masterpiecein the period.b)Different from the classical European gardens, in which geometricpatterns dominate, Chinese gardens are made to resemble naturallandscapes on a smaller scale.c)Traditional Chinese gardens fall into three categories, namely,imperial, private and landscape gardens.d)Building in the garden were used for receiving guests, holdingbanquet, reading or writing poetry.Unit SevenA. ObjectivesStudents will be able to:➢grasp the main idea and structure of the text;➢know and remenber some famouse Chinese garden.➢memorize some useful expressions and translate the text.B. Important and difficult points1）Speaking skills:discuss the names of Chinese gardenes .2) Comprehensive skills: Understand the passage in the text and on this basis, learn todescribe content of the text, and discuss about the issue.C. teaching contents and time allotment:1st -2nd period: warming up and background information, do the reading of Text A and Text B.3rd-4th period: explain new words, and phrases and expressions. Make a situational dialogue.5th--6th period: Do the listening and excises.D. Teaching ProceduresSix teaching periods are needed to cover the whole unit, among which students will have a series of reading, listening, speaking and writing activities related to the theme of the unit.1. Period One and Period Two:➢Step one: warming up. discuss the names of Chinese gardenes they have known.➢Step two:background information.➢Step three: extensive reading. Ask the students to read the whole passage in 15minutes and then answer some questions2. Period three and Period four:➢Step one: intensive reading, understanding the important words, phrases, expressions and sentences with some examples.➢Step two: make a dialogue on the basis of the stuation provided in the book.3. Period five and Period six:➢Step one: check the answers of the excises➢Step two:Do the listening.E. Homework1st -2nd period: preview the new words, phrases, and grammatical strucure.3rd -4th period: Finish the excises on Page67-69.5th--6th period: preview the new unit.Notes:Important words: component imperial masterpiece gemotric subordinate heyday lattice shelter pagodaDifficult sentences:a)Garden building saw its heyday during the Ming and Qing dynastiesand the imperial garden Yuanmingyuan was regarded as masterpiecein the period.b)Different from the classical European gardens, in which geometricpatterns dominate, Chinese gardens are made to resemble naturallandscapes on a smaller scale.c)Traditional Chinese gardens fall into three categories, namely,imperial, private and landscape gardens.d)Building in the garden were used for receiving guests, holdingbanquet, reading or writing poetry.。
