旅游专业英语教案.doc

_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 great rivers of America, we will find Oregons largest city, Portland, known as the “City of Roses.”b) A package tour is a combination of several travel components provided by different suppliers, which are sold to the consumer as a single product at a single price.c) Besides, it is often easier to get into a special event as a member of a tour than as an individual since the tour operators have the experience to know which attractions are worth a special trip.d) While the majority of tourists nowadays prefer to travel in groups with their entertainment and sightseeing included in the package, some tourists prefer personalized tours which provide the comfort of a guide to show them around scenic sights and make all the necessary arrangements for them. Unit TwoA. ObjectivesStudents will be able to: 1) Be familiar with elements of a short welcome speech and the expressions of 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 speech Notes: 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; be set to; up to; allow sb to do sth; .3) Difficult sentences: a) Chinese culture is considered as one of the oldest civilizations, while the PRC is among the youngest nations of the world.b) The history of Chinese culture and China dates back to over 5,000 years ago, while the Peoples Republic of China was established on October 1st, 1949. c) Although China encompasses enough territory to include five different time zones, all of the clocks and watches in this nation are set to Beijing standard time, except XinJiang. d) After the beginning of the economic reform in 1978, we are making progress towards modernization, and we are having some free time and money 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 to describe 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 to it that; 3) Difficult sentences: a) Quite different from Western cooking where recipes are followed strictly like laboratory instructions, Chinese cooking always allows for a creative and stylistic touch to it. b) Great attention is paid to aesthetic appreciation of the food because the food should be good not only in flavor and smell, but also in color 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 to describe 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 incentive Phrases: 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 past joining the present. b) The East has a Western flavor in Shanghai, but at the same time the creation 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 to describe 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 and famous architectural relics such as b) The most widespread residential structures in China is”the courtyard dwellings.” 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 to describe 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 questions 2. 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 pagoda Difficult sentences: a) Garden building saw its heyday during the Ming and Qing dynasties and the imperial garden Yuanmingyuan was regarded as masterpiece in the period.b) Different from the classical European gardens, in which geometric patterns dominate, Chinese gardens are made to resemble natural landscapes 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, holding banquet, reading or writing poetry. Unit Seven A. 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 to describe 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: