酒店英语说课
酒店英语说课
提高学生的行动能力。
• 实践教学包括校内实训和酒店体验 式学习，实训课基于某个工作内容，让 学生模拟操作整个服务流程；体验式学 习则把学生带到酒店进行一定时段的工
作，以实践促进学习，形成职业技
能。
•
多种教学方法的运用： 1．酒店资料阅读。教学中安排针对
酒店业务背景的阅读、酒店的日常用语 的扩充性阅读，同时，进行补全交际对 话、中译英等语言训练。
2．基于课文的情景对话。教学中的对话均 在酒店情景中围绕服务工作展开，要求语言流 畅地道，交际功能突出。体现高职教育“实用 为主，够用为度”的教学方针。
3．创设情景会话。在这个阶段中，老师额 外为学生提供一些有关酒店服务的工作情景， 让学生通过完成模拟真实工作任务而参与学习 过程，提高英语运用技能。
（二）教学目标
知识目标：
掌握酒店业的基本英语 词汇，掌握前台，客房， 餐饮等服务英语用语， 操作程序，服务规范， 产品介绍等细微环节中 英语表达方式。
情感目标：
通过小组讨论，情景对 话表演，英语短剧表演 等方式让学生具有团队 精神、协作意识。通过 该课程的学习让学生树 立良好的酒店职业道德 风尚，具有一定的敬业 精神。
酒店常见投诉案例及 其处理方法。
6
Unit10 Payment And Check- 酒店结账程序，帮助
outs
客人核对帐单。
6
Unit11 Planning A Function 酒店宴会预定及接待。
4
另10课时为期中期末 考试及短剧表演
总学时：（72学时）
（二） 课程重点难点 及解决方案
• 本课程内容涵盖了酒店
6
Unit 3 Take a booking Unit 4 Receiving a guest
酒店英语(教案)
Eye、smile、skin、body、hand、makeup、hair、teeth、shoes、uniform
启发
用多媒体教学
讨论
0.5课时
任务3：
General expressions for hotel services
6学时
上课地点
教学目标
能力（技能)目标
知识目标
1、Introduce hotel facilities
2、Do bell services
1、Knowthe task of Doorman and Bellman
2、knowsome basic words and Expressions
能力训练任务及案例
步骤
教学内容
教学方法
教学手段
学生活动
时间分配(分钟）
告知（教学内容、目的）
简述本单元教学内容：
1、Greeting a Guest on Arrival
2、Introducing the Facilities
3、Baggage Delivery
讲授
用多媒体教学
听课、讨论、练习
7课时
引入（项目）
1。 深圳中华民族村的开发建设
教学重点
接听电话后的正确操作方式
听课、练习
2课时
任务3：
When the Hotel is Fully Booked
1、阅读对话
2、学习新的词汇和语句
3、两人一组对话练习
引导、示范、指导
用多媒体教学
听课、练习
2课时
创新或拓展
归纳与小结
饭店英语说课稿
《饭店英语》说课稿各位领导、老师：大家好，我是外语教学部的xx，今天我说课的教材是《饭店英语》。
我将就以下五个方面对本课程进行说明：分别为课程定位、主要培养的专业能力和职业素质、课程主要内容、使用的教材和参考的资料、理论和实践教学的课时分配及实施方法、课程的考核方式及对学生评价的方式、教学效果的自我评价等方面。
1. 课程定位、主要培养的专业能力和职业素质《饭店英语》是酒店管理专业的一门专业基础课。
课程的宗旨是培养学生用英语处理相关酒店业务的能力，从而为酒店行业培养实用性人才。
主要培养的专业能力：《饭店英语》是培养学生良好的专业素质，掌握酒店服务英语常用的词汇、短语和句型，打好扎实的英语语言功底，具备酒店英语交际能力，具体包括能够与外宾进行沟通和交流，能够在酒店前厅、客房、餐厅等具体工作岗位运用所学英语完成对客服务接待，具有良好的心理素质、应变能力和继续学习能力。
职业素质：培养学生职场交际能力，在掌握语言的同时，能够具备职业素质与精神，并在职场中运用英语进行交流。
2.课程主要内容.使用的教材和参考的资料课程内容是按照酒店服务环节设计的，包括客房预订、登记入住、礼宾服务、商务中心、总机服务、收银服务、客房服务、中餐服务、西餐服务、会议服务、解决投诉服务等。
内容涵盖了各个部门的岗位和工作流程。
本学期学生使用的是《高职高专新职业英语-酒店英语》外语教学与研究出版社2010年4月第一版作者：徐小贞。
教师的参考书是《高职高专新职业英语-职业综合英语（教师用书）》外语教学与研究出版社2010年4月第一版作者：徐小贞。
“新职业英语”教材一“工学结合，能力为本”的教育理念为指导，将语言学习与职业技能培养有机结合，确保教学内容与教学过程真正体现职业性和应用性，提升学生的就业能力。
3、理论和实践教学的课时分配及实施方法本课程教学17 周 68学时，讲授 54学时，实训14学时。
教学过程以职业、岗位、服务流程、服务要点、实践训练为教学过程。
酒店英语口语教案(优秀范文)
酒店英语口语教案(优秀范文)教案名称：酒店英语口语教案一、教学内容本节课的教学内容选自人教版《酒店英语口语》教材，主要涉及酒店服务行业的日常交流用语。
通过学习本节课，学生将掌握酒店英语口语的基本表达方式，包括问候、介绍、接待、引领、指路、询问、回答等问题。
二、教学目标1. 让学生掌握酒店服务行业的日常英语口语表达；2. 提高学生的英语听力、口语交际能力；3. 增强学生对酒店服务行业的认识，提高学生的职业素养。
三、教学难点与重点重点：酒店服务行业常用英语口语表达的掌握；难点：在实际情景中运用所学知识进行流畅的英语口语交际。
四、教具与学具准备教具：多媒体教学设备、录音机、教材；学具：笔记本、课本、录音带。
五、教学过程1. 情景引入：教师通过播放一段酒店服务场景的视频，引导学生关注酒店英语口语的使用场景。
2. 新课内容展示：教师带领学生学习教材中的新知识点，包括问候、介绍、接待、引领、指路、询问、回答等表达方式。
3. 实例讲解：教师通过角色扮演，示范酒店服务场景中的英语口语表达，让学生跟随教师一起练习。
4. 随堂练习：学生分组进行角色扮演，模拟酒店服务场景，练习所学英语口语表达。
5. 听力训练：教师播放酒店英语口语听力材料，学生进行听力练习，回答相关问题。
6. 口语交际比赛：学生分组进行口语交际比赛，看哪组能够在酒店服务场景中运用所学知识进行流畅的英语口语交际。
六、板书设计板书内容：酒店英语口语表达1. 问候：Good morning/afternoon/evening, sir/madam.2. 介绍：May I introduce myself? My name is4. 引领：Please follow me, sir/madam.5. 指路：Excuse me, where is the?6. 询问：May I ask if you have a reservation?7. 回答：Yes, we do./No, we don't.七、作业设计1. 作业题目：请用英语写一段关于酒店服务场景的对话。
高职酒店英语的教学说课
高职酒店英语的教学说课【摘要】高职酒店英语的教学说课在教学过程中起着至关重要的作用。
本文从教学说课的重要性、内容与要点、技巧与方法、实践案例以及反思与改进等方面进行探讨。
教学说课不仅是对教学计划和教学内容的梳理，更是对教学思路和方法的具体表达，有助于提高教学效果。
通过分析实践案例，可以更好地理解教学说课的实际操作。
在总结了高职酒店英语的教学说课的意义和展望，强调了教学说课在提升教学质量、激发学生学习兴趣方面的重要性。
通过不断反思和改进，可以进一步提高教学说课的效果和参与度，为高职酒店英语教学工作带来更多的价值和成果。
【关键词】高职酒店英语、教学说课、重要性、内容、要点、技巧、方法、实践案例、反思、改进、总结、展望、意义。
1. 引言1.1 高职酒店英语的教学说课高职酒店英语的教学说课是教师在教学过程中进行的一种重要活动，通过说课可以有效地引导学生，激发学生的学习兴趣，提高教学效果。
作为提高教学质量的关键环节，教学说课需要细致周密的准备，精心设计的内容，以及灵活多样的表达方式。
在高职酒店英语的教学中，教师需要重视说课的重要性，认识到说课是教学的延伸和展示，可以帮助学生更好地理解教学内容，激发学生的学习兴趣，提高学习成绩。
教师应该注重教学说课中内容与要点的设计，确保说课内容能够贴近学生的实际生活和学习需求，让学生在听说课的过程中获得真正的启发和帮助。
教师在进行教学说课时还需要善于运用各种技巧和方法，如图表展示、多媒体辅助等，使说课更加生动有趣。
通过实践案例的分享和反思与改进的探讨，教师可以不断提高自身的说课水平，为教学工作增添新的活力和动力。
通过对高职酒店英语的教学说课的总结和展望，可以更好地发挥教学说课的意义，提升教学质量，促进学生的全面发展。
2. 正文2.1 教学说课的重要性教学说课是高职酒店英语教学过程中非常重要的一环。
它不仅可以让教师展示自己的教学理念、教学方法和教学技巧，还可以让学生对即将学习的内容有一个整体的把握和了解。
英语高职说课稿范文
英语高职说课稿范文尊敬的各位评委、老师，大家好。
今天我要进行的说课内容是《英语高职实用口语》课程中的一个单元，主题为“在酒店预订房间”。
一、教学目标1. 知识目标：学生能够掌握酒店预订相关的词汇和表达方式。
2. 技能目标：学生能够熟练运用英语进行酒店预订的对话。
3. 情感目标：培养学生的服务意识和跨文化交流能力。
二、教学内容本单元主要围绕以下几个方面展开：1. 酒店预订的基本流程。
2. 酒店预订中常用的英语表达和词汇。
3. 酒店预订过程中可能遇到的问题及解决方案。
三、教学重点1. 酒店预订的对话流程。
2. 预订过程中的礼貌用语和专业术语。
四、教学难点1. 学生对酒店预订流程的理解。
2. 学生在实际对话中对词汇和表达的灵活运用。
五、教学方法1. 情境模拟：通过模拟酒店预订的情境，让学生在实际对话中学习和运用相关知识。
2. 分组讨论：鼓励学生分组讨论预订过程中可能遇到的问题，并提出解决方案。
3. 角色扮演：让学生扮演酒店前台和客户，进行角色扮演练习。
六、教学过程1. 导入（5分钟）：通过展示酒店预订的图片和视频，引起学生的兴趣。
2. 新课呈现（15分钟）：讲解酒店预订的基本流程和常用词汇。
3. 情境模拟（15分钟）：学生进行模拟对话练习，教师给予指导和反馈。
4. 分组讨论（10分钟）：学生分组讨论预订过程中可能遇到的问题。
5. 角色扮演（10分钟）：学生进行角色扮演，模拟酒店预订场景。
6. 总结反馈（5分钟）：教师总结学生的表现，提出改进建议。
七、教学媒体与教具1. PPT课件：展示酒店预订流程和相关词汇。
2. 角色扮演卡片：用于学生角色扮演练习。
3. 酒店预订对话脚本：供学生参考和练习。
八、作业布置1. 完成一份酒店预订的对话练习。
2. 准备一份关于酒店预订问题的解决方案报告。
九、板书设计- 酒店预订流程- 常用词汇与表达- 礼貌用语与专业术语十、教学反思课后，我将根据学生的反馈和表现，反思教学方法和内容，不断优化教学过程，以提高教学效果。
酒店英语教案
酒店英语教案掌握酒店英语的基本词汇和表达方式，包括前台接待、客房服务、餐饮服务、商务中心等主要部门的常用英语表达。
理解和掌握酒店服务流程和规范，能够在不同场景下运用恰当的英语进行沟通。
培养学生的跨文化交际能力，使其能够适应不同文化背景的客户需求。
培养学生的团队协作能力和解决问题的能力，使其能够在紧急情况下迅速做出决策。
介绍本课程的目标、内容、教学方式和评估方法，使学生对本课程有一个初步的了解。
介绍前台接待的基本流程和规范，包括入住登记、房间分配、收银等环节。
通过案例分析、角色扮演等方式，使学生掌握前台接待英语的基本词汇和表达方式。
介绍客房服务的基本流程和规范，包括房间清洁、床铺整理、物品摆放等环节。
通过视频演示、小组讨论等方式，使学生掌握客房服务英语的基本词汇和表达方式。
介绍餐饮服务的基本流程和规范，包括点菜、上菜、结账等环节。
通过模拟场景、角色扮演等方式，使学生掌握餐饮服务英语的基本词汇和表达方式。
介绍商务中心的基本服务项目和规范，包括复印、传真、邮件收发等环节。
通过演示、小组讨论等方式，使学生掌握商务中心英语的基本词汇和表达方式。
通过案例分析、小组讨论等方式，培养学生的跨文化交际能力，使其能够适应不同文化背景的客户需求。
通过小组讨论、角色扮演等方式，培养学生的团队协作能力和解决问题的能力，使其能够在紧急情况下迅速做出决策。
案例分析法：通过分析真实的酒店服务案例，使学生了解酒店服务的流程和规范，同时培养学生的问题解决能力。
角色扮演法：通过角色扮演的方式，使学生亲身体验酒店服务的实际操作过程，提高其英语运用能力和服务技能。
模拟场景法：通过模拟真实的酒店场景，使学生能够更好地理解和掌握酒店服务的流程和规范，同时提高其英语口语表达能力。
小组讨论法：通过小组讨论的方式，鼓励学生互相交流和学习，培养其团队协作能力和跨文化交际能力。
教学评估：通过课堂表现、小组讨论、角色扮演等方式进行评估，以客观地反映学生的学习情况和学习成果。
酒店英语教案第5讲
第 5 讲一、名称：Table reservations and receiving dinners二、教学时数：2三、教学目的:1.Grasp the terms and useful phrases in table reservations and receiving diners.2. Use sentence patterns skillfully in working situations.3 Make situational dialogues fluently.四、重点和难点：重点：sentence patterns难点：To make situational dialogues with the sentence patterns五、教学方法和手段：方法：Task-driven method手段：teach;Q & A; Discussion;role-play六、教学内容及时间安排1. Table reservations2. receiving dinners（备注）教学过程（一）导入新课（问题导入）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. The teacher would invite some students to talk about the basic procedures of receiving diners.（二）讲授新课I Table Reservation1.steps for table reservationStep1 Greeting guestsStep2 Getting guest: number of people, arrival time and particular requestsStep3 Confirm all information2.Scene DialogueDialogue OneReceptionist: Good afternoon. Peach Restaurant. May I help you?Gu est: I’d like to reserve a table for two.Receptionist: Yes, sir. What time would you like, sir?Guest: I’m not sure…perhaps around 8p.m.Receptionist: Fine. I’ll reserve a table for two at 8 p.m., Sir. May I have your name, please?Guest: Julius. Julius Berman.Receptionist: Thank you, Mr. Berman. And do you prefer smoking or non-smoking? Guest: Non-smoking will be fine, please. But it is more important that you get us a table by the window. It’s our anniversary and I’d like it to be very special.Recepti onist: I’ll try my best. We look forward to having you with us tonight, Mr. Berman.Guest: Thank you. Good-bye.Receptionist: Good-bye and have a nice day!Dialogue TwoA: Good Evening, Nanhai Restaurant, may I help you?B: Good afternoon, sir. I’m the gu est in Room 212. I wonder whether I can book a table for tomorrow evening.A: Certainly, I'd be happy to help you with that. How many people are there in your party?B: There'll be four people.A: At what time can we expect you?B: Let's say at seven o'clock.A: I'm afraid we don't have anything available then. We could seat you at six o'clockor at eight o'clock.B: Oh, OK. Eight o'clock will be fined.A:Would you like a table in the main hall or in a private room, sir?B: A private room will be fine. Th e room should be clean and elegant. I’ll entertain my business partners.A:A private room for four people at about 7:00 p.m. tomorrow evening. Is that right? J: That’s right.O: May I know your name, please?J: Abraham Jones. A-b-r-a-h-a-m J-o-n-e-s.O: Mr. Jones. We expect your coming with pleasure. Have a nice day.J: Thank you.3.V ocabularyreservation n．保留，预定reserve vt．保留，预定arrange v. 安排waiting list 等候单non-smoking area 无烟区smoking area 吸烟区main hall 大厅private room 包厢table by the window 靠窗位置in your party 同行的人4.Other expressionsWhich do you prefer, a table in the dinging hall or at the private room?How about the non-smoking area?Could you repeat it please?I’m sorry we are fully booked today.I’m sorry the tables by the window are occupied.I’m sorry Zi Xuan Room has been reserved, would you mind changing another one? 5.Role-play1. 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: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.II Receiving dinners1.Scene DialoguesDialogue One Receiving the Guest with a Reservation 接待有预订的客人Betty has reserved the table. Now she and her friend went to the restaurant. The host r eceived them.W=Waiter C= BettyW: Good evening. How are you today?C: it’s ok, thank you.W: Do you have a reservation?C: Yes, we do. A reservation for two under Smith.W: Just a moment, please… Here it is 7:00 p.m. Betty Smith, two, non-smoking（非吸烟区）.C: That’s us.W: Right this way, please.Dialogue Two Receiving the Guest without a Reservation 接待没有预订的客人Mr. White and his wife went to the restaurant to have the dinner. But they have no res ervation. The waiter receiving them and escort them to choose the table that fits them W=Waiter B=BakeW: Good evening, sir and madam. Welcome to our restaurant. Do you have a reservati on?B: I’m afraid I haven’t. Do you have a table for two?W: I’m sorry to say that we don’t have any vacant seat at this moment. Would you ple ase wait in the lounge for about five minutes? I’ll seat you if the table is ready.B: It sounds nice. Nancy, let’s go to the lounge then.(Five minutes later) （5分钟后）W: I am sorry to have kept you waiting, sir and madam. Now we have a table for you. This way, please.W: What kind of drink would you like tonight?W: I’ll bring them to you right away.2. Other Expressions4) Is it only two of you?6) Please come this way.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 o ver 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?17) I’m afraid there is no other place free at the moment.18) I’m sorry, this table is already rese rved.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.23) Excuse me, would you share the table with that gentleman?3.Role-PlaySituation A: 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. Situation B: You and your family come to the restaurant. You have booked a table in private room for 4.（三）、归纳总结。
酒店服务英语-说课
课后作业
25
按质按量完成各项课 后作业
基本完成各项课后作 业正确率不低于85%
基本完成各项课后作 业正确率不低于70%
4-3阶段考核
评价标准
考核内容
考核方式
优 90-100
能流利表达、 用词准确
正确率90%以 上
良 70-89
比较流利、用 词达意
正确率80%以 上
及格 60-69
能表达出大意 正确率60%以 上
1-4岗位能力分析
具有良好的英语听说能力 具 有 相 关 专 业 操 作 技 术 能 力
具 有 酒 店 管 理 基 础 能 力
前台服务员
餐厅服务员
涉外酒 店接待 会议服务员
具有一定的公关能力
客服服务员
康乐服务员
1-5课程目标
熟悉酒店服务英语的基本词汇、句型、表达方式； 掌握酒店服务与接待过程中发生的相关英语会话 和专业术语；
前导课程
综合英语视听说
酒店管理
同步课程
会展营销与策划
饭店英语
商务英语口译 商务英语翻译
沟通与客户管理
后续课程
会展商务师或助理酒店管理师考试培训
2—1内容选取
前厅服务
涉 外 酒 店 调 研
员工
部门主管 经理
典 型 提取 工 归纳 作 任 务
客房服务 餐厅服务 康乐服务 会议 服务
顾客
2—1内容选取
LOGO
酒店服务英语
高职商务英语涉外酒店方向
说课流程
1 课程设置分析 2 教学内容设计 3 教学方法与手段 4 课程考核
1-1课程定位
本课程是商务英语专业涉外酒店方向核心课 程，是培养学生从事酒店工作所需的实用英 语技能的课程，与它平行的课程是《酒店管 理》。课堂教学内容围绕现代酒店业的各个 方面，对学生进行基于完成酒店工作任务的 英语口语训练；训练内容体现了酒店服务的 各个工作流程；学习本课程,学生能用英语来 完成酒店的各项服务工作。
酒店英语章节说课
教学方法பைடு நூலகம்
现场教学法
角色扮演法
小组合作法作法
学生英语学习基础相对较弱，口语水平低。
学生的学习主动性相对比较弱，习惯被动听讲。 学习方法单一，缺少科学方法指导。
学习方法
学 情 分 析
自主学习法
合作学习法
情景模拟法
3 保障条件
校内环境
多媒体教室、录音机、语音室、校园广 播。
餐饮实训室
校外环境
建立了多个校外实习实训基地，包括有：喜 来登大酒店、海都大酒店、良友大酒店等。
轻理论重操作 加强文化导入，注 重了学生职业文化 素养的培养
以 “任务驱动教学 法和真实工作情景 模拟”为主线。
定岗实践
客 人 进 行 自 如 的 英 语 交 流
掌 灵中 握 活面 常处临 用理的 问 的 题 英 ， 文 能 表 随 达 机 ， 应 能 变 与 ，
运 用 所 学 知 识 应 对 餐 饮 服 务
培 养 学 生 良 好 的 自 制 力
培 养 学 生 强 有 力 的 责 任 心
培 养 学 生 的 团 队 合 作 精 神
项目教学法 任务教学法 现场演示法 小组合作法
创设新情境，布置项目任务
融入情境， 模拟操练
讲解案例对话
拓展情境， 分组讨论，编写对话 分角色扮演对话 演绎对话 演示对话，教师指导
评定成绩，巩固提高
案例教学法 角色扮演法
4.3
评价考核方式
期中成绩
（30%）
平时成绩
（20%）
期末成绩
（50%）
精讲多练
客房服务
前厅服务
餐饮服务
酒店 接待 部门
康乐服务
会议会展
说课.酒店英语服务
Unit 4 Language and Economy 饭店英语服务
经济管理系 Experiencing English 4
六、本课程的创新之处
1 强化课内实践。该课程教学方法以 “任务驱 动教学法和真实工作情景模拟”为主线。 重视整体语言教学规律，加强对学生听、说 、做综合语言能力的培养
2
3
加强文化导入，注重了学生职业文化素养的 培养
Unit 4 Language and Economy 饭店英语服务
20
Thank You!
经济管理系 Experiencing English 4
以“客房服务----客人要求增加一条毛巾”为例
提供该项服务的 英语句型和词组
进门、离开时 的服务用语
递交毛巾的 操作技能要求
前、后须课程 《饭店英语》课程 的核心知识
专业中的 相关课程知识
有机结合
Unit 4 Language and Economy 饭店英语服务
正音训练
（客房服务） 带客人到房间；打扫房间；洗衣 服务；增加客房用具； 客房维修；特殊要求； 其他问题 （前厅服务） 预定；大厅、接待服务；开房； 问询；总机；商务，会议活动； 外币兑换；结账 （餐厅服务） 预定；引领入座；点单；推荐； 餐间服务用语；结账；客房用餐 ；酒水服务； 补充知识
Unit 4 Language and Economy 饭店英语服务
课 程 分 目 标
Unit 4 Language and Economy 饭店英语服务
（三）课程的设计理念
在教学子情境选择中，考虑以下几个方面来重构知识和技能：
6
1.2.1由易到难的先后顺序；
1.2.2充分考虑高等教育对理论知识和可持续发展的需要； 1.2.3融合了相关职业资格对知识、技能和态度的要求； 1.2.4考虑饭店工作流程特点。 教学过程中，通过校企合作，校内外实训基地实习等多种途径， 采取工学结合的培养模式，让学生在学习过程中运用饭店英语，并 提升职业能力。
高职酒店英语的教学说课
高职酒店英语的教学说课Title: Teaching Demonstration of Hotel English for Vocational College - "Reception and Check-in"Introduction (150 words):Good morning/afternoon everyone, my name is [Your Name], and I am here today to present a teaching demonstration for the subject of Hotel English, specifically focusing on the topic of "Reception and Check-in". This lesson aims to equip students with the necessary English skills to effectively handle various situations when working at a hotel reception desk. The target audience for this lesson is students in a vocational college studying Hotel Management or Tourism.I will begin by providing a brief overview of the lesson plan, followed by introducing the learning objectives, discussing the teaching methods employed, showcasing the use of authentic materials, and finally, concluding with a summary and evaluation of the lesson's effectiveness. Throughout this demonstration, I encourage your active participation and feedback.Lesson Objectives (150 words):During this lesson, students will develop their abilities in the following areas:1. Greeting and communicating with guests confidently and professionally.2. Identifying common hotel amenities and facilities.3. Understanding and using common hotel vocabulary and expressions.4. Practicing real-life situations such as handling reservations,guest inquiries, and check-in procedures.5. Enhancing their listening comprehension skills through authentic audio materials.Teaching Methods (200 words):To achieve the lesson objectives, I will use a combination of teaching methods including:1. Whole-class instruction: I will present and explain key vocabulary, expressions, and grammar structures using PowerPoint slides. This will ensure that all students receive the necessary information and have the opportunity to ask questions.2. Pair and group work: Students will engage in various pair and group activities, such as role-playing scenarios at the hotel reception desk. This will encourage active participation, communication, and collaboration among students.3. Use of authentic materials: I will integrate authentic materials such as hotel brochures, reservation forms, and check-in cards. These materials will provide students with exposure to real-life situations and help them develop the necessary skills to deal with such situations effectively.Teaching Procedure (1200 words):1. Warm-up activity: (5 minutes)- Welcome students and engage in small talk to create a friendly atmosphere.- Show pictures of hotel reception areas and ask students to discuss in pairs what they see and what they think the duties of areceptionist are.2. Presentation of key vocabulary and expressions: (10 minutes) - Introduce and explain key vocabulary and expressions related to hotel reception and check-in.- Use PowerPoint slides to present and provide example sentences for each term.- Encourage students to write down new vocabulary in their notebooks and practice pronunciation.3. Listening and comprehension practice: (15 minutes)- Play an audio recording of a conversation between a receptionist and a guest during check-in.- Instruct students to listen carefully and answer comprehension questions based on the recording.- Facilitate a class discussion to check answers and clarify any points of confusion.4. Pairwork role-playing: (20 minutes)- Divide the class into pairs and assign each pair a role-play scenario at the hotel reception desk.- Provide students with role cards containing different roles, such as receptionist, guest, or manager.- Instruct students to practice the dialogue, emphasizing correct pronunciation, intonation, and appropriate body language.- Monitor and provide feedback as they engage in the role-play activities.5. Group activity: (15 minutes)- Divide the class into groups of three or four.- Assign each group with a specific hotel-related scenario such as dealing with a difficult guest, handling a room reservation error, etc.- Instruct students to take turns acting out their assigned scenarios, allowing each group member to participate.- Encourage students to provide constructive feedback after each performance, focusing on areas such as effective language use, problem-solving skills, and customer service.6. Closing activity: (5 minutes)- Summarize the key points covered during the lesson.- Answer any remaining questions from students.- Assign homework, such as writing a reflection on the importance of excellent customer service in the hotel industry and how it impacts customer satisfaction.Conclusion (50 words):Today's lesson demonstration aimed to equip vocational college students studying hotel management or tourism with essential English skills in reception and check-in procedures. By utilizing various teaching methods, authentic materials, and engaging activities, students were provided with opportunities to enhance their listening, speaking, and role-playing abilities in hotel-related scenarios.I welcome your feedback, comments, and questions regarding this teaching demonstration. Thank you for your attention and participation in today's lesson.。
深圳职院酒店英语教案
深圳职院酒店英语教案Unit 1 Taking room reservations一．教学的目的和要求：要求学生使用英语完成酒店预订服务。
二．教学基本内容1.酒店房间类型介绍2.酒店预订方式3.酒店部门介绍4.预订确认信的写法三．ListeningPart oneTaking a reservation1.重点词汇与表达2.重点句型讲解3.听力与问题回答4.课文讲解与阅读四．语法讲解：时间介词的用法以及日期表达法五．ListeningPart twoConfirming1.重点词汇与表达2.听力与问题回答3.课文讲解与阅读六．Role play分成小组，设计场景表演客房介绍与预订。
本单元重点：熟练掌握酒店房间类型，预订方式单词以及用语表达本单元难点：酒店类型的介绍讲授方法：讲授讲授课时需求：6课时实践课时需求：2Unit 2 Check-in一．教学的目的和要求：要求学生使用英语完成酒店入住服务。
二．教学基本内容1.酒店入住步骤2.酒店入住需要注意事项3.酒店入住单的介绍三．ListeningPart oneChecking into a hotel1.重点词汇与表达2.重点句型讲解3.听力与问题回答4.课文讲解与阅读四．语法讲解：can 和could的用法五．ListeningPart twoI am traveling with a lot of jewelries.1.重点词汇与表达2.听力与问题回答3.课文讲解与阅读六．Role play分成小组，设计场景表演为客人办理入住手续本单元重点：熟练掌握酒店房间入住过程，标准用语单词本单元难点：酒店入住步骤讲授方法：讲授讲授课时需求：6课时实践课时需求：2Unit 3 Talking about hotel facilities一．教学的目的和要求：要求学生使用英语完成酒店设备介绍二．教学基本内容1.酒店设备简介2.酒店设备介绍时的用语三．ListeningPart oneCould you tell me about the facilities in the hotel?1.重点词汇与表达2.重点句型讲解3.听力与问题回答4.课文讲解与阅读四．语法讲解：there be 结构的用法五．ListeningPart twoFacilities about your hotel1.重点词汇与表达2.听力与问题回答3.课文讲解与阅读六．Role play分成小组，设计场景表演酒店设施的介绍，可以通过图片来介绍。
酒店英语培训EnglishLesson1
Responding appropriately
Staff should respond promptly and courteously to guests' inquiries or
requests, whether it is providing information, solving problems, or
Do you require a wake-up call? We offer a variety of room service options.
Common hotel expressions
We apologize for any inconvenience.
The front desk is open from 8 am to 10 pm.
Gain confidence in speaking English in a hotel setting
04
Learn to effectively deal with guest requests and complaints
course arrangement
Lesson 1
Introduction to the Hotel Industry and Basic Vocabulary
Room service
• Here is your order, please check if everything is correct.
Room service
Payment and feedback
Your payment has been processed. Do you need anything else?
Lesson 2
高职酒店英语的教学说课
高职酒店英语的教学说课一、教学背景高职酒店英语是一门旨在培养学生酒店服务行业英语交流能力的专业英语课程。
本门课程强调实践与实用，旨在为学生提供真实的酒店服务场景模拟，从而帮助学生熟悉并掌握酒店服务所需的英语交流技能。
本门课程的教学对象为高职酒店管理专业的学生，这些学生大多具有较为扎实的英语基础，但其实用英语交流的技能与能力有待进一步加强。
因此，本门课程的重点是通过真实的酒店服务场景模拟来提高学生的英语交流技能与实践能力。
二、教学目标本门课程的教学目标是：1.帮助学生掌握基本的酒店服务英语对话交流能力与技巧；2.培养学生在服务场景下自信、流畅、准确地使用英语进行交流的能力；3.提高学生在英语酒店服务场景下的综合应用能力，包括听、说、读、写、译等多方面；4.发展学生的团队协作精神与参与意识，增强学生的团队合作意识与能力。
三、教学重难点本门课程的教学重点和难点是：1.英语酒店服务场景模拟的设计与实施；2.学生对英语酒店服务场景的熟悉程度，包括对酒店服务流程、服务对象等的认识与了解程度；3.学生在场景中流畅、准确、有表现力进行英语对话交流的能力，包括语音语调、措辞、语法、逻辑等方面。
四、教学策略与方法本门课程采用了多种教学策略和方法，包括：1.以学生为中心的教学思想，引导学生积极参与教学活动；2.以实践为基础，引导学生在真实的酒店服务场景下进行英语对话交流；3.差异化教学，根据学生实际水平进行个性化教学；4.相互交流与反馈，通过学生与教师之间的反馈交流，促进教学效果的提高。
五、教学内容本门课程的教学内容包括：1.英语酒店服务场景模拟的设计与实施；2.酒店服务英语对话交流技巧的讲解与练习；3.个性化英语学习与提高方法的指导；4.小组合作与表现。
六、教学评估本门课程的教学评估方式包括：1.期末考试，测试学生在酒店服务场景下的英语对话交流技巧、综合应用能力等；2.每周小组合作课程设计练习，测试学生的团队协作精神与能力；3.课堂分组演练，测试学生对英语酒店服务场景的理解程度和应用能力。
酒店英语说课
酒店英语说课酒店英语说课一、课程性质与目标酒店英语是为应用英语专业二年级学生开设的专业拓展课。
基于听说领先原则，遵循专门化用途英语的教学规律，立足高职高专的教育定位，适应宾馆酒店业的实际需要。
以口头交际为主，兼及听、读、写、译的训练，培养一专多能的、复合型的、应用型的`人才。
扩展学生酒店英语方面的知识，提高使用酒店英语的水平和能力。
宾馆、酒店企业员工的外语总体水平实质上反映了酒店本身的服务、管理和经营水平。
符合以就业为导向的人才培养模式。
知识目标掌握酒店业服务流程、熟练完成实际工作的英语交际提高专业阅读、翻译、写作和口头交际的英语水平能力目标掌握实际运用英语的能力提高在从事涉外业务所需要的英语交际能力培养实际动手操作的能力情感目标激发英语学习兴趣，积极主动参与课堂活动培养集体主义精神，增进团结，促进学生个性发展职业目标加强服务意识，学会灵活服务学会交流沟通和团队协作20xx.10制定《酒店英语教学大纲》，选定教材20xx.2开设酒店英语20xx.3—5联系、建立实习基地20xx.6编写《酒店英语项目教学教案》20xx.11下旬起学生在实习基地（……大酒店等）进行实习20xx.12—20xx.6修订、完善酒店英语教学大纲，优化、调整教学内容，加强业务培训。
计划三年内将酒店英语建成院级精品课程。
二、教材与教学内容教材名称：《宾馆英语》出版社：高等教育出版社按照教学基本流程按照酒店部门分工按照语言技能训练按照教学基本流程设计WWW系统教学重点掌握酒店业各部门的服务流程提高学生专业阅读、翻译、写作和口头交际的英语水平教学难点英语语言表达的能力，礼仪服务的得体应用能力，解决问题、灵活服务的能力培养跨文化交际意识三、学情与教学方法学业基础：从总体来看，英语专业学生英语语言基础较好，但英语水平参差不齐；而且对酒店服务业了解不够，实践操作不够。
学习品质：对英语学习充满激情，但缺乏恒心；学习比较刻苦勤奋，但策略性知识不足；具备较强的形象思维能力，但抽象思维能力不强；上课主动积极，课堂参与度高，但课下自觉性不够，比较被动。
酒店英语Lesson3-优质课件
I’m sorry we are fully booked for 22nd. Do you mind changing the reservation rates?
The Key Sentences
Translate the following into English 早上好，我是订房部。有何吩咐? 您要订什么房间，夫人？ 您觉得豪华套房怎么样？ 我们有标准间，每间每天860元。 您打算用怎样的支付方式，信用卡还是现金？ 对不起，明天所有的客房都已经订满。 可不可以替我在当地预订一家饭店呢？ 我们会为您延长预约的。 我们期待着为您服务。 能不能请您这个周末再打电话来？可能会有人取消预约。
2、Our destiny offers not only the cup of despair, but the chalice of opportunity. (Richard Nixon, American President )命运给予我们的不是失望之酒，而是机会之杯。二〇二一年五月二十六日2021年5月26 日星期三
5、You have to believe in yourself. That's the secret of success. ----Charles Chaplin人必须相信自己，这是成功的秘诀。-Wednesday, May 26, 2021May 21Wednesday, May 26, 20215/26/2021
Thirdly, inquiry and mail service. Inquiries from guests will be answered and mails for guests will be taken care of.
酒店英语教案.doc
Teaching Plan for Hotel EnglishPeriod: 2Teaching Content：Workshop 1 Unit 1 Room ReservationTeaching objectives:1.Grasp the terms and useful phrases in making room reservationse sentence patterns in working situations3.Make situational dialogues fluently4. Grasp the procedure of room reservation.Teaching focus:1. Sentence patterns in making a room reservation2. Practice situational dialogues.Teaching difficulties: 1. To read the conversations fluently2. To make situational dialogues with the sentence patterns Teaching methods: interaction teaching methods, situation teaching methods Teaching procedures:The first periodStep 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●ConfirmationStep 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 periodStep 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: 2Content：Workshop 1 Unit 2ReceptionTeaching 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 fluently2. To make situational dialogues with the sentence patterns Teaching methods: interaction teaching methods, situation teaching methods Teaching procedures:The first lessonStep 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●NoticeStep 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 hotel2) 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, sir12) 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 221222) 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 periodStep 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 assignment4.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: 2Teaching Content：Workshop 1Unit 3 Bell ServiceTeaching 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 fluently2. To make situational dialogues with the sentence patterns Teaching methods: interaction teaching methods, situation teaching methods Teaching procedures:The first lessonStep 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-wishingStep 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 hotel2) 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 periodStep 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 assignment7.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: 2Content：Workshop 1Unit 4 Money ExchangeTeaching 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 fluently2. To make situational dialogues with the sentence patterns Teaching methods: interaction teaching methods, situation teaching methods Teaching procedures:The first lessonStep 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 slipStep 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 orunderstanding.3. The teacher would ask the students to read the words and sentences by volunteering or picking their numbers at random.The second periodStep 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 assignment10.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 guestsAsk about reservationAsk about length of stayAsk about identificationAsk about paymentAsk the guest to fill in the registration cardTell the guest where their room isPeriod: 2Content：Workshop 1Unit 5 Telephone OperatorTeaching 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 fluently2. To make situational dialogues with the sentence patterns Teaching methods: interaction teaching methods, situation teaching methods Teaching procedures:The first lessonStep 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 callTypes of callsTelephone language●Morning callNameTimeRoom numberStep 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 periodStep 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 assignment13.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: 2Content：Workshop 1Unit 6 InformationTeaching 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 fluently2. To make situational dialogues with the sentence patterns Teaching methods: interaction teaching methods, situation teaching methods Teaching procedures:The first lessonStep 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 periodStep 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 assignment16.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: 2Content：Workshop 1Unit 7 ComplaintsTeaching aims: 1.Being familiar with the terms and useful phrases about handling complaints.e 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 fluently2. To make situational dialogues with the sentence patterns Teaching methods: interaction teaching methods, situation teaching methods Teaching procedures:The first lessonStep 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 DeskChecking the factsExplaining hotel policiesSolving the problem●How to deal with complaints?Right attitudeSteps to deal with complaintsThe importance●All is a messApologizeTaking actionsStep 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.。
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说课人:张莹莹
1 课 程 设置
说
2 课 程 设计
课
3 教学资源与实训条件
内
4 教学效果
容 5 改 革思路
（一） 课程性质与作用
我校是一所高职院校，办学定位、人才培 养目标都非常明确，即，为行业培养高素 质技能型人才。行业需求调查显示，随着 旅游业日益兴旺，酒店需要大量的英语人 才来从事对外接待服务工作。在这种情况 下为了扩大学生的就业面，我们在三年级 上学期开设了《酒店英语》这门课程，我 们把它定位为我校商务英语专业的专业选 修课程。
（二）教学目标
知识目标：
掌握酒店业的基本英语 词汇，掌握前台，客房， 餐饮等服务英语用语， 操作程序，服务规范， 产品介绍等细微环节中 英语表达方式。
情感目标：
通过小组讨论，情景对 话表演，英语短剧表演 等方式让学生具有团队 精神、协作意识。通过 该课程的学习让学生树 立良好的酒店职业道德 风尚，具有一定的敬业 精神。
2．基于课文的情景对话。教学中的对话均 在酒店情景中围绕服务工作展开，要求语言流 畅地道，交际功能突出。体现高职教育“实用 为主，够用为度”的教学方针。
3．创设情景会话。在这个阶段中，老师额 外为学生提供一些有关酒店服务的工作情景， 让学生通过完成模拟真实工作任务而参与学习 过程，提高英语运用技能。
为客人提供文化娱乐方面的
咨询，为客人推荐附近餐馆、 4
影院，为客人指路。
表一章：本节课程授课计内容及主课要时内分容配 学时分配
Unit 7 Serving Drinks
酒店酒吧服务的内容 程序。
6
Unit 8 On The Menu
中西式菜肴烹饪方法， 为客人提供点菜服务。
6
Unit 9 Dealing With Complaints And Problems
课
设计教学内容
程
课程重点难点及解决方案
设
教学方法及手段
计
教学实例演练
考核方式
（一）设计教学内容
表一：本课程授课计内容及课时分配
章节
主要内容
Unit 1 General Enquiries
酒店的分类，酒店的设施设 备，了解世界及中国著名的
酒店
学时 分配
6
Unit 2 The First Day
酒店员工职责及工作描述
酒店常见投诉案例及 其处理方法。
6
Unit10 Payment And Check- 酒店结账程序，帮助
outs
客人核对帐单。
6
Unit11 Planning A Function 酒店宴会预定及接待。
4
另10课时为期中期末 考试及短剧表演
总学时：（72学时）
（二） 课程重点难点 及解决方案
• 本课程内容涵盖了酒店
任务型教学的主要环节：
4．创造性地完成酒店服务工作任
务。1到3步骤为英语技能发展阶段，主
要是熟悉酒店服务用语。本阶段的任务
是重在解决酒店工作中出现的问题、全
面提升职业能力
5．布置课外学习任务。将学习任
务融入具体的酒店服务语境中，要求学
生用在课堂上学到的知识和技能来解决
酒店工作中的问题，促进学生的思考、
2．实用写作。要求学生填写和模拟 套写简单的酒店英语应用文，如入住登 记表格、菜单、账单、通知、收据、电 子邮件等。
（四）教学实例演练
Unit 3 Take a booking客房预订
教学目的、要求：（掌握、熟悉、了解三个 层次）
了解预订程序；熟悉客房预订的常见方式与受理 细节；熟悉客房预订的类型及客房的种类；掌握在订 房失约行为出现时的常见做法 。
法，结合酒店中的体验式学习。
解决
课堂教学采用具有实践性的任
方案
务式主题式教学法，以酒店工作
内容为主题，创造真实的语言环
境，让学生通过完成基于酒店服
务程序的各种学习活动，在完成
学习任务过程中掌握酒店英语。
并且，通过在酒店进行体验式学
（三）教学方法及手段
《酒店英语》是一门以口语技能训练 为主的课程，主要采用课堂讲解和听说 实训相结合的教学方法。
（五）、考核方式
总评成绩=平时成绩 （40%）+期末成绩 （60%）
•
介绍
酒店
情景 对话 表演
平时成绩（40%）
介绍 景点
短剧 表演
考勤
三、教学资源与实训条件
1 、参考教材
饭店实用英语 作 者：张卫红 出 版 社：西南财经大学出版社
2、辅助资料
四、教学效果
学生反馈
教师反馈
学院通过问卷调查 和访谈了解学生对 酒店英语课程学习 和教学的评价，有 99％左右学生对酒 店英语课程持肯定
“任务型”教学主要是围绕 现代酒店业所涉及的各个部门的 工作任务而进行。
学习任务主要反映了现代酒
店业各个部门对英语交际技能的
需求。任务的设计直接指向英语
运用技能，尤其是英语听说技
能。
任务型教学的主要环节： 1．角色导入教学。教学过程中以图片等形
式让学生熟悉现代酒店业各部门的工作流程， 同时在熟悉上述工作流程的过程中掌握工作流 程所需要的英语技能。
提高学生的行动能力。
• 实践教学包括校内实训和酒店体验 式学习，实训课基于某个工作内容，让 学生模拟操作整个服务流程；体验式学 习则把学生带到酒店进行一定时段的工
作，以实践促进学习，形成职业技
能。
•
多种教学方法的运用： 1．酒店资料阅读。教学中安排针对
酒店业务背景的阅读、酒店的日常用语 的扩充性阅读，同时，进行补全交际对 话、中译英等语言训练。
2 ．以图片、文字、音像等形式介
绍酒店客房的种类
教学内容的组织与安排
3．播放酒店情景对话进行听说训练； 4．结合听力内容，学生进行复述、对话
练习、角色扮演等活动，熟悉并掌握酒 店预定所需英语技能和酒店预定服务流 程；
教学内容的组织与安排
5．教师提出略超出学生英语水平的针对 听说情景的问题，帮助学生在解决工作 问题的过程中进行拓展性学习，提升英 语技能和服务技能。
教学模式的设计： 本课程的教学分为课堂教学和实践教学。 课堂教学主要采用具有鲜明的教学实践
特性的“任务型”教学方法，从学生的专 业、兴趣和认知水平出发，运用体验、实 践、合作和交流的学习方法，通过任务型 教学途径，发展学生的语言运用能力尤其 是英语听说能力，解决酒店的工作问题， 同时掌握学习策略，培养自主学习的能 力。
能力目标：
通过本课程的学习，使学生具有运 用英语进行交际的能力和继续学习 的能力。让学生了解文化差异，树 立良好的酒店职业道德风尚，具有 较强的英语口语表达能力，使他们 能运用酒店英语专业基础知识及较 强的英语交际能力（跨文化交际） 为客人提供酒店服务，并能注意在 跨文化交际上语言或非语言行为与 文化背景的关系，正确运用英语为 客人服务,培养从事涉外酒店专业 所需的人才。
的
各个职
能部门，教学内容为酒店
服务所需的常用英语和工
作流程。行业调查显示，
酒店前厅、客房、餐饮部
门的工作内容较多，因此，
我们的教学重点放在这三
个单元，课时相对较多。
教学
• 围绕现代酒店业的
各个方面，对学生进
难点
行基于完成酒店工作
任务的英语口语训练，
把学生培养成从事旅
游或涉外酒店专业所
需的人才。
采用“任务型”课堂教学方
和认可态度。
学生积极主动参与 教学活动，积极参 加课内课外的实训 活动。短剧表演丰
富多彩。
就业反馈
商务英语专业毕业 学生每一届都有部 分同学在涉外酒店 或旅游业工作，毕 业回访都认为酒店 英语这门课对他们
有所帮助。
五、该课程今后的改革思路
《酒店英语》课程改革强调以就业为课程主要 目标，重点突出职业能力培养，不再追求学科知 识体系的逻辑严密性，只强调教学内容的“实际、 实用、实践”，理论要以实际应用为目的，以 “必需、够用”为度，因此教学效果的好坏很大 程度上取决于实训课的质量。
教学重点：预订方式和类型、预订工作程序
教学难点：处理订房失约 、超额预定
教学内容的组织与安排
课堂教学内容通过呈现学习任务、
准备学习任务和完成学习任务三个部分，
体现基于酒店工作流程的英语听说训练
和服务程序的训练。具体过程为：
1．以文字，表格等形式介绍客房预
订的常见方式，预订程序，预订登记要
素与受理细节；
6
Unit 3 Take a booking Unit 4 Receiving a guest
酒店客房预定及餐馆定餐
6
酒店入住登记流程，接待客
6
人入住。Байду номын сангаас
Unit 5 Helping guests, 1
满足客人的特殊要求如残疾
人卫生间、抽烟房、送餐服 6
务、酒店内部指路等。
Unit 6 Helping guests, 2
同时，把职业资格标准引入 课程体系，促进教学课程与 职业资格证书在教学内涵上 的统一，学完课程后，学生 可以考取相关的职业资格证 书。
THANK YOU!