Unit 1-2 Meeting the Guests（教案）-《旅游情景英语》（高教版·第二版）

Unit 1 Meeting the Guests 教材名称 《旅游情景英语》（第二版）（高等教育出版社） 教学主题 Unit 1 Meeting the Guests 本单元围绕迎接游客展开话题。让学生掌握导游接站服务中迎接团队游客和散客游客的操作规程。通过本单元的学习，学生不仅能用得体的英语语言对自己和他人进行介绍，还能将教学内容与职业岗位需要的技能、知识、素质有机整合。 课时 6学时，其中3个学时为新知识探究(Theoretical Lessons),3个学时为实践演练（Practical Lessons）。 学情分析 教学对象是旅游服务与管理专业的学生，有一定的英语和专业基础，但中专学生学习英语的兴趣不高，英语学习缺乏主动性。学生被动学习现象严重，不愿张口练习英语，因此口语交际能力很难得到更大的提高，举一反三的思维迁移学习能力也很难得到有效培养。通过将教学内容与职业岗位需要的技能、知识、素质有机整合实现以胜任职业岗位为基础的教育，学生也乐于参与课堂。 Part Two （第3、4课时） 一、教学内容 Review Display of the Pre-class Work Warming Up Language Focus Key words and phrases Situational Conversations Conversation 2 Practice Extending Conclusion 二、教学目标分析 1.知识与技能目标 （1）学生正确认读并熟记Key words and phrases； （2）学生能够熟练地运用 Key words and phrases； （3）学习并掌握Conversation 2； （4）掌握Discussion 2.过程与方法目标 （1）培养运用英语的能力，并能顺利完成相关练习； （2）使学生熟知迎接旅游散客的服务：佩戴导游证，带导游旗、接机（车）牌、行程表提前半小时抵达接站地点、迎候旅游散客，并核对旅游散客名，再次确认接客无误。 3.情感、态度与价值目标 通过本次课学习能激发学生英语学习兴趣，提升职业素养，实现以胜任职业岗位为基础的教育。为学生毕业后实现高质量就业、创业及进一步学习深造打好基础。 三、教学重点与难点分析 （一）教学重点： 1. 掌握并能够熟练运用 Key words and phrases excuse, excuse me, branch, China International Travel Service (CITS), Beijing Branch, trip, around, look around, individual, individual traveler, youth, China Youth Travel Service (CYTS), believe, pleasant, drive, straight, excellent 2. 学习并掌握Situational Conversations: Conversation 2 （二）教学难点： 掌握并能够熟练运用以下句型： 1. Is this your first time to China? 2. I only have a backpack. 3. Our bus is waiting outside. / Our car is outside. 4. I believe you will have a very pleasant stay here. 四、教学策略 1．教学方法 采用Krashen的输入和Swain的输出教学理论，运用情景境教学法、角色扮演法和任务型驱动教学法。 2．学习方法 合作探究、自主学习、小组合作法、头脑风暴和实战演练法。 五、教学环境和教学准备 利用实训室虚实融合的教学环境，采用多媒体课件、多媒体教学设备授课。 六、教学过程 （一）Review 回顾上次课所学知识： 1. Key words and phrases meet, guest, welcome, welcome to, board ,welcome board, China, international, travel, service, agency, travel agency/ service, China International Tour Service (CITS), flag, flag of travel agency/ service, backpack, pass, tour guide badge/pass, baggage, baggage check, group, tour group, leader, tour leader 2. Situational Conversation 设置问题： As a tour guide, what should you do when you are meeting a tour group? 引领学生探求缘由提出关于迎接散客的问题，进一步解析问题： What the tour guide should do when he or she is meeting an individual traveler? （二）Display of the Pre-class Work展示课前导学成果（导入） 教师与学生互动学习：教师根据上次课设计的迎接散客情景导学而设置的问题What the tour guide should do when he or she is meeting an individual traveler? 和课前要求，通过学生小组内自评、小组间互评、教师评定择优，由学生小组代表讲解、展示: First, the logo/badge of the individual traveler (such as name tags, nationality, clothes, looking etc). Second, after meeting your guests you should give an introduction of yourself including greetings and confer with the individual traveler in order to make sure that no one is missing. Third, ask for the baggage check and give it to the porters, so that the baggage can get to the hotel as quickly as possible. Fourth, you should show the guests aboard the awaiting bus. 教师按照激励制度给与小组奖励。以提高学生的信息搜索、小组合作和探究的自主学习能力。 由此引出本次课的学习内容：探究新知环节 excuse, excuse me, branch, China International Travel Service (CITS), Beijing Branch, trip, around, look around, individual, individual traveler, youth, China Youth Travel Service (CYTS), believe, pleasant, drive, straight, excellent 等词汇的学习。 （三）探究新知 教师活动：采用Krashen的输入教学理论，运用任务型驱动教学法，结合导入环节深入解析。 教师与学生互动学习： 1. Main Words &Expressions excuse /ɪkˈskjuːs/ vt. 原谅 excuse me 请问，劳驾，对不起 例句：Excuse me, is this your seat? branch /brɑːntʃ/ n. 分支，（机构、组织、体系的）一部分 China International Travel Service (CITS), Beijing Branch 中国国际旅行社，北京分社 trip /trɪp/ n. 旅行 around /əˈraʊnd/ adv. 大约，在周围；prep. 围绕，在附近 look around 四周看看 例句：There will be a chance for parents to look around the school. individual /ˌɪndɪˈvɪdʒuəl/ adj. 单独的，个人的 individual traveler 散客 youth /juːθ/ n. 青年时期，青年人 China Youth Travel Service (CYTS) 中国青年旅行社 believe /bɪˈli:v/ v. 相信，认为 pleasant /ˈplezənt/ adj. 令 人愉快的，舒适的 例句：We spent a pleasant day in the country. drive /draɪv/ vt. & vi. 驾驶，驾车（尤指汽车）运送 straight /strert/ adv. 直接地 excellent /ˈeksələnt/ adj. （用以表示愉快或赞同）好极了，妙极了 例句：The school is widely admired for its excellent teaching. 2. Situational Conversations 教师采用Krashen的输入和Swain的输出教学理论，根据教学内容的内在要求,运用情景境教学法、任务型驱动教学法，引领学生采用头脑风暴和小组探究学习法运用所学的词汇开展情景模拟迎接散客，并通过小组内评、小组间互评、教师择优评比学习效果，提高课堂教学效率，促进教与学。 Conversation 2 Meeting Individual Travelers A tour guide (A) is meeting two individual travelers, Tom Bright (B) and Lee White (C) from America. A: Excuse me. My name is Li Lin. I am the guide from China Youth Travel  Beijing Branch. Are you Mr. Tom Bright and Mr. Lee White from America? C: Yes. I’m Lee White. This is Tom Bright. A: Nice to meet you! I’m coming to meet you. Welcome you all to China. B and C:  Nice to meet you, too, Mr. Li. A: Do you have all your baggage, Mr. White and Mr. Bright? B: Yes, both of us only have a backpack. A: Great. I believe you two will have a very pleasant stay here. B: Thank you. A: Our car is outside. Let’s drive straight to our hotel, shall we? B: Excellent. Let’s go. Notes 1. 初次见面问候语：Nice to meet you! 答语要用Nice to meet you too! 此类用法问候语还有Glad/Pleased to meet you等。 2. I believe you will have a very pleasant stay here. 我相信您在这儿玩的一定愉快。这是一个复合句，从句you will have a very pleasant stay here做believe的宾语。 Useful Expressions 1. Excuse me. Are you Mr. … from Australia / America.? 您好，请问您是来自澳大利亚 / 美国的……吗？ 2. Do you have all your baggage? 行李带齐了吗？ 3. I only have a backpack. 我只背一个背包。 4. I believe you will have a very pleasant stay here. 我相信您在这儿玩的一定愉快。  5. Our car is outside. 我们的车在外边。 6.  Let’s drive straight to our hotel, shall we? 我们直接去酒店好吗？ 教师引领学生在模拟迎接散客的情景中学习新知、认知体会、理解吸收,进而掌握有关导游员工作职责的知识。 （四）实战与巩固 教师设置问题和场境。 学生采用合作探究、自主学习法，运用所学知识，模拟实际工作场境，实战演练达到理解、巩固所学内容，实现与岗位知识对接，提升职业能力。 教师通过小组内自评、小组间互评、教师检查来落实学生知识掌握程度，把握学生课堂学习效果。 Task one: Role-play. Act out the play with your partner according to the following scenes with the given sentence patterns. 1. Useful Expressions (1) Excuse me. I am a guide from …, Henan Branch. Are you …? (2) Glad to meet you! (3) Welcome to…. (4) How was the trip? (5) Is everyone here? (6) I believe you will have a very pleasant stay here. (7) Do you have all your luggage? (8) I only have a backpack. (9) Our bus is outside. (10) Let’s drive straight to our hotel, shall we? 2. Scenario description and picture Scenario Two You are a tour guide and meeting an individual American traveler at the railway station. 教师引领学生在模拟迎接散客的情景中学习新知、认知体会、理解吸收,进而掌握有关导游员工作职责的知识。 引领学生进一步巩固所学： Task 2: Complete the following dialogues in English. Ⅰ. A: the Tour Guide, Li Fei B: the tour leader A: _____1_____（请问，对不起）, are you Mr. George Smith from London? B: Yes. I am. A: _______2________（很高兴见到您）, Mr. Smith! My name is Li Fei. ________3________（我是中国国际旅行社郑州分社的导游） B: Nice to meet you too, Mr. Li! A: ________4________（欢迎您来到中国郑州）. ________5________（旅途可好）？ B: Fine. A: Mr. Smith, __________6___________（你们一行是20人，是吧）? B: Yes. A: _____7_____（人到齐了吗）？ B: Let me see. (Looking around) Yes everyone is here. A: ________8________（行李都带齐了吗）？ B: Yes, we do. A: ________9________（我们的车在外边等着呢）. Shall we go now? B: OK, let’s go. Ⅱ. A: the tour guide, Zhouli B: Sarah Bright C: Tom Bright A: Excuse me. My name is Zhou Li. ________1_________（是中国国际旅行社的导游）. ________2________（您是来自美国的萨拉·布莱特小姐吗）？ B: Yes, I am. A: Glad to meet you, Miss Bright! I’m coming to meet you. _______3_______（Tom Bright 到了吗）? B: Glad to meet you, Miss Zhou! This is Tom Bright, my younger brother. C: _____4_____（您好）, Miss Zhou! A: Glad to meet you too! Welcome you two to Zhengzhou, China. _______5_______（一路上还好吧）？ B and C: Very nice. __________6_________（我们旅途很愉快）. A: Do you have all your baggage? B: Yes. A: Our car is outside. _______7________（我们走吧）！ Answers for Task 2: Ⅰ.1. Excuse me 2. Nice to meet you 3. I am the guide from China International Travel Service, Zhengzhou Branch 4. Welcome to Zhengzhou, China 5. How was the trip 6. you have a group of 20, right 7. Is everyone here 8. Do you have all your baggage 9. Our bus is waiting outside Ⅱ.1. I am the guide from China International Tour Service 2. Are you Miss. Sarah Bright from America 3. Is Tom Bright here 4. Glad to meet you 5. How was your trip 6. We had a pleasant trip 7. Shall we go now （五）探索与挑战 本模块内容是教师设置迎接游客的问题，是提升学生职业能力的开放性活动题例，有对本单元已学知识的归纳总结也有对本单元知识学习的延伸和扩展，授课时教师可酌情引导和掌握，引领学生探索迎接游客的导游基本工作技能，提升职业素养。 1.教学内容Discussion (1) What should the guide do before the tourists arrive? (2) How should the tour guide meet the guests at the first time and what are involved? (3) If you are a local guide, how would you deal with the flight/train delay of the guests when meeting them? What if a tourist’s baggage gets lost or a tourist is missed out? (4) When and why should the tour guide make a welcome speech? (5) Is a welcome speech important? What should be included in a welcome speech? 学生采用头脑风暴、小组合作探究、自主学习法开展讨论学习，小组间对本单元已学知识的归纳总结和对本单元知识学习的延伸扩展互评讨论的结果，促进挖掘问题学习的深度和广度。 此环节中对(4) When and why should the tour guide make a welcome speech? 和 (5) Is a welcome speech important? What should be included in a welcome speech? 问题探索内容在下次课的导学环节由学生代表上台展示。 2.Suggested answers for Discussion供授课教师参考以便更好地引导学生讨论探索： (1) a. Check the arrival time. b. Contact the bus driver. c. Arrive at the airport or station half an hour earlier. d. Wait for the group with a sign at a place where the guests can easily see you. (2) a. Finding guests. b. Self-introduction. c. Giving greetings. d. Confirming numbers of the tourists/luggage. e. Moving out of the airport/railway station. f. Offering help. (3) 略。 (4) The tour guide should make a welcome speech when the tourists are on the bus. A welcome speech is useful for the tourists to have a better understanding of the schedule. (5) Yes. An Outline of a Welcome Speech: a. Asking for attention. b. Self-introduction. c. Introducing a person to a group. d. Giving welcomes. e. Expressing intentions to provide good services. f. Giving good wishes for a pleasant stay. （六）小结巩固 知识梳理：本单元学习迎接游客的基本知识。本次课掌握Key words and phrases和Conversation 2。主要是要求导游迎接游客散客时的导游基本工作技能，提升职业素养：要佩戴导游证，带导游旗、接机（车）牌、行程表提前20分钟到达机场（车站）出口等候迎接游客，并一定要跟游客核对姓名、国籍或来源地，防止错接。 注：接待散客比接待团队旅游者要困难，因为人数少，稍有疏忽，就会出现漏接，如旅游者自行到饭店或被别人接走。因此，在航班（或火车、轮船）抵达时，导游人员和司机应站在不同的出口迎接旅游者。 （七）布置作业 1.完成本课练习Exercises。 2.小组合作探究、依据探索与挑战环节中的When and why should the tour guide make a welcome speech? 和Is a welcome speech important? What should be included in a welcome speech? 讨论结果，写一篇欢迎辞。 七、学生课堂效能自我评价 小组综合考核结果和学生自己的反馈情况，教师给予评定。从中查找教与学中的薄弱环节，及时调整，加强练习。 八、教学反思 教学以学生为中心，通过创设情境，仿真模拟训练，将比较枯燥的知识以灵活动态的形式呈现在学生面前，教学环节中采用过程性评估体系以小组自评、小组互评、教师测评等评价手段让学生学会如何自我反思，如何点评他人，在互动中体会与成长，极大调动学生的学习积极性和主动性。同时，让学生在学习、训练的过程中，学会迎接游客的导游基本工作技能，提升职业素养。充分体现“做中学，做中教”、“做、学、做”一体化的职业教育教学特色。 4 学科网（北京）股份有限公司 $$