英语口语教程OralEnglish
大学英语口语教程2答案
大学英语口语教程2答案很抱歉，我不能提供500字的大学英语口语教程2答案。
但是，我可以给你一些常见的口语练习题目和范例来帮助你提高口语能力。
希望以下内容对你有所帮助：题目1：介绍你自己范例：Hello, my name is Jane. I am from Beijing, China. I am currently a sophomore majoring in English at XYZ University. In my free time, I enjoy reading novels and playing the piano. I also love traveling and exploring different cultures. I am excited to improve my oral English skills through this course.题目2：描述你最喜欢的电影/书籍/音乐范例：One of my favorite movies is "The Shawshank Redemption." It is a powerful film about hope and friendship. The story follows the protagonist, Andy Dufresne, as he navigates hislife in prison. The film showcases themes of perseverance, redemption, and the power of human connection. I truly admire the message this movie conveys and the exceptional performances by the cast.题目3：你的梦想是什么？为什么？范例：My dream is to become a successful entrepreneur. I have always been passionate about business and enjoy exploring innovative ideas. I want to create something meaningful and makea positive impact on society. I believe entrepreneurship gives methe freedom and opportunity to pursue my ideas and contribute to the community. Through hard work, dedication, and continuous learning, I hope to achieve my dream and inspire others to followtheir passions.题目4：你最难忘的旅行经历是什么？为什么？范例：One of my most unforgettable travel experiences was when I visited the Great Wall of China. It was an incredible sight to behold, with its vast stretches of walls and beautiful scenery. Standing on top of the wall, I felt a sense of awe and appreciation for the ancient engineering marvel. Moreover, the trip allowed me to learn more about my country's history and culture. It was truly a memorable experience that I will cherish forever.题目5：你认为什么是成功的关键因素？范例：In my opinion, the key factors to success include hard work, perseverance, and a positive mindset. Hard work is essential because without putting in the necessary effort and commitment, it is difficult to achieve significant goals. Perseverance is crucial because setbacks and obstacles are inevitable on the path to success. Maintaining a positive mindset helps to overcome challenges and maintain motivation. Additionally, continuous learning, adaptability, and networking are also important in achieving success in today's fast-changing world.这些题目和范例只是一些常见的口语练习内容，请根据你自己的需要进行练习和补充。
外研社2024现代大学英语(第三版)口语1教师用书Oral_English_I_Unit_10
Unit10Handling Personal FinancesTheme:personal financesLanguage functions:Agreeing and disagreeingObjectives:Students shall be able to talk about money-related issues and build skills in managing personal finances.In addition,students should be able to express agreement or disagreement when they discuss and debate how to earn,save,and spend money wisely.Warm-upProcedures:1.Give students one minute to identify the messages contained in the cartoon.Students may have their interpretations,but generally:1)college tuition is quite high;2)the mother is encouraging her daughter to make good use of the pocket money.2.Then,organize a free discussion on the two questions below the cartoon.3.Invite a few students to share their answers about how they pay for college and what they use their allowance for.Activity11.ConversationIn the dialogue,the two students are exchanging their ideas on how to manage personal finance.Their discussion highlights issues many students face—balancing expenses with limited budgets.Lead the students through the dialogue for language points,expressions on agreements and disagreements,and expressions on giving/taking/rejecting advice.Then ask students to have a look at the functional expressions in the Language Bank.Language points:●Agreement:That’s the point./That’s exactly my problem.●Partial agreement:Life at college should indeed be colorful,but we have to draw a linebetween what we need and what we want.●Disagreement:Come on…●Asking for advice:What’s your secret?/Tell me how./What shall I do?●Giving advice:I wouldn’t do that if I were you.●Rejecting advice:That never works for me!2.Discussion●Focus:This task is designed to have students reflect on their financial situations andspending habits.Through the discussion,students can gain greater self-awareness of sensible consumption and learn practical strategies from their peers.●Procedures:1.Divide students into small groups of four.Ask them to take turns to share in groups if they can live within their monthly budget and what actions they take when short on money.2.Then discuss in groups what they believe are healthy financial habits for students.Each member should contribute1-2ideas.3.Bring the class back together.Invite a few representatives to summarize their discussions.4.On the board,make a list of healthy financial habits for students based on their discussion. End up by encouraging students to cultivate healthy financial habits.Additional Resources for Teachers:Here are some suggested healthy financial habits for college students:-Make a budget and track spending:Know where your money is going each month and plan based on income and expenses.-Prioritize needs over wants:Spend money on necessities like food,housing,transportation first before entertainment,shopping,etc.-Save a portion of income:Put aside a percentage of any money you receive into savings. Having an emergency fund is important.-Limit eating out:Eating at the university cafeteria is much cheaper than dining out frequently.-Find free or low-cost entertainment:Take advantage of free events,student discounts,and splitting costs with friends.-Look for freebies and deals:Get free samples,use coupons and loyalty programs.-Establish a fun money allowance:Budget a set amount each week for non-essential spending.-Pay with cash:Studies show people spend less with cash.-Avoid impulse purchases:Give yourself time to think through a purchase.-Earn extra income:Get a part-time job or freelance work to supplement your budget.-Live within your means:Don’t try to keep up with others’spending.Focus on needs.3.Pair work●Focus:This task is designed to have students analyze proverbs related to personalfinances in pairs.This exchange allows students to articulate their financial philosophies while being open-minded to other stances.●Procedures:1.Ask students to review the list of money-related proverbs and select the one they most strongly connect with or find insightful.Students can also discuss one that is not on the provided list.2.Divide students into pairs.Explain to students that they will take turns to share their selected proverb and interpretation with their partner.They may agree or disagree with each other,but they should try to use the expressions that have been introduced.3.Then the teacher may ask some volunteers to share their understanding of a particular proverb with the whole class and see if others would agree or disagree with them.●Suggested Answers:Here are some suggested answers:No one is poor unless he thinks himself so.The proverb tries to persuade people never to be beaten by troubles or difficulties in life or lose hope and confidence in winning their fortune.As long as we believe in ourselves and work hard,we can one day realize our dreams and achieve what we want.Be penny-wise and pound-foolish.Don’t focus so much on saving pennies and nickels that you miss out on bigger opportunities. Being overly frugal about small expenses is counterproductive if you waste money in more significant ways.A fool can earn money,but it takes a wise man to save and dispose of it to his advantage. Financial wisdom involves more than just earning money.Knowing how to budget,save,and use money wisely is more beneficial in the long term.Invest for the future.Neither a borrower nor a lender be.Avoid both relying heavily on borrowed money and lending money to others.Too much debt burdens the borrower.Lending money can also strain relationships sometimes.4.Group work●Focus:This task provides an opportunity for students to research the financial situationsof their peers.●Procedures:1.Divide students into groups of four.Explain to students that each group will survey student expenditures.2.Ask students to review the survey template provided.They can add or modify questions as desired.3.Give students sufficient time to conduct the survey and gather results.Suggest a minimum sample size.4.In groups,students calculate and analyze the survey results.5.Each group should prepare a summary of key findings from their survey and the implications for money management.6.Each group will present their survey methodology,results,analysis,and recommendations to the class.7.After presentations,lead a class discussion reflecting on spending habits and budgeting needs revealed from survey outcomes.8.Optional:Have students write an individual reflection on how they might adjust their own finances and spending based on the survey findings.Activity21.ConversationThis dialogue depicts a married couple,Nick and Janet,arguing over their household finances and inability to budget effectively.They are frustrated by their lack of savings and mounting expenses.The conversation reveals issues stemming from their different spending habits, incomes,and attitudes about money management.This dialogue presents an opportunity for students to analyze techniques for successful financial collaboration in relationships.2.Pair work●Focus:This creative task requires students to analyze the core issues in the couple’sdispute over finances and find reasonable compromises that address each one’s concerns.Through this task,students will demonstrate empathy,communication skills,and problem-solving skills as they work to resolve the conflicting approaches to household budgeting.●Procedures:1.Have students work in pairs.Explain to students that they will play the role of Nick and Janet and resolve the couple’s budget dispute.Give students one minute to re-read the dialogue and analyze the issues presented.2.Have students act out their extended conversation.Remind them to reach a reasonable compromise.The dialogue should end with the couple agreeing on a household budget and financial plan. This may involve:-Deciding on overall savings goals-Creating spending categories with assigned amounts-Agreeing on a system for tracking expenses-Compromising on discretionary spending items3.Invite a few volunteers to perform their completed dialogues for the class.4.Lead a short discussion reflecting on the budget solutions presented.Which compromises were most reasonable?What communication tactics worked best?5.Optional:Have students write a short reflection on what they learned about managing finances as a couple.Sample DialogueNick:I still think we need to control our spending.What if we each have an allowance to spend entirely at our discretion?Janet:But we need transparency,not separation.I don’t want to ask you for money when I need it.Nick:You’re right,that doesn’t work.Hmm,what if we have a shared account for bills and household expenses that we both contribute to based on our incomes?Then the rest ispersonal spending money.Janet:That’s better,but it doesn’t address our different attitudes about what’s worth spending on.For example,you think my books are useless.Nick:Okay,true.I suppose I should be less critical about your minor purchases if you could attempt to somewhat reduce your larger expenses.Janet:Fair enough.And we should agree on our savings goals for the year.Let’s aim to save$5000for vacations and$3000for the kids’college.Nick:Alright,it’s a deal.Should we use an app to track where all the money is going each month?That way we can catch any leaks early.Janet:Definitely.Having it all visible will help us make better choices together rather than pointing fingers.As long as we’re open to each other and work as a team,I think we can do this!Nick:Me too.I’m sorry.This is new to us but I’m glad we talked it out.Janet:Apology accepted.Now,ready to go over these credit card statements?Full transparency!Nick:You got it!Let’s do this.3.Role-play●Focus:This role-play task is designed to have students practice managing householdfinances through an improvised dialogue.The goal is to collaboratively track expenses and deposits to gain skills in household money management.●Procedures:1.Have students work in pairs.In each pair,one student should be the“big spender”and the other be the“miser.”2.Explain to students that they will play the role of a married couple who will review the monthly account book together.Remind them to take on the opposing attitudes of their roles.3.Give students a few minutes to review the account book and prepare for the role-play.The big spender should be ready to justify lavish purchases.The miser should express concern over unnecessary spending.4.Invite a few pairs to present their role-plays for the class.Pairs should aim to reconcile their different spending habits and agree on a reasonable budget and financial plan.5.Lead a discussion on the challenges of synchronizing financial viewpoints with a partner and effective strategies to enhance communication.Sample DialogueMiser:Okay,let’s go over these expenses line by line.RMB557at the shopping center?! That seems extremely high.What did you buy?Big Spender:I got some new clothes for work and a nice pair of shoes.Can’t I treat myself every once in a while?Miser:I suppose,but we need to stick to our budget.RMB80for a football ticket also seems excessive when we could watch it at home.Big Spender:It was a special event!I got to see it live with my friends.Miser:Let’s try to limit recreational spending to RMB100a month going forward.Now,the RMB200at the beauty parlor?!What’s that about?Big Spender:A girl’s got to look good!It was for a haircut and highlights.I can’t help it if the salon is pricey.Miser:Maybe try a less expensive place next time.I think we can cut this category in half. As for the RMB120movie—watching at home is way cheaper.Big Spender:Okay,I see your point.I can cut back on some of these extra treats.But could I still get some personal fun money that I don’t need to justify?Miser:That’s fair.How about we each get RMB200in discretionary spending?And we’ll save more by cooking at home and looking for free entertainment.Big Spender:It’s a deal!I want us to reach our savings goals.And I appreciate that you keep us on track.Miser:Thanks for being open to compromise.Together we’ve got this budget thing down! Activity31.How much money does a student need per month?This text discusses appropriate monthly allowances for college students in China.It centers on a university student dissatisfied with her RMB2,000monthly stipend from her parents, which she argues prevents her from indulging in luxuries like her peers.The author counters that this amount should sufficiently cover a student’s needs,citing a survey showing average undergraduate expenses in major cities were under RMB2,000.Experts advise students to adjust consumption based on family income and remember that education is the priority over material comforts.The issue reflects a generation gap in attitudes toward money, consumption values,and life priorities between Chinese youth and their elders.It also highlights the challenges of managing personal finances independently for the first time as a young adult.The text provides broader commentary on the importance of developing healthy spending habits.2.Discussion●Focus:Through this task,students will analyze their financial attitudes and deepen theirunderstanding of responsible money management and consumption habits.●Procedures:Divide students into groups of four and ask them to share their answers to the questions with group members.Remind students that they should have one member take notes of the major points that group members have made.After the group discussion,the note-takers would report their group discussion to the class.3.Role-play●Focus:This role-play scenario aims to provide an interactive way for students tointernalize the text’s themes revolving around fiscal responsibility and independence.Students could also practice agreeing and disagreeing,as well as offering and accepting suggestions through talking about money issues.Procedures:1.Divide students into pairs.In each pair,one student should be Student A and the other be Student B.2.Give students two minutes to read their role cards and get into character.Students should think about how they would act in their assigned role and improvise conversation based on their role descriptions.3.After five minutes of role-playing,the teacher will invite some students to present their role-play to the class.5.To conclude,students share their experiences and discuss what they learned about from this activity,and the teacher will summarize the insights gained.Sample Dialogue:Student A:I can’t believe my parents haven’t bought me a laptop yet.How do they expect me to do my schoolwork without one?It’s ridiculous that they haven’t provided me with this basic necessity for studying.Student B:I’m sorry to hear you don’t have a laptop,but maybe your parents can’t afford one right now.My parents give me a monthly allowance that’s usually enough,but lately, I’ve been donating some of it to charity so I’m short on cash.Student A:Well,if I were you,I’d tell my parents to give me more money.They should be responsible for making sure you have everything you need as a student.Student B:I disagree.I think we need to learn to be independent and make sacrifices sometimes.Your parents probably want you to focus on your studies rather than expensive gadgets.Student A:I guess you have a point.I don’t need the latest laptop.I should be grateful that my parents provide for my basic needs.It’s admirable that you’re donating your own money to help others in need.Student B:Thank you.But now I’m worried about covering my expenses.Do you have any ideas on how I could earn some extra money?Student A:Hmm...you could tutor younger students or get a part-time job on campus.Let me know if you need help!Student B:Those are great suggestions!Thanks for your advice!Supplementary Activity1.Learn to spend sustainablyThe passage offers advice for developing healthy spending habits and avoiding financial issues stemming from overspending.It targets readers who struggle with impulse purchases or have trouble differentiating between wants and needs.2.Discussion●Focus:This discussion aims to have students reflect on their spending habits andevaluate the effectiveness of the tips for avoiding impulsive purchases.●Procedures:1.Explain to students that the goal of this discussion is to reflect on their spending habits and evaluate strategies for controlling impulsive purchases.Encourage students to be open about sharing their experiences.2.Invite a few volunteers to describe a time they made an impulsive e probing questions to understand their motivations.3.After a few students have shared,facilitate a whole-class discussion on the effectiveness of the tips provided in the passage.Ask students to explain their perspectives.4.Invite students who have tried any of the techniques to describe their experiences implementing them.Did the strategies help manage spending?Have each student identify one tip they would be willing to try and explain why they think it would work for them.5.Leave five minutes at the end for students to reflect individually on new insights they have gained about sustainable spending habits.Definition:Impulsive buying,or impulsive spending,is the tendency of a customer to buy goods and services without planning.When a customer makes such buying decisions at the spur of the moment,it is usually triggered by emotions and feelings.Description:Impulsive buying can’t be categorized for one specific product category. Impulsive buying can be seen in products such as chocolates,clothes,and mobile phones and in big-ticket items such as cars,jewelry,etc.Impulsive buying means making an unplanned purchase.It is based on an irrational thinking.Marketers try to tap this behavior of customers to boost sales.There is a great likelihood that customers end up making a purchase ofproducts after entering the hypermarket without any actual intent of doing so.Many mobile phone makers tend to exploit this trait in customers by introducing products that can be add-on gadgets for their mobiles such as fitness bands,etc.。
流程英语口语教程第二版第三册教师用书
流程英语口语教程第二版第三册教师用书Effective communication in English is a vital skill in the global landscape. The ability to articulate thoughts and understand others not only bridges gaps but also opens doors to cultural exchanges and business opportunities. This document serves as a guide for teachers using the "Process English Oral Communication Course: Second Edition, Volume 3" textbook, providing strategies to enhance the learning experience for students.Engaging Students with Contextual Learning。
Context is king in language learning. Introducing new vocabulary and phrases within the framework of relatable scenarios can significantly boost retention and comprehension. For instance, when teaching food-related vocabulary, rather than merely listing words, create a restaurant scenario. Encourage students to role-play ordering meals, thus applying their new vocabulary in a practical, memorable way.Incorporating Technology in Lessons。
ORALENGLISH英语口语复习资料.docx
1.How do you view those people who strive to seek fame? What influence may fame have on a person's life? AA: Did you watch Voice of China last night? I think the singers are just tried to seek fame.B: Why do you think so?A: Look, fancy clothes, touching story. They are spurred by impure motives such as the desire for worshipping fans and praise from peers.B: Well so how do you view those people who strive to seek fame?A: A person who seeks fame is like a dog chasing his own tail When he captures it, he does not know what else to do but to continue chasing itB: Do you mean that the lure of drowning in fame's imperial gbry is not easily resisted?A: Exactly, and the cruelty of success is that it often leads those who seek such success to participate in their own destruction.B: well you mean fame will likely contaminate a man's soul, aren't you? It's of significant for a man to remains true to himself.A: Yes. But seldom people can remain true. For example, the famous Irish writer Oscar Wilde, paid heavily for remaining true to himself both social and sexual to which the public objected.B: On the other hand, those who gain fame most often gain it as a result of expbiting their talent for singing, dancing, painting, or writing, etc.A: Yes, but there is little deny that it is those who fail that reap the greatest reward: freedom! They can express themselves in unique and original ways without fear of losing the support of fans.B: Unfortunately for most people, however; failure is the end of their struggle, not the beginning.A: That's true. Thomas Edison was thrown out of school in the fourth grade, because he seemed to his teacher to be qu让e dulL But he remains true to himself；and consist to work.B: So what do you think we should do instead of trying so hard to achieve success?A: Try to be happy w让h who you are and what you do. Try to do some works that you can be proud of.B: I agree w让h this point. Maybe you won f t be famous in your own lifetime, but you will be better than before at least.2.What do you think of young people's craze for their idols? AA: You know what, Susan took 3 part time jobs in order to attend Bingbang's concert! And she is on diet to save the money for a shirt which showed up at their ins. That's crazy!B: Come on, idolatry is quite common among the youth nowadays. Generally speaking, young people are inclined to adore the people who excel in appearance；intelligence or talent.A: But if we simply worship the idols by go to their concerts or pursuing fashions unreasonably, the idolatry is certainly a waste of money time and energy.B: Actually, I wonder what the significance of keep shouting out at the concert until their throats go hoarse. Why not make full use of time to create a promising future?A: Yes, What's more, idolatry leads young people to mix the reality with the fancy. You see, the attractive appearances and unusual styles of stars tell nothing about the harsh reality but leave them dreaming of getting something for nothing.B: Yes, idolatry affects both the world and worth values of teenagers. But we will lead a positive life if we endeavor to improve ourselves by bridging the gap between our models and us.A: Howevei; the young people are far from mature to identify what are the truth, the goodness, and the beauty. They will tend to consider their idols as perfect models.B: Exactly. Even the negative aspects of their icons can be beautified, for example, young fans may think their icons' sexy or violent behaviors is cooLA: Well so we should seize our invaluable youth and protect ourselves from blind idolatry.3.What should an effective welfare system be like? AA: I saw the news that because of all kinds of unfair things in the society there is a wide gap between the rich and the poor; and many people live in a great trouble.B: Yes, sometimes I wonder whether we have a welfare system or not.A: Of course we have, but it maybe not that effective.B: So in your opinion what should an effective welfare system be like?A: I think that an effective welfare system should be fair; complete and can brings kindness to the people who really need it.B: Yes, and the government should establish some reasonable policies that can make sure the people who need help really get the assistance payments and can live a happy life.A: And people who needs assistance should be free to develop their talents without guilt or fear一just hold a good, steady job. Besides, some special equipment which can bring some convenient should installs in the public area.B: And the caseworkers should be honest and rich of sympathy, so those policies can work effective. A good system should encourage people to live a better life, not seek evidence all the time to convict them of cheating.A: Well on the other hand, a welfare client is supposed to be honest, they shouldn't tell the caseworker that the landlord raised the rent by a hundred dollars or something like that.B: Yes, exactly. So an effective welfare system need the joint efforts of the whole society.4.Is it justifiable for devetoping countries to invest large sums of money in telecommunication networks? AA: Did you hear that? The latest news said by installing optical fibei; digital switches, and the latest wireless transmission systems, a parade of urban centers and industrial zones from Beijing to Budapest are stepping directly into the Information Age.B: Wow, Places that until recently were deaf and dumb are rapidly acquiring up-to・date telecommunications.A: Yes, that will let them promote both internal and foreign investment. Transformation is occurring that should greatly boost living standards in the devetoping worldB: I wonder how does it work?A: Widespread access to information technologies, for example, promises to condense the time required to change from labor-intensive assembly work to industries that involve engineering, marketing, and design.B: Like Telecommunications is a key to Shanghai1s dream of becoming a top financial center; is that right?A: Exactly.B: But It may take a decade for many countries in Asia, Latin America, and Eastern Europe to improve telecommunication networks.A: Well How fast these nations should push ahead is a matter of debate. Many experts think Vietnam is going too far by requiring that all mobile phones be expensive digital models.B: These countries lack experience in weighing costs and choosing between technologies. For countries that have lagged behind for so long, the temptation to move ahead in one jump is hard to resist.A: Yes, so it is justifiable for developing countries to invest large sums of money in telecommunication networks.B: Exactly. Just like the old saying goes," No pay no return0.5.How do you understand "I never found the companion that was so companionable as solitude"? BA: I saw a beautiful sentence in Wechat.B: What is it?A: T never found the companion that was so companionable as solitude/5 Do you familiar with it?B: Yes, of course. It was told by Thoreau, the author of Walden. Did you ever readthis book?A: Nope, would you mind tell me something about this book?B: Of course not. This book emphasizes the importance of self-reliance, solitude；and closeness to nature.A: So, how do you think? Do you think being solitude can make ones comfortable?B: Well, it's hard to say. For example, a king is alone, and it is always necessary for the king to be alone. He doesn't need to accept any person's identity, or anyone's mercy. The real solitude is noble.A: Yes, I'm quiet agree with you. A solitary man, no matter what kind of environment he is in, he can make himself quiet, he is always able to enjoy himself. We, as human beings, need time to be alone.B: Actually, the cond让ion of loneliness rises and falls； but the need to talk goes on forever. Its more basic than needing to listen. We still need friends we can tell important things to, people we can call to say the daily succession of small complaints.A: Exactly. People deal w让h each other every day. This interaction is at the heart of social life. Its important to be solitude and settle down and make ourselves comfortable. But more importantly; stay rationaLB: I'm totally agree w让h you.6.Do you think theme parks like Disneyland will be a cultural invasion to the local culture? AA: Hey! You know what? I've heard that Shanghai has conditions to build an excellent Disneyland and all preparations are well under way.B: Yes, I r ve heard about that, the news has sparked a heated debate on the Internet. Although some people are exc让ed about what a Disneyland might bring to the city; many expressed their disagreement and worries.A: Yeah, many people view the proposed park as a "'cultural invasion/ They are worried that American cultural and entertainment concepts carried by Disneyland might strike a blow to Chinese culture. Do you think theme parks like Disneyland will be a cultural invasion to the focal culture?B: Well people welcoming the Disneyland challenge that transnational and trans-regional cultural communication is an irreversible trend and the Chinese should welcome the introduction of various foreign cultures.A: The unrestricted introduction of foreign culture might threaten the cultural security of China. No matter how globalization evolves, it is not good to have a world full of Disneyland parks and Hollywood movies.B: As the global brand of a resort theme park, a Disneyland represents happiness and attracts tourists of all ages and from all kind of country. What's wrong w让h building a resort place like this? Besides；Shanghai is well justified in opening another window to show off its image as well as China's commitment to opening up.A: Well that's all right. But while we should regulate foreign investment in the entertainment industry according to law, we must adopt an open mind in developing our entertainment industry trying to absorb good elements of other cultures and mix them into an advanced culture with Chinese characteristics.B: If so, we can create more signature images that are popular; appealing, long-lasting and rich with Chinese cultural characteristics to satisfy people's mental demands.A: Exactly.7・ How do you understand "without the software of emotional maturity and self-knowledge, the hardware of academic training alone is worth less and less"? BA: Did you see the movie called Forrest Gump? I was deep-touched by the hero.B: It is a story about a man who become successful w让h low IQ isn f t it?A: That's right. His experiences proved that people with tow intelligence can be successful, as long as he has a high EQ. I heard a very interesting sentence "without the software of emotional maturity and self-knowledge, the hardware of academic training alone is worth less and less." So, how do you understand it?B: I think it means that the academic training is useless without cultivating emotional intelligent. However; at one point in time, IQ was viewed as the primarydeterminant of success.A: But some critics began to realize that high intelligence is not the only reason for success. Although being smart is very important, but more important is how to well use the intelligence you have. No matter how broad, knowledge is useless until it is applied And application takes high EQ.B: Ho we ven IQ is still recognized as an important element of success, particularly when it comes to academic achievement. People with high IQs typically to do well in school often earn more money, and tend to be healthier in generaL So, I think having a high IQ is really important.A: You're right. But today experts recognize it is not the only determinate of life success. Instead, it is part of a complex array of influences that includes emotional intelligence among other things.B: You mean, one's character determines one's destiny, which stresses on the importance of EQ. And a high EQ will make a person become more optimistic, confident and passionate in his work. Is that right?A: Yes, research has found that individuals w让h strong leadership potential also tend to be more emotionally intelligent, suggesting that a high EQ is an important quality for business leaders and managers to have.B: Therefore, while EQ indeed can't be ignored, IQ is also vital for one to be successfulA: That's right.。
外研社2024现代大学英语(第三版)口语1教师用书Oral_English_I_Unit_14
Unit14Celebrating Holidays and FestivalsTheme:holidays and festivalsLanguage functions:Describing what people do on holidays and festivals;talking about future plansObjectives:Students shall be able to describe holidays&festivals and talk about their future plans;they shall also consolidate their command of the functional expressions used to show agreement&disagreement as well as describe past experiences.Warm-upProcedures:1.Divide students into groups of four and ask them to guess what the festivals are according to the descriptions and then discuss the questions in the textbook.The holidays and festivals described in part one are the Mid-Autumn Festival,Tomb-Sweeping Festival/Qing Ming Festival,Thanks g iving,and Halloween.Activity11.ConversationThis text is a dialogue between two friends,Zhang Juan and Peter,discussing holidays and festivals in their respective cultures,China and the United States.The text provides an introductory cultural exchange and comparison of traditional holiday celebrations in China and the United States.It highlights some of the major national holidays in each country and some unique customs.Go through the conversation and draw students’attention to expressions of asking about and describing the holidays and festivals.Then lead students to have a look at the useful words and functional expressions in the Language Bank.In addition,the teacher may ask students to add other important holidays and festivals in China or other countries.2.Pair work●Focus:This task aims to engage students in conversational exchanges about culturalevents and making logical guesses about which festival is being depicted based on the visual information provided.●Procedures:Arrange students in pairs.Ask each pair to make dialogs based on the given pictures, following the pattern in the textbook.They may choose to make three short dialogs or one dialog incorporating descriptions of three holidays.Remind students to use the pictures asprompts to practice talking about different holidays and festivals.The goal is to identify the celebration based on the visual clues.Then the teacher may ask two or three pairs to role-play their conversation(s).Provide feedback on the content and language used.Highlight any new vocabulary or proper holiday names introduced through the activity.3.Mini-speech●Focus:The goal of this task is for students to strengthen their public speaking andpresentation skills by individually preparing and delivering a short speech about a holiday or festival to their peer group.Students will select a celebration from the provided list,research key details about its history,customs,and origins,and create a two-minute informative presentation to group members.●Procedures:1.Divide students into groups.Have each student select one holiday/festival from the provided list.2.Give students a few minutes to prepare a short two-minute presentation about their chosen holiday/festival.They should include key details like the date,traditions,origins,etc.3.Have each student take turns giving their mini-presentation to the group.Encourage them to speak loudly and clearly.4.After each presentation,the other group members could ask follow-up questions about the holiday.This allows the presenter to provide more detail.5.When all students have presented,lead a brief class discussion reflecting on what they learned about different cultural celebrations from their peers.6.Provide positive feedback on the content and public speaking skills demonstrated. Sample Speech and Q&AThe festival I will talk about today is the Lantern Festival.This festival takes place on the15th day of the first month of the lunar calendar.It marks the end of the Chinese New Year celebrations.The Lantern Festival has a history of over2,000years.During this festival,people light lanterns and hang them around temples,in the streets,parks,and even near rivers and lakes.The lanterns come in all shapes,sizes and colors,often with Chinese symbols, animals from the zodiac,or scenes from myths.The lanterns symbolize hope for the new year.Families carry lanterns to join in parades and events.There are often fireworks, dances,and lion dances too.Eating round sticky rice balls called yuanxiao in Chinese is a popular custom,because their round shape matches the full moon on this night.The Lantern Festival is about bringing families together to celebrate while welcoming the first full moon.Q&A:Q:When was the first Lantern Festival held?A:The Lantern Festival began during the Han Dynasty,over2,000years ago.Q:What foods do people eat during this festival?A:Common foods eaten during this festival are sticky rice balls called yuanxiao and round-shaped dumplings.These match the full moon.Q:What makes the lanterns special?A:The lanterns come in all sizes,shapes and colors.Many have Chinese symbols,animals or myths depicted on them.They symbolize hope.Activity21.ConversationsThe two conversations in this activity focus on talking about future plans and usual practice on certain holidays.Lead students through the two conversations and ask them if they know anything about the origin of the April Fool’s Day and the Dragon Boat Festival.Students may also share some interesting April Fool’s stories and some different ways of celebrating the Dragon Boat Festival in different parts of China.2.Pair work●Focus:This task focuses on using the phrase“I am going to”to discuss future holidayplans.This allows students to practice talking about the future in English while learning about their partner’s holiday traditions and plans.●Procedures:1.Divide students in pairs.Ask each pair to follow the instructions in the textbook and remind them to think about what they learned in Unit3to talk about future plans and try to use the expressions they learned.2.Students will take turns using the phrase“I am going to”to discuss their plans.They could discuss activities,food,places they will visit,people they will see,etc.Students should aim to provide3-5“I am going to...”statements for each holiday prompt.3.After both students have had a chance to share their plans,the teacher can invite some pairs to share with the class.3.Story-telling●Focus:This task aims to get students to share some interesting/memorable personalexperiences or stories related to a holiday tradition holidays by using3-5key details.By recounting events in sequence using the past tense,students can improve their ability to narrate a coherent story in English.●Procedures:Divide students into groups.Students will take turns sharing stories about memorable experiences they’ve had on Chinese or Western holidays/festivals.Remind students that they need to give as many details as possible to make their stories vivid and impressive.Stories should focus on a specific holiday event or tradition and past tenses should be used to describe what happened.If a student does not have a relevant personal experience to share, they can share an interesting,moving,or funny holiday story they have heard before.After the group work,the teacher may ask some volunteers to share their stories in front of the class.Activity31.FestivalsThis text explores two major cultural festival traditions—China’s Spring Festival(Lunar New Year)and the American holiday of Thanksgiving.It first provides background on Spring Festival,describing the celebrations,customs,and activities associated with this revered start of the lunar new year.Details are given about the significance of family gatherings,traditions like hanging red banners and staying up late on New Year’s Eve,visiting relatives,and enjoying public festivities.The text then shifts to discuss the origins and modern practices of Thanksgiving in America. It recounts how the Pilgrims started the tradition in1621after surviving a difficult winter thanks to the help of Native Americans.Their inaugural feast and celebration of a bountiful harvest spawned an ongoing national holiday.Thanksgiving is associated with family gatherings,travel,special meals featuring turkey and pumpkin pie,and giving thanks for one’s blessings.Together,the passages showcase two major cultural holiday traditions and how they bring families and communities together through celebration,shared history,and gratitude.Lead students through the text and ask them to summarize what kind of information should be included in an introduction of a holiday or ually,when,how and with whom the holiday or festival is celebrated are necessary,and then the origin,related stories, importance as well as cultural implications may also be included.2.Pair work●Focus:This task allows students to compare and contrast customs and traditions betweenmajor Chinese and Western holidays.Students will work in pairs to identify similarities and differences across six festival pairings.This promotes cultural understanding of how celebrations vary across regions.●Procedures:The teacher may introduce some patterns often used to talk about similarities and differences before dividing the students into groups.Each group may first brainstorm on the customs of all the Western and Chinese festivals in the table and have a discussion of the similarities and differences between each pair.After discussion and completing the table,students will share what they listed with the class and explain the cultural significance.Suggested Answers:Festivals Similarities DifferencesChristmas vs.Spring Festival -Family gatherings-Decorating homes-Exchanging gifts-Christmas:Christianity;turkeySpring Festival:Lunarcalendar;jiaozi;fireworksValentine’s Day vs.Qixi Festival -love/romance-Gifts to loved ones-Festival tales about couples-Qixi:traditional Chinesestory;activities likewatching stars-Valentine’s:more widelycelebratedHalloween vs.Qingming Festival -Respect to the deceased-Rituals and offerings-Halloween:morelighthearted;costumes andcandy-Qingming:more reverentand solemnThanksgiving vs.Mid-Autumn Festival -Family gatherings-Feasts/meals-Harvest origins-Thanksgiving:Americanhistory-Mid-Autumn:mooncakes,lanterns and moon viewing3.Interview●Focus:The task focuses on encouraging students to think about and voice their opinionson Chinese and Western festivals and how people should celebrate them in the present era.The discussion promotes critical thinking on cultural evolution.●Procedures:The teacher may start by asking students how they feel about traditional holidays now compared with how they felt when they were young.Then,students may give their opinions about how people may maintain or adjust the customs.4.Show and tell●Focus:The task is designed for the students to look for information about a particularfestival of an ethnic group and integrate what they have collected into a presentation.●Procedures:The teacher may assign the task in class and leave it as homework for students to look for related information and prepare for the presentation.Divide students into groups of four and ask them to first decide on a festival of an ethnic group.The teacher needs to make sure that each group focuses on a different festival from other groups.Then,ask students to think about what they would like to include in their presentation and how they can make their presentation more impressive.In addition,remind them to have a proper allocation of work and ensure good cooperation among the group members.Finally in class,each group does their presentation and other groups give their comments on the content and performance of the presentation.Supplementary Activity1.ConversationThis is a conversation between Rick,an American exchange student studying Chinese culture at Peking University,and his Chinese friend Cherry.It takes place on the evening of the Mid-Autumn Festival,a major traditional holiday in China.Their conversation provides insight into Chinese traditions around the Mid-Autumn Festival.The teacher may make use of the activity to get students to know more about the festivals celebrated in China and appreciate the cultural diversity of our country.2.Role-play●Focus:This task is for the students to demonstrate an understanding of a key Chineseholiday,the Winter Solstice Festival.Students work in pairs and roleplay the original characters of Rick and Cherry.●Procedures:1.Have students work in pairs,with one partner playing Rick and the other playing Cherry. Explain that the scene is now the Winter Solstice Festival.2.Rick should ask questions to learn about the Winter Solstice Festival,such as its origins, traditions,foods,etc.Cherry will explain details about the festival and how Chinese people celebrate it.Encourage to use prior cultural knowledge.3.Have students perform their role-plays for the class.After each role-play,briefly discuss key information presented about the festival.Sample DialogueRick:Hi Cherry!Happy Winter Solstice Festival!Thanks for inviting me over to celebrate again.Cherry:You’re welcome,Rick!I’m excited to tell you about another Chinese holiday. Rick:Me too!So can you explain what the Winter Solstice Festival is all about?When is it celebrated?Cherry:The Winter Solstice Festival is one of the most important festivals in China.It takes place around December21st,the shortest day of the year.Rick:Interesting!What are the origins of this festival?Cherry:It originated over2,000years ago.Ancient Chinese people celebrated the solstice because it means the days would start getting longer again as spring approaches.Rick:That makes sense.I read the solstice has something to do with yin and yang. Cherry:Yes,exactly!The solstice represents yin transitioning to yang—from the darkness of winter to the light of spring.Rick:Nice.So how do Chinese people celebrate today?What are the traditions? Cherry:There are many fun customs!Eating jiaozi and spending time with family.Also ancestor worship and lighting candles.Rick:It sounds very meaningful.I’d love to experience all of that someday.Well,thanks for telling me about this great Chinese festival!Cherry:You’re welcome!I’m happy to share our culture with you.Ready for our feast?3.Pair work●Focus:This activity prompts students to discuss and compare regional variations incelebrating traditional Chinese holidays and festivals.Students will activate prior knowledge and share experiences to highlight how geography and local culture lead to diverse paring traditions boosts cultural understanding.●Procedures:Have students work in pairs.Students in each pair may start with sharing how certain traditional festivals are celebrated in their hometown and see if there are any differences.In addition,they may share whatever they know of or have heard of the different ways of celebrating traditional festivals in different places.Remind students to make use of the expressions introduced in Task1for Activity3to talk about these differences.Encourage students to explain why certain regional variations developed.Consider geography,ethnic groups,available foods,etc.Have some pairs briefly share their examples with the class.。
英语口语教学大纲模板
---英语口语教学大纲一、课程基本信息1. 课程名称：英语口语2. 英文名称：Oral English3. 课程代码：XXX4. 学分：25. 学时：32（理论学时：24，实验学时：8）6. 课程类别：专业基础必修课7. 适用专业：对外汉语、英语、国际贸易等8. 适用对象：本科生9. 先修课程：英语精读、英语听说、英语语音二、课程目标1. 培养学生运用英语进行口头交际的能力。
2. 提高学生的英语口语流利度、准确性和得体性。
3. 帮助学生掌握基本的英语口语表达技巧和策略。
4. 增强学生的跨文化交际意识和能力。
三、教学内容1. 基本口语表达技巧2. 日常交际用语3. 专业领域口语表达4. 口语听力训练5. 口语交际策略6. 跨文化交际四、教学方法1. 案例分析法2. 角色扮演法3. 小组讨论法4. 情景模拟法5. 任务型教学法6. 观看视频、音频资料等五、教材与参考书目1. 教材：- 《英语口语教程》，姚保慧主编，高教出版社- 《剑桥流利英语口语》4册，祁尧珊编译，外语教学与研究出版社2. 参考书目：- 《英语中级口语》，吴祯福主编，外语教学与研究出版社- 《英语口语大全》，梁成锦编著，外语教学与研究出版社- 《通俗美语会话》，杨芳林、杨学义编译，外语教学与研究出版社 - 《美国口语思维》，朱红梅、高山编著，中山大学出版社- 《英语口语句型》，陈昆才编著，广州市科学技术大学出版社六、考核方式1. 课堂表现（30%）2. 口语测试（40%）3. 作业完成情况（20%）4. 期末考试（10%）七、教学进度安排（根据具体教学计划填写）八、课程特色1. 注重实践，强调学生口语实际运用能力的培养。
2. 结合实际情境，提高学生的跨文化交际能力。
3. 采用多种教学方法，激发学生的学习兴趣。
---请注意，这只是一个模板，实际的教学大纲需要根据具体的教学环境、学生水平和教学目标进行定制。
英语口语3教学大纲
英语口语3教学大纲《英语口语3》课程教学大纲课程代码：070131059课程英文名称：Oral English 3课程总学时：24 讲课：24 实验：0 上机：0适用专业：英语大纲编写（修订）时间：2017.10一、大纲使用说明（一）课程的地位及教学目标《英语口语3》是英语专业技能必修课，其目的培养学生的口语表达能力。
在基础阶段结束时，学生能够在一般的社交场合与英语国家人士进行交谈，表达思想，能够做到语音语调自然，无重大语法错误，语言基本得体。
（二）知识、能力及技能方面的基本要求１．提高学生口头交际能力本课程的基本手段是通过让学生接触到大量的文字及听力材料，增加语言输入，然后经过对语言的模仿最终达到对语言的自如运用。
着重于让学生用所掌握的基本的语言知识，条理清晰、逻辑严谨地口头表达观点与思想。
学生应从大量的口语实践中完成从单纯模仿语言到自由运用语言的过渡。
２.增加学生对所学语言国家文化的了解语言是文化交流的媒介，交际过程无时无刻不体现着文化之间的差异。
由于缺乏这方面的知识，很多学生说话往往不得体。
语言不得体比不正确的语音、语调、语法更容易导致误解的产生。
所以，本课程的目标之一就是培养学生观察和理解所学语言的社会环境，使其掌握正确、得体的表达方式。
３.提高学生观察分析问题的能力本课程的课文素材绝大多数选自国外的教科书、报刊。
它们一方面为学生提供了丰富的有关英语国家的资料；另一方面也为学生展示了外国人对社会诸方面问题的看法。
口语实践活动应与提高观察分析问题的能力有机地结合起来。
（三）实施说明本门课程安排在第三学期进行，共24 学时。
该课程主要是在教师指导下进行系统的循序渐进的练习，学会用英语思维，逐步掌握从简单句子到较为复杂的篇章的表达能力。
要求教师帮助学生克服胆怯内向的性格特征，鼓励他们积极参与课堂和课外训练。
对英语专业本科而言,会话是专业教学的重要环节。
以外教授课为主，对教师的课堂组织能力要求比较高，要求学生参与性强，因此，教学中应坚持以学生为中心的原则，培养学生的交际能力；同时，会话也是操作性，模仿性很强的课程，教学中还要求尽可能采用辅助教学设备，如录相带、VCD光盘，英语网站浏览等教学设施和手段，精选一些好的背景资料，场景设置以加强学生的感性认识和创新意识。
oral ENGLISH
英语初级口语Oral English--primary如何学习《英语初级口语》这本书《英语初级口语》共40课，内容包括饮食起居、节假日、晚会、舞会、作客、通信、电视、电影、购物、求医、求学、旅游等。
课文多是与日常生活相关的小故事与对话。
每课由两篇课文及七项练习组成。
两篇课文中，一篇是故事类文章一篇是对话。
这不同的文体为学生提供多样的叙事方式和范例。
课后的七项练习由易到难．循序渐进从机械训练开始，逐步过渡到半机械训练。
最后达到自由交际的目的。
下面我们向大家介绍学习《英语初级口语》的方法，供大家参考。
1．坚持先”听后说”的原则在学习每课课文之前，先听该课的录音，记下你所听到的词或句子，尽量听懂课文内容。
如果你觉得所听的课文中生词量大，你可以参考该课的注释部分，直到你可以听懂课文大意为止。
如果可能，学员在听了课文录音后．试着简单叙述课文内容。
2．朗读课文，对课文有了大致的了解后．你可以打开书，随录音朗读课文。
在朗读课文时．一定要将课文朗读得清晰，语音、语调正确、流畅。
3．理解课文并对课文进行问答练习朗读课文可以帮助你理解课文。
你可以借助于课文注释及字典，全面理解课文内容。
对课文进行问答练习是检查学习者是否理解所学课文的一个手段。
课文后的第三个练习可以帮助学习者进行问答练习。
在回答问题时先不要看课文，如果不知道答案，可以参照课文。
练习三中的大部分问题的答案是很容易从课文中找到的。
答案可以用课文中的原句，也可以用自己的话说，（最好用自己的话回答），但句意和句子语法结构要正确。
下面我们以第一课中的A课文为例，向大家示范怎样做问答练习。
“Q”代表Question（问题）；“A”代表Answer（回答）。
Q: ( 1) Where did the story take place?A: The story took place in a clinic.Q: What was the relationship between the two people?A: They are doctor and patient.Q: What is the story about?A: It is about a woman who went to see the doctor, but did not want to tell her age.Q: (2) Why did the woman go to see the doctor?A: Because she had some trouble with her heart.Q: Did the doctor know her? Why not?A: No. Because he is a new doctor.Q: What did he ask her first?A: He first asked her some questions, and oneof them was, “How old are you?”Q: (3 ) Did the woman tell the doctor her age immediately? Why not? A: No, she didn’t because she said she didn’t remember.Q: How old was her husband?A: He was sixty years old.Q: Then how did she work out that she was only thirty six?A: She thought that when she married, she was eighteen years old and her husband was thirty. Now her husband was sixty, that was twice thirty, so she was twice eighteen then, andshe worked out that she was thirty six.Q: (4 ) How old was the woman?A: She was forty eight years old.Lesson 1Text AHow Old Is She?A woman was having some trouble with her heart, so she went to see the doctor.He was a new doctor, and did not know her. so he first asked some questions, and one of them was , "How old are you?""Well," she answered, "I don't remember. doctor, but I will try to think." She thought for a minute and then said, "Yes. I remember now, doctor! When I married, I was eighteen yearsold, and my husband was thirty. Now my husband is sixty, I know. And that is twice thirty. So I am twice eighteen. That is thirty-six, isn't it?"Text B Could I Speak to Jim,Please?A:Hello, 332440.B: Oh hello, Sally. This is Dave Thomson here. Could I speak to Jim please?A: I'm afraid he's not in at the moment Dave. He went out about an hour ago andhe's not backyet.B: Any idea when he might?be back?A: Well, he shouldn't be long. He said he was just going to get some paint. But I wouldn't be surprised if he's stopped off at the pub onB: OK. well , tell him I've called , will you , and I'll try again later.the way back.A: All right. Goodbye , Dave.B: Thanks then Sally. Goodbye.Questions on Text B7. Read the following passage once. Underline the key words while reading and retell the story to your partner.AccidentThe river, you see, was never really safe at that time of the year- early autumn, I mean, when there is heavy rainfall. So when I heard the children had gone swimming, as they used to all spring and summer, I knew there might be an awful accident. And when they came home late without little Katie, I guessed what had happened.Lesson 2 Text ABut the Chinese Did !One day Tom said to one of his friends, "I'm going to have a holiday in Peking. But I don't speak Chinese, so I'll go to evening classes and have Chinese lessons for a month before I go."He studied very hard for a month, and then his holidays began and he went to China.When he came back a few weeks later, his friend said to him, "Did you have any trouble with your Chinese when you were inPeking , Tom?""No, I didn't have any trouble with it," answered Tom. "But the Chinese did !"Text BAt the Birthday PartyMRs Ross: Welcome, Peter. Give me your coat and hat.PETER: Thank you, Mrs Ross.MRs Ross: The boys and girls are in the living room. Wait, I'll call John.* * *JOHN: Hi, Peter. Why are you late?PETER: My mother made medress up.JOHN: That's good. Alice has some pretty friends.PETER: You know I don't like girls.* * *PETER: Happy birthday, Alice. Many happy returns of the day. Here's a present for you.ALIcE: Thank you, Peter. Come into the dining room. I'm going to cut the cake soon.JOHN: Have some sandwiches , Peter.PETER: Thanks. John. who's that girl?JOHN: That's Joan. She's pretty, isn't she? She likes to dance. Ask her to dance.PETER: Well , I don't know.JOHN: Don't be afraid. She isn't going to bite you.PETER: Who's afraid? I'm not afraid.* * *PETER: Would you like to dance, Joan?JOAN: Yes , Thank you. I'd like to dance very much.Questions on Text B7. Read the following passage once. Underline the key words while reading and retell the story to your partner.Self-serviceIf you are in a hurry and you want to have a quick meal there is no better place than a self-service restaurant. You go into the restaurant, pick up a tray, knife, fork, and spoon andqueue at a counter where the food is on display. You pick out what you want and put it on your。
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Oral English自我介绍Self-Introduction电话技巧Western telephone etiquette更多了解Effective Question and Answer Techniques制定日程Setting agenda for meetings, travel and events安排事物Inviting, accepting, declining, offering, refusing商业用餐Translations on foods, showing opinions工作之余Choosing and developing topics of conversation工作面试Job interview办公自动化Office Automation商业会议At the MeetingGreetings （打招呼）1、Good morning ,sir（madam）早上好,先生（小姐）2、Good afternoon ,ladies and gentlemen下午好,女士们,先生们.3、Good evening ,miss Price晚上好,普莱丝小姐.4、How are you today ,Mr Brown ?你今天好吗?布朗先生.5、I'm quite well ,thank you.我很好,谢谢你.6、Hs good to see you again ,sir（madam）再次见到你真高兴,先生（小姐）7、Nice to meet you ,sir.见到你真高兴,先生.Titles（称呼）8、Are you Mrs.Best?你是贝丝特夫人吗?9、You must be professor Ford.你一定是福特教授.10、May I know your name, sir（madam）?我可以知道你的名字吗?先生（小姐）.11、Here's a letter for you ,Dr white.怀特医生,这儿有你的一封信.12、you're wanted on the phone,Captain Smith.史密斯船长,有你的电话.13、Welcome to our hotel, miss Henry.欢迎来到我们酒店,享利小姐.14、May I be of service to you,Mr Baker ?我能为你服务吗?贝克先生?15、Can I help you, Ms Blake?我能帮你吗?布雷克小姐?16、Would you take the seat ,young lady ?请坐,小姐Offering Help （主动提出帮助）17、May I help you ?18、Can I help you?我能帮你吗?19、What can I do for you ?我能为你作什么?20、May I take your bag for you?我可以为你拿你的手提包吗？21、May I help you with your suitcase?我能帮你拿你的箱子吗？22、Would you like me to call a taxi for you ?你需要我为你叫一辆出租车吗？23、Thank you very much.非常感谢24、Thanks for the trouble .麻烦你了25、It's very kind of you?你真是太好了26、No, thanks.不用了，谢谢！Answers to Thanks（对感谢语的应答）27、You're welcome.欢迎你28、Not at all.不用谢29、That's all right.没关系30、Don't mention it.别提了31、It's my pleasure.这是我的荣幸Expressing welcome （表示欢迎）32、Welcome ,sir（madam）.欢迎光临，先生（小姐）33、Welcome to our hotel ,sir （madam）.欢迎光临我们酒店，先生（小姐）34、Welcome to our western restaurant.欢迎来我们西餐厅35、We're glad to have you here.我们很高兴你来到之儿36、I'm always at your service ,sir （madam）.随时为你效劳,先生（小姐）. Apologies （表示道歉）37、I'm sorry, sir （madam）.对不起,先生（小姐）.38、I'm very sorry.非常抱歉.39、I'm sorry to trouble you.对不起打扰你了.40、I'm sorry to have taken so much of your time.对不起占用你太多时间了.41、I'm sorry to have kept you waiting .对不起让你久等.42、Excuse me for interrupeing you.原谅我打挠你了.43、I hope you'll forgive me.我希望你能原谅我.Answers to Apology（对道歉语的应答）44、It doesn't mater.没关系.45、It's nothing.没什么.46、Never mind.别放在心上.47、That's nothing.没什么.48、Don't bother about that.别再想它.49、Don't worry about it.别担心.50、Don't apologize, It was my fault.别道歉,这是我的错.Good wishes（良好祝愿）51、Have a good time!祝你们玩得愉快!52、Have a nice evening!祝你晚上愉快.53、Happy Birthday!生日快乐.54、Merry Christmas! 圣诞快乐.55、May you succeed 祝你成功Parting（分手再见）56、Good－bye and good luck.再见,祝你好运.57、Hope you'll have a nice trip.希望你旅途愉快.58、Wish you a pleasant journey .祝你旅途愉快.59、Happy landing.祝你安全抵达.60、Bon voyage.一帆风顺.61、Hope to see you again.希望再次见到你.62、Good night.晚安.63、See you Tomorrow.明天见.Self－Introduction （自我介绍）64、I'm henry, I'm from Golden Lake Hotel, I'm here to meet you .我叫享利,来自金湖酒店,我是来接您的.65、My name is Irene ,I'm the housekeeping Department waiter.我的名字是艾琳,我是管家部服务员.66、I'm the receptionist here ,welcome to our hotel.我是这儿的接待员,欢迎来到我们酒店.67、Reservations ,May I help you ?预订部,我能帮你吗?68、Room service ,May I come in ?送餐服务,我可以进来吗?69、This is Henry Adams speaking.我是享利.亚当斯.Affirmative Responses （肯定回答）70、Surely.当然可以.71、Certainly ,sir （madam）.当然可以,先生（小姐）.72、Yes, sir,（madam）.是的,先生（小姐）.73、That's true ,sir （madam）.是这样的,先生（小姐）.74、Very well.非常好.Negative Responses（否定回答）75、No ,sir （madam）.不,先生（小姐）.76、I don't think so.我不这样认为.77、Of course not.当然不.78、I'm afraid that's not a good idea.恐怕,那个主意不好.Useful Questions 常用问句79、What do you prefer ,tea or coffee?你喜欢什么?茶还是咖啡.80、Would your please sign here ?请在这儿签名好吗?81、A table for two?两人的一张台吗?82 、How long do you plan to stay ?你计划住多久.83、Could you please spell your name ?请拼一下你的名字吗?84、What kind of room would you like ?你要哪类房间?85、May I see your passport ?我可以看你的护照吗?86、May I have your telephone number ?我可以知道你的电话号码吗?87、What's the trouble, sir?你怎么啦?先生.88、Shall I call a doctor for you ?我为你叫一个医生吗?89、Dir you enjoy the play?你喜欢这个节目吗?90、Do you like this song?你喜欢这首歌吗? Useful Expressions 惯用表达语91、Enjoy you breakfast ,sir ?请享用你的早餐,先生.92、Here is the menu.给你菜谱.93、The service guide is on the desk.服务指南在桌面上.94、The swimming pool is over there .游泳池在那边.95、Go ahead ,please.请接着讲.96、The line is busy .线路正忙.97、You look grest .你看上去真棒.98、Please consult the song list .请翻阅点歌单.99、It's a very touching story.这是一个非常感人的故事.100、Without music, the world would be dull.如果没有音乐,这世界将会变得很沉闷.。