Language goal
In ihis unit students learn to ask for and give personal information. They also learn to order food.
New language
What would you like on your pizza?
I'd/He'd/They'd like pepperoni.
names of foods: cheese, tomatoes, mushrooms,green peppers, pepperoni, onions, olires
Section A
Additional materials to bring to class:
magazine advertisement or food package showing a picture of a pizza
tape recorders and blank tapes for students to use.
Show students a picture of a pizza or draw one on the board.Ask how many students like pizza.
Draw three different sized circles on the board. Ask individual students, What size pizza would you like---mall,medium or large? When they answer, point to the size they mention and say. You 'd like a (small) pizza.
Pronunciation note
Say the pronunciation of the word pizza and have students repeat it several times. Explain that although you would expect the two z's to make a z sound, they actually make a sound like ar followed by s, So the word is pronounced peet-sub.not peez-zub .
la This activity introduces the key vocabulary.
Focus attention on the three pizzas in the picture. Point to and read the sign in front of each pizza: Special 1,Special 2, and Special 3. Then point 10 the toppings on each pizza and read the letter next to each topping.
Point out the numbered list of Pizza Toppings.Say each word and ask students to repeat it.
Then ask students to match each word on the list with one of the foods on a pizza. Say, Write the letter of each food picture after the name of the food. Point out the sample answer after number 1.
You may wish to have students work in pairs or small groups If they do not know most of the names of pizza toppings.
Check the answers.
1 b This activity gives students practice in understanding the target language in spoken conversation,
Point to the three pizzas. Point to and read the names of the three specials. Then point to the pizzas one at a time and ask. What toppings are on this pizza? Confirm answers or correct wrong responses by saying the list of ingredients again.
Play the recording the first time. Students only listen.
Play the recording a second time. This time, ask students to check the pizza that the person ordered.
Correct the answer.
1c This activity provides guided oral practice wilh the target language.
Ask two students to read the dialogue to the class.
Say the conversation with a student. Ask the student to be the pizza maker while you order the pizza. Ask for different toppings than in the conversation.
Ask students to work in pairs. Have students take turns being the pizza maker and the person ordering the pizza.Remind students to list the size and the toppings they really like. Students practice both roles.
Ask some students to present their dialogues to the class.
2a This activity gives students practice in understanding the key vocabulary in spoken conversation.
Point to the food in the picture and ask students to point to and name each one.
Explain that students will hear a recording of a conversation. Say, The people will talk about some of the foods, but they will not talk about others. Please check only the ones they talk about,
Play the recording the first time. Students only listen.
Play the recording a second time. This time, ask students put a checkmark next to each food mentioned on the rape.
Correct the answers.
2b This activity provides listening and writing practice using the target language.
Point to the blank lines. Read each statement, saying the word blank each time you come to a blank.
Play the recording and ask students to listen and write the missing word in each blank. Point out that all the words they need are in activity 2a, They can usethese words as answers and to check their spelling.
Check the answers by having students write the sentences on the board.
2c This activity provides guided oral practice using the target language.
Call attention to the example in the speech bubbles.Ask a student to read the example to the class.
Say, Now practice ordering the kind of pizza you like. Use the dialogue In activity 2b as a model.
Help students find partners. Then say, First read the dialogue in activity 2b together. Each student can be both the pizza maker and the customer. Then make your own dialogues. Tell what you realty like on your pizza.
Ask pairs of students to present their dialogues to the class.
3a This activity provides reading and oral practice using the arger language.
Call attention to the questions above the pizza maker's head and the list of answers above the boy's head.Ask one student to read all the questions to the class. Ask another student to read all the answers.
Say, Now please match each question with an answer.The first one is done as a sample.
Point to number 1 and say. Can I help you? Then point to answer c and say, I'd like a pizza, please.
Ask students to complete the exercise on their own.Less advanced students may benefit from doing the activity in pairs or in small groups.
Check the answers.
3b This activity provides guided oral practice using the target language.
Review with students how to say their phone numbers. Write several phone numbers on the board and say the English way of saying telephone numbers. It is always correct to say the numbers one at a time: 843-5038 can be said, eight-four-tbree---five, oh, three, eight. However,a group of four numbers is sometimes said in two groups of two numbers. So 843-5038 is sometimes said, eight-four-three----fifty, thirty-eight.
Ask students to work in pairs. Help students decide who will be Student A and who will be Student B.
Ask one of the pairs of students to read the dialogue from activity 3a. One student is the pizza maker and asks the questions. The other is the customer and gives the responses in the book.
Then say. Now make your own conversations. Student A asks the questions/Torn activity 3a. Student B gives true answers.
After students have completed the dialogue one way,ask the partners to exchange roles and do it again.
Ask some pairs to perform their dialogue for the class.
Section B
1 a This activity introduces more key vocabulary.
Call attention to the food on the table. Ask students to point to and name as many of the foods as possible. Point to and say the names of any foods they don't recognize.
Then point to the words on the list. Say the words and ask students to repeat the words.
After that, ask students to match each word with a picture. Say, Write the letter of each food picture in the blank in front of the correct word. As students work, move around the room answering questions as needed.
Check the answers.
1 b This activity provides guided oral practice using key vocabulary words.
Call attention to the food on the table. Say, Please circle the things you like and put an X in front of the things you don't like.
When students finish this step, ask students to work with partners. Point to the speech bubbles and ask two students to read the dialogue.
As the partners tell each other what they like and don't like, move around the room monitoring their work.
2 a This activity provides listening practice using the target language.
Point out the eight words in activity la and say, For this activity, mark your answers in activity 1a.
Say, You will hear a conversation. A boy is ordering pizza from a pizza restaurant. As you listen, please circle each of the words in activity la that you hear on the recording.
Play the recording the first time. Students only listen.
Play the recording a second time. This time ask students to circle each of the foods in activity la that is mentioned in the dialogue on the tape.
Correct the answers.
2b This activity provides listening and writing practice using the target language.
Say, Look at the order form on page 82. What information does it ask for? Call on individuals to answer.
Then say, I'm going to play the recording again. This time, please write down the information on the order form. You will be writing the boy's address, his telephone number, and the names of all the food items be orders.
Play the recording the first time. Students only listen.Say, The order form has the address first, telephone number second, and the food order third. You will fill out the bottom part of the form before the top part.
Play the recording a second time. This time, ask students to write out the information on the form. You may wish to play the tape more than once if many students are not able to complete it the first time.
Correct the answers.
2c This activity provides guided oral practice using the target language.
Say, Look at the order form on page 83. You will work in pairs. Student A, you work in a pizza restaurant. Ask Student B questions and fill out the order form. Remember to ask for the address and telephone number. Student B, order food and drink that you like from the list in activity la.
After students complete the dialogue one way, ask the partners to exchange roles and do it again.
Ask pairs of students to perform their dialogue for the class.
教学反思：
开放的课程呼唤开放的评价方式
新的评价方式的改革，直接关系到新课程改革的成败。因为不管我们的老师是穿新鞋走老路，或是穿新鞋走新路，或是拎着鞋新鞋走老路-------但他们要走向哪里，走向何方？我们的评价方式就起着导向的作用。导向正确了，自然会引导我们的老师走向胜利的彼岸。但如果我们的导向错了，那将会使我们的改革南辕北辙，适得其反。
看看我们现在的评价方式，和原来的比较几乎没有多大的改变。第一，仍然以考试成败论英雄。以考试成绩来考核老师自然无可非议，但除此之外，哪一条还能像考试成绩一样深深地影响领导对教师的评价呢？想不出来，怎么想也想不出来。甚至连我也怀疑，是不是就没有其他的方式了呢？要么还有一种更加合理的解释，那就是我可能至从当老师以来就只会教书，教书，除此之外，我也再没有值得引以自豪的了。以成绩论英雄的后果我们也不难看见：一批头脑发达，但四肢不发达的学生被我们一批又一批地送进了高一级学校；一些只懂数理化而神经麻木的人才被我们输入到了社会的各行各业；一些认为唯有读书高的未来社会的主人也被我们一批一批的克隆出来-----以成绩论英雄在我们教师最大的体现则是我们的老师坚持的认为学习好的就是好孩子，而成绩差的是应该开除人籍而应被教育淘汰的。因此，当老师面对无论任何一群学生，便会心安理得的把学生分这三、六、九等。事实告诉我们，学生在毕业走向社会后，“有头脸的”的学生有两类：第一类是原来在校成绩很优秀的，他们也是我们应试教育的优秀成果。第二类是反而是在学校时老师心目很调皮的爱迪生们。而在学校听话的成绩平平的中等生，他们走向社会后，其成绩也大都成绩平平，和在学校时没什么两样。这样看来，以考试论英雄的结果，会埋没我们多少未来的英雄。
第二，仍然以中考成绩为学校，为老师排队。能代初三课的老师都是好老师，中考成绩优秀的老师更是老师之中的天之骄子，中考成绩就是教育界的“哥德巴赫猜想”，其实每个老师的心中都有这种想法。但若把他作为唯一检验教学成绩的唯一标准就有点不对。上至领导下至老师，谁都会发表几句关于素质教育的高谈阔论，但一到关键时候，比如评职称上模范时，这就成了一条绕不过的坎。教育局对学校的评价，每年除了一次督导评估后，对学校和老师更有影响力的就是中考排队。我们从上到下都一直就这么坚持的认为，只有成绩才是硬指标。谁再会去想现在成绩不好的学生将来他会不会成为爱迪生还是牛顿呢？教材换了，但我们仍可以用老办法去教，理念换了，我们还能用老观念去阐述。为什么？评价方式没有变，没人以多培养了几个有价值的农民为荣，而只以上几个一中为幸，我们用老办法同样能得到好的评价，谁还愿意去改变呢？看看这两年我们找不到工作的大学生，难道只是中国人多地少吗？如果文凭真的成了一纸证明，到那时我们才要醒吗！别再等到成绩无用时再来回忆我们曾经引以为豪的成绩单吧！中国需要的是有能力而不是单有文凭的人才，这一点我们应该有清醒的认识。教育要在中国超前发展，不仅仅是教育资金的提前投入，更重要的是教育意识的超前性，因为现在的中国教育就是明天中国的经济。
建立开放的评价体系，就是要使培养杰出农民和杰出学者的教师拥有同样的礼遇。建立开放的评价体系，就是要让成绩好的天才们和成绩差的爱迪生们能得到老师公平的对待。
3a This activity provides reading and writing practice using the target language,
Ask a student to read the list of words to the class.
Read the newspaper ad, saying the word blank each time you come to a blank.
Say, Now write a word from the list in each blank.The first one is done for you.
Ask students to work on their own. As they work,move around the room offering assistance as needed.
Go over the answers together by having students read one sentence each.
3b This activity provides reading and writing practice using the target language,
Read the ad, saying the word blank each time you come to a blank.
Say, Now write a word in each blank. The first one is done for you.
Ask students to work on their own. As they work,move around the room offering assistance as needed.
3c This activity provides writing practice using the target language.
Ask students to look back at the ad in activity 3a.Ask a student to read it to the class.
Say, Now please write your own ad. You can use some of the sentences from activity Set, hut please use your own types ofpixza and choose different drinks. You can also change the prices.
As students work. move around the room offering language support and answering questions as needed.
Review the first few ads as they are completed. Help students make corrections. Ask those who finish fu-st to write their ads on the board.
Say, Now correct your ads with a partner. If there are mistakes you can't correct, raise your hand and I will help you. Write any frequent errors on the board.so that all students can learn from the corrections.
4 This activity provides guided listening and speaking practice using the target language,
Read one or two of the ads students wrote for activity 3c. Ask others to tell what items they heard mentioned in the ad. Ask about the prices they heard, too.
Say,Now you will be working with your partner.First read your partner's ad. Notice the kinds of pizza he or she wrote about. Look at the prices.Then order a pizxa from your partner.
Say a dialogue with a student. Use the student's ad to place your order. Follow the example in the speech bubbles.
Have students work In pairs and take turns ordering food and drink from their partner's ad.
As students work, move around the room, offering assistance if needed.
Have a few pairs of students say their conversations for the class.