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.
教學(xué)反思：
開(kāi)放的課程呼喚開(kāi)放的評(píng)價(jià)方式
新的評(píng)價(jià)方式的改革，直接關(guān)系到新課程改革的成敗。因?yàn)椴还芪覀兊睦蠋熓谴┬滦呃下罚蚴谴┬滦咝侣罚蚴橇嘀滦呃下?------但他們要走向哪里，走向何方？我們的評(píng)價(jià)方式就起著導(dǎo)向的作用。導(dǎo)向正確了，自然會(huì)引導(dǎo)我們的老師走向勝利的彼岸。但如果我們的導(dǎo)向錯(cuò)了，那將會(huì)使我們的改革南轅北轍，適得其反。
看看我們現(xiàn)在的評(píng)價(jià)方式，和原來(lái)的比較幾乎沒(méi)有多大的改變。第一，仍然以考試成敗論英雄。以考試成績(jī)來(lái)考核老師自然無(wú)可非議，但除此之外，哪一條還能像考試成績(jī)一樣深深地影響領(lǐng)導(dǎo)對(duì)教師的評(píng)價(jià)呢？想不出來(lái)，怎么想也想不出來(lái)。甚至連我也懷疑，是不是就沒(méi)有其他的方式了呢？要么還有一種更加合理的解釋?zhuān)蔷褪俏铱赡苤翉漠?dāng)老師以來(lái)就只會(huì)教書(shū)，教書(shū)，除此之外，我也再?zèng)]有值得引以自豪的了。以成績(jī)論英雄的后果我們也不難看見(jiàn)：一批頭腦發(fā)達(dá)，但四肢不發(fā)達(dá)的學(xué)生被我們一批又一批地送進(jìn)了高一級(jí)學(xué)校；一些只懂?dāng)?shù)理化而神經(jīng)麻木的人才被我們輸入到了社會(huì)的各行各業(yè)；一些認(rèn)為唯有讀書(shū)高的未來(lái)社會(huì)的主人也被我們一批一批的克隆出來(lái)-----以成績(jī)論英雄在我們教師最大的體現(xiàn)則是我們的老師堅(jiān)持的認(rèn)為學(xué)習(xí)好的就是好孩子，而成績(jī)差的是應(yīng)該開(kāi)除人籍而應(yīng)被教育淘汰的。因此，當(dāng)老師面對(duì)無(wú)論任何一群學(xué)生，便會(huì)心安理得的把學(xué)生分這三、六、九等。事實(shí)告訴我們，學(xué)生在畢業(yè)走向社會(huì)后，“有頭臉的”的學(xué)生有兩類(lèi)：第一類(lèi)是原來(lái)在校成績(jī)很優(yōu)秀的，他們也是我們應(yīng)試教育的優(yōu)秀成果。第二類(lèi)是反而是在學(xué)校時(shí)老師心目很調(diào)皮的愛(ài)迪生們。而在學(xué)校聽(tīng)話(huà)的成績(jī)平平的中等生，他們走向社會(huì)后，其成績(jī)也大都成績(jī)平平，和在學(xué)校時(shí)沒(méi)什么兩樣。這樣看來(lái)，以考試論英雄的結(jié)果，會(huì)埋沒(méi)我們多少未來(lái)的英雄。
第二，仍然以中考成績(jī)?yōu)閷W(xué)校，為老師排隊(duì)。能代初三課的老師都是好老師，中考成績(jī)優(yōu)秀的老師更是老師之中的天之驕子，中考成績(jī)就是教育界的“哥德巴赫猜想”，其實(shí)每個(gè)老師的心中都有這種想法。但若把他作為唯一檢驗(yàn)教學(xué)成績(jī)的唯一標(biāo)準(zhǔn)就有點(diǎn)不對(duì)。上至領(lǐng)導(dǎo)下至老師，誰(shuí)都會(huì)發(fā)表幾句關(guān)于素質(zhì)教育的高談闊論，但一到關(guān)鍵時(shí)候，比如評(píng)職稱(chēng)上模范時(shí)，這就成了一條繞不過(guò)的坎。教育局對(duì)學(xué)校的評(píng)價(jià)，每年除了一次督導(dǎo)評(píng)估后，對(duì)學(xué)校和老師更有影響力的就是中考排隊(duì)。我們從上到下都一直就這么堅(jiān)持的認(rèn)為，只有成績(jī)才是硬指標(biāo)。誰(shuí)再會(huì)去想現(xiàn)在成績(jī)不好的學(xué)生將來(lái)他會(huì)不會(huì)成為愛(ài)迪生還是牛頓呢？教材換了，但我們?nèi)钥梢杂美限k法去教，理念換了，我們還能用老觀(guān)念去闡述。為什么？評(píng)價(jià)方式?jīng)]有變，沒(méi)人以多培養(yǎng)了幾個(gè)有價(jià)值的農(nóng)民為榮，而只以上幾個(gè)一中為幸，我們用老辦法同樣能得到好的評(píng)價(jià)，誰(shuí)還愿意去改變呢？看看這兩年我們找不到工作的大學(xué)生，難道只是中國(guó)人多地少嗎？如果文憑真的成了一紙證明，到那時(shí)我們才要醒嗎！別再等到成績(jī)無(wú)用時(shí)再來(lái)回憶我們?cè)?jīng)引以為豪的成績(jī)單吧！中國(guó)需要的是有能力而不是單有文憑的人才，這一點(diǎn)我們應(yīng)該有清醒的認(rèn)識(shí)。教育要在中國(guó)超前發(fā)展，不僅僅是教育資金的提前投入，更重要的是教育意識(shí)的超前性，因?yàn)楝F(xiàn)在的中國(guó)教育就是明天中國(guó)的經(jīng)濟(jì)。
建立開(kāi)放的評(píng)價(jià)體系，就是要使培養(yǎng)杰出農(nóng)民和杰出學(xué)者的教師擁有同樣的禮遇。建立開(kāi)放的評(píng)價(jià)體系，就是要讓成績(jī)好的天才們和成績(jī)差的愛(ài)迪生們能得到老師公平的對(duì)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.