Unit 3 I'd like a large pizza(新目標七下英文教案)
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.教學反思：開放的課程呼喚開放的評價方式
新的評價方式的改革，直接關系到新課程改革的成敗。因為不管我們的老師是穿新鞋走老路，或是穿新鞋走新路，或是拎著鞋新鞋走老路-------但他們要走向哪里，走向何方？我們的評價方式就起著導向的作用。導向正確了，自然會引導我們的老師走向勝利的彼岸。但如果我們的導向錯了，那將會使我們的改革南轅北轍，適得其反。看看我們現在的評價方式，和原來的比較幾乎沒有多大的改變。第一，仍然以考試成敗論英雄。以考試成績來考核老師自然無可非議，但除此之外，哪一條還能像考試成績一樣深深地影響領導對教師的評價呢？想不出來，怎么想也想不出來。甚至連我也懷疑，是不是就沒有其他的方式了呢？要么還有一種更加合理的解釋，那就是我可能至從當老師以來就只會教書，教書，除此之外，我也再沒有值得引以自豪的了。以成績論英雄的后果我們也不難看見：一批頭腦發達，但四肢不發達的學生被我們一批又一批地送進了高一級學校；一些只懂數理化而神經麻木的人才被我們輸入到了社會的各行各業；一些認為唯有讀書高的未來社會的主人也被我們一批一批的克隆出來-----以成績論英雄在我們教師最大的體現則是我們的老師堅持的認為學習好的就是好孩子，而成績差的是應該開除人籍而應被教育淘汰的。因此，當老師面對無論任何一群學生，便會心安理得的把學生分這三、六、九等。事實告訴我們，學生在畢業走向社會后，“有頭臉的”的學生有兩類：第一類是原來在校成績很優秀的，他們也是我們應試教育的優秀成果。第二類是反而是在學校時老師心目很調皮的愛迪生們。而在學校聽話的成績平平的中等生，他們走向社會后，其成績也大都成績平平，和在學校時沒什么兩樣。這樣看來，以考試論英雄的結果，會埋沒我們多少未來的英雄。