pep Book 3 Unit 6英文教案 篇1

　　unit 2  單元分析

　　1 、教學內(nèi)容

　　a：  本單元的對話句型

　　how many … … do you have?

　　i have … …  .

　　what colour is it?

　　it is … … .

　　b: 本單元有關(guān)學習用具的單詞，要求學生做到聽懂、會說。bag  pencil  pen  book  ruler  pencil-case

　　2 、教學要求

　　a:   能聽懂、會說每一課會話；

　　b:   能聽懂、會說每一課出現(xiàn)的常用單詞；

　　c:   能聽懂 put on，put in and  put ……under.

　　并做出正確反應(yīng)。

　　1、 教學重點難點

　　a:   會話的熟練聽說

　　b:   常用單詞的熟練聽說

　　put on, put in ,put ……under. 較難學，注意區(qū)分

　　4、 教學時間

　　本單元共6課，每一課約用1課時，共記6課時，兩周完成。

　　lesson  1

　　1、 teaching aims

　　a:  how many …… do you have?

　　b:  i have…….

　　put  on /  in  / ……under

　　2、 teaching aids

　　a tape-recorder，an english book, a chinese book,

　　a storybook,  a notebook and a math book.

　　3、important points

　　put……on ……. /in……/ under…….

　　4、steps

　　(1)greetings

　　after the greetings and let them sing a song with the teacher.     

　　(2) revision.

　　“what is in our classroom?”

pep Book 3 Recycle 2英文教案 篇1

　　recycle two

　　part one

　　1 teaching aims

　　let them review and master the sentences learned between unit4-unit 6.

　　master the text well.

　　make a new dialogue.

　　2 teaching aids

　　a tape-recorder, some cards

　　3 important points

　　merry christmas!

　　is this…                  father christmas.

　　what would you like?   i’d likesome…

　　4 teaching steps

　　1) revision.

　　----how many students are there in your class

　　----67.

　　----who are they?

　　----they are…

　　2) new contents

　　first, let one student read the first paragraph, and others follow him or her. then practice in pairs, and then act out.

　　the same step is the other four pictures. then make a new dialogue like that.

　　next, to learn the next four pictures and practice in pairs.

　　3) group work

　　give them some minutes to prepare for a new dialogue and act out. compete in groups.

　　4) homework

　　read the text smoothly.

　　listen and imatate.

　　5) teaching notes

　　part one

　　1 teaching aims

　　listen and color the house right colors.

　　master the spelling of some words.

　　2 teaching aids

英文說課稿優(yōu)秀 篇1

　　各位老師：

　　下午好！

　　今天我說課的內(nèi)容是初中英語教材八年級Unit 4 Topic 1 Plants and animals are impontant to us

　　一、本話題的分析

　　本話題圍繞談?wù)摳�描述自然界的風光動植物及生存資源——---森林跟水引入本話題的主要語法項目：形容詞的比較級跟最高級；為今后學習現(xiàn)代科技跟歷史遺跡的知識打下基礎(chǔ)，同時通過Which do you like better/best?以及Paiwork的反復操練，進一步提高學生，聽、說、讀、寫綜合素質(zhì)能力。

　　二、教學目標：

　�。�1）知識目標：

　　The hens are much/a little smaller than the cons/geese.，The mice are the smallest of them.

　�。�2）學習單詞：

　　Wolf. bear sheep goose rabbit snake rose nature forest protect land ocean sea

　　能力目標：提高學生，聽、說、讀、寫及知識自學的綜合能力。情感目標：培養(yǎng)學生熱愛自然，保護自然的環(huán)境意識。本話題所須課時：4節(jié)課。

　　三、重點與難點：

　　重點：學習形容詞的比較級跟最高級的用法以及用簡單的英語語句描述跟談?wù)摯笞匀弧?/p>

　　難點：

　　1、多音節(jié)形容詞的比較級跟最高級以及形容詞比較級的不規(guī)則變化。

　　2、談?wù)摰厍蛏纤�資源跟熱帶雨林的基本狀況，以及它們對于地球上生物的重要性。

　　教材處理：

　　根據(jù)以上對教材的分析，同時針對中國學生學習外語存在一定困難的實際情況。首先給學生創(chuàng)造外語語言氣氛，身臨其境地把學生帶到所設(shè)計的語言情景中，同時激發(fā)學生學習興趣：使學生在參與后一系列活動中，掌握知識。最后通過做游戲?qū)�學生所學知識點進行訓練，從而達到鞏固知識的目的。

unit 6: where are the jazz cds?language goalin this unit students learn to ask for and give directions inside a building and talk about favorites.new languagewhere is the pop music? go upstairs and turn right.it's next to the jazz.where is the jazz? go straight. it's between the pop and the country.where are the dance cds? go upstairs and turn left.they're behind the country cds.names of musical styles such as classical, dunce, jazz,pop, country.section aadditional materials to bring to class:blindfoldsamples of various kinds of music mentioned in this unit.ask twelve students to come to the from of the room and stand in four rows, leaving a few feet between students.stand in front of this group. ask and answer questions about where each student is standing. where is (lin li)? he's between (cao xin and zhang li). where is (sun bei)?she's behind (lin li).then cover a student's eyes and lead the student around the room by the arm. give directions using the words go straight ahead, turn left, and turn right and then help him or her to follow the directions you    this activity introduces the key vocabulary.focus attention on the picture. ask students to tell what they see. guide students to understand that the picture shows different types of music. name the musical types and ask -students to repeat- ask students to name a singer, song or composer for each musical type.examples: yo-yo ma is a classical musician. janet jackson is a dance singer. celinc dion is a pop singer. garth brooks is a country musician. kenny g is a jaz2 musician.point out the numbered list of words. say each one and ask students to repeal.then ask students to match each picture with one of the words. say, write the letter of each picture next to the wonts on the left. point out the sample answer.check the answers,1 b    this activity gives students practice in understanding the target language in spoken conversation,draw a set of stairs on the board. at the top of the stairs,write jazz in a box on the left and classical in a box at the right. write dance in a box at the left below the stairs.point to the three conversations. read the first conversation with a student. then read it a second time as you use your fingers to "walk" up the stairs and turn left to the jazz section. ask various students to read the other conversations. use your fingers to walk to each section mentioned.play the recording the first time. students only listen.play the recording a second time. this time, ask students to listen to the recording and write the number of each conversation in the correct box. point out the sample answer.correct the answers,1 c    this activity provides guided oral practice using the target language.point to the conversations in ib and ask a student to read them with you. then ask two students to read them to the class. you may wish to point to the picture showing the types of music mentioned as the students read the conversations.say, now please have conversations like the ones in the picture. ask and answer questions about where to find all five kinds of music.if students need additional help getting started, ask where's the (classical music)? and practice the conversation with one student at a time.ask students to work in pairs. after they practice fur a few minutes, ask some pairs to present their conversations to the class.for extra practice, use the stairs you drew on the board earlier. erase the words you wrote before and write in the words country and pop to the left of the stairs, dance straight ahead of the stairs and jazz and classical to the right of the stairs. students use this map to have more conversations.2a    this activity introduces the key vocabulary.ask four students to come to the front of the room.arrange the students so that one is in the middle and the others are to the left of, to the right of, and behind the first student. then describe the location of the students using the words behind, next to, between, and in front of. for example, li peng is behind zhou wen, cao ying is next to zhou wen, zhou wen is between cao ying and gong zheng, and zhou wen is in front of li peng.point to the four pictures of alphabet blocks. ask students [o tell what they sec in each picture.point lo the letter under each group of alphabet blocks. ask students to match each numbered sentence with one of the pictures. say, write the letter of each picture next to the correct sentence.check the answers.2b    this activity provides listening practice using the target language.call attention to the picture showing the music sections inside a music store.say, now you are going to hear some conversations.people are asking the clerk/or different kinds of cds. listen to the conversations and write on the map where each music section is in the store. point out the sample answers.play the recording the first time. students only listen.play the recording again. students label the map of the cd store.check the answers.2c    this activity provides guided oral practice using the target language.call attention to the sample conversation in speech bubbles. read it with a student.ask students to work in pairs. have each student practice both roles.3    "this activity provides oral and written practice using the target language.call attention to the example in speech bubbles and ask a student to read the questions to the class. say,in this activity you will ask each other questions about favorite types of music and favorite musical groups.ask students to work in pairs. ask student a in each pair to look at the chart on page 33, ask student b to look at the chart on page 84. remind students not to look at their partner's page.say the first question and answer exchange with a student. pretend you are student a and work with a partner. say, ask me about bob's favorite kind of music. if necessary, supply the question: what's bob's favorite kind of music? point out the sample answer in the first column,classical. say, he likes classical music.then ask your partner, what's bob's favorite group or singer? have student b look at the answer on page 84 and say it to the class. show students that you are writing it in the blank in the first row under "favorite group or singer,"ask the pairs to continue on their own. move around the room monitoring the progress of the pairs.go over the answers.4.    this activity provides oral and written practice using the target language and asks for original student input.call attention to the conversation in the speech bubbles. read it aloud with a student.say, ask questions like these to fill in the chart.ask the people inyour group what their favorite kind of music is and who their favorite group or singer is. enter the information on the chart.divide the class into small groups and set a time limit often minutes. ask all the students to begin asking each other questions.at the end of ten minutes, get feedback by asking students to describe the musical tastes of the other students in their groups.section bnew languagewords that say how good or bad something is: amazing,terrible, awful, great, ok, fantastic, not bad, cool, etc.additional materials to bring to classblindfold1 a    this activity introduces the key vocabulary.focus attention on the three faces. ask students what they think each one means. guide students to understand thai the smiley face means,"! like it," the middle face with no smile means,"! don't like it or dislike it," the frowny face means,"! don't like it."then call attention to the list of words. say each one and ask students to repeat. after they repeat each word,talk about what it means and use it in a sentence. use your tone of voice and facial expression to emphasize the meaning of each term. for positive words, smile and use a warm tone of voice. for negative words, frown slightly- wrinkle your nose and use a cool tone of voice. for example: "amazing" means very, very good. the beatles were an amazing musical group."terrible "means wry, very bad.i think country music is terrible. i never listen to it."awful" means very bad.it means the same thing as terrible.then ask students to draw the correct face on the line next to each word. say, draw one of these faces next to each word. point out the sample answer.check the answers.1 b    this activity provides oral practice using the target language.ask each student to make a list of three singers or musical groups. they can choose from classical, jazz,dance or any other type of music.then ask each student to work with a partner. the two students name musical groups and write down the words their partners use to describe the groups.ask each pair to share their lists with another pair.2a    this activity provides listening practice with the target language.call attention to the chart and the pictures of the four students. say, you will hear a recording of these four people. they're talking about their favorite kinds of music. write the name of each person's favorite kind of music in the blank under their photo and next to"favorite kind of music."play the recording the first time. students only listen.play the recording a second time. this time students write the name of each type of music underneath the correct picture.2b    this activity provides listening practice with the target language.point to the chart again. say, / will play the tape again.this time, write on the chart their favorite groups or singers and what they say about them.play the tape again. students write the favorite group or singer and the description words in the chart.play the tape a third time so students can complete any answers they missed or check their own work,check the answers.2c    this activity provides guided oral practice using the target language,point out the conversation in the speech bubbles.say, work with a partner. one of you is mike and the other is judy. have a conversation about music, using the information from activity 2b.as students work, move around the room monitoring their| work and offering assistance as needed.3a   this activity provides practice reading the target language.point out the two store directories. ask students to read the information in each one. ask, what section does the first directory talk about.' (the pop music section)what section dot's the second directory talk about? (the country music section)say, now please draw a map of the store. demonstrate what the students' maps might look like by drawing the first part of the map on the board. start with a circle and label it "you are here." then read the first set of instructions through the words "go straight" and draw an arrow straight up. read the words, "turn left at the classical music." draw a box and label it "classical music." then continue your first arrow around this box to the left.have students who wish to work alone to go ahead with tiheir maps. ask other students to work in pairs or small groups. they can read the lines in each directory and work together to draw a single map. move around the room, providing support as needed.ask the first student or group finished to put the map on the board. when everyone is done, check the accuracy of the map by reading the instructions on screen one as you "walk" your fingers through the map. make any necessary corrections. then ask a student to read the instructions from screen two and walk their fingers through the map.3b   this activity provides writing practice using the target language.call attention to the map of the music store in the book. point to each section of the store and ask students to read ali the labels on the drawing.read the directions for finding the classical music section. each time you come to a blank, say the word blank.ask students to fill in the missing words by themselves. suggest that they use their finger cor a pencil) to trace the path to the classical music section.as students work, move around the room monitoring progress and answering any questions they may have.ask students to check each other's work.check the answers.3c    this activity provides guided writing practice using the target language.call attention to the map of the music store in the book. point to each section of the store and review the labels on the drawing.point to the directions students wrote for finding the classical music section. say, now please write directions to the jazz section. you can use the same kind of sentences.say, use yourfinger or a pencil to trace the way to the jazz section. then write the directions to the jazz section.as students work, move around the room monitoring progress and answering any questions they may have.check the answers.ask students to write directions to the other sections in the music store.4    this activity provides speaking and writing practice using the target language.divide the class into small groups. ask them to design their own floor plan of a department store as in activity 3b. the floor plan can be more than one floor if there is enough time. ask the groups to write store directories for the information desk in their stores.as students work, walk around the class oftering help where necessary.divide the students into new pairs and have them read their store directories to each other. one student reads and the other student draws the floor plan of the store.公開課教案

unit 2: why do you like koala bears?language goalsin this unit students learn to describe animals and express preferences and give reasons,new languagewhy do you like koala bears?. because they're cute,they're pretty interesting, they're kind of shy, they're very big.names of animals such as tiger, elephant, koala bear, dolphindescription words such as smart, cute, intelligentnames of countries: australia, south africa,recycled languagebetween, across fromhe's/she's from ... he's / she's five years old. name of countries; china, japan, brazilsection aadditional materials to bring to class:coins or other markers for the bingo game in 4.ask students to name as many animals as they can in english. write the list on the board,ask students to describe each animal in some way.they may tell its color or tell if it is big or small.say, today we are going to learn the names of some more animals. well also leam how to say which ones we like and tell why we like    this activity introduces the key vocabulary.focus attention on the map of the zoo showing pictures of animals. ask students to point to and name any animals they can.point to the animals one by one and say the name of each. ask students to repeal.point out the numbered list of words. say each one and ask students to repeat.then ask students to match each word with one of the pictures. say, write the letter of each animal in the blank by that animal's name. point out the sample answer.check the answers.1 b   this activity gives students practice in understanding the target language in spoken conversation.point to the animals in 1a- ask students to point to and name the animals.say, i'm going to play recordings of three conversations. listen carefully as you look at the words in la.put a checkmark in front of the name of each animal you hear.play the recording the first time. students only listen.play the recording a second time. this time students check each animal name they hear.correct the answers.1 c   this activity provides guided oral practice using the target language.call attention to the example conversation in the picture. ask two students to read it to the class. answer any questions they may have.point out the four description words. ask a student to read them aloud. review the meaning of each word.say, now you can make conversations about animals.your conversations can be like the example. use these description words.ask students to work in pairs. have them take turns saying both parts.if students need help getting started, demonstrate another conversation with a student. for example:teacher: let's see the elephant.student: why do you want to see the elephant?teacher: because it's very smart.ask some students to present their conversations to the class.2a   this activity provides listening practice using the target language.call attention to the two blank lines on the left. say,you will hear a recording of a conversation. listen carefully. then write the names of the two animals you hear on these lines.play the recording the first time. students only listen.play the recording a second time. this time students write in the names of the animals.check the answers.point out the adjectives listed on the right. ask a student to say the words.say, now i will play the recording again. this time draw a line between each animal and the adjective you hear.play the recording and have students match each animal with an adjective.correct the answers.2b   this activity provides listening and writing practice using the target language.call attention to the conversation and the blank lines in it say, you will hear the recording again. this time please write a word from the box on each blank line. some words can be used more than one time.ask a student to read the words in the box.play the recording. check to see that students are writing a word from the box on each line of the conversation.go over the answers.2c   this activity provides guided oral practice using the target language.call attention to the conversation in the picture. ask two students to read it to the class.say, now you can have conversations like this one.use the words in box 1, box 2, and box 3 in your conversations.demonstrate a conversation with a student. for example:student: do you like penguins?teacher: yes, i do.student: why?teacher: because they're very cute.3a   this activity provides reading practice using the target language.point to and say the names of the three countries on the maps and ask students to repeatpoint to the three animals and ask a student to name them.say, now draw a line between each animal and the country it comes from.correct the answers.3b   this activity provides guided oral practice using the target language.point to the conversation in the picture. ask a pair of students to read it to the class.ask students to work in pairs. say, now you can talk about where animals come from. point to the map and animals students matched up in 3a-say, work with a partner. take turns asking and answering questions about the countries and animals in 3a.after a few minutes, ask several pairs to say the conversation for the class.section badditional materials to bring to class:pictures of household pets and zoo animals cut out of magazines for follow-up activity 1.1   this activity introduces more key vocabulary,call attention to the animals in the picture and ask a student to say the name of each one.point out the list of eight numbered adjectives at the top.say, now please match the adjectives at the top with the animals in the picture. write the letter of the animal on the line after the adjective. point out the sample answer.as students work, move around the room offering to answer questions as needed.correct the answers-2a    this activity provides listening practice with the target language.say, now i will play a recording of a conversation between tony and maria. this time circle the adjectives you bear on the list for la.play the recording again. students circle the adjectives they hear.correct the answers.2b   this activity provides listening and writing practice using the target language.call attention to the three headings. animal, maria's words and tony's words, and the write-on lines under each.say, now i will play the recording again. this time please write the name of the animals each person talks about and the words they say.play the first four lines of recording and stop the tape. ask, what animal are they talking about? (the elephant) what words does maria use to describe the elephant? (interesting, intelligent)point out the write-on lines where students can write these words.play the whole recording and have students write the words they hear on the chart.check the answers.3   this activity provides guided oral practice using the target language.call attention to the dialogue next to the picture. ask two students to read it to the class.say, work in pairs. use sentences like these to say what you think about different animals.demonstrate the activity with one or two students. for example, say, i like dolphins. they're intelligent.ask students to work in pairs. as they work, move around the room checking on progress.ask some pairs to present their conversations to the class.3a   this activity provides reading practice using the target language.point out the three descriptions of animals. ask students to take turns reading one aloud.then draw attention to the pictures of animals below.say, write the letter of the animal in the blank lines above its description. there is one animal that is not described.check the answers.3b   this activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.call attention to the pictures of animals in 3a, and draw attention to the grass, leaves, and meat. ask a student to explain each word or use it in a sentence to show he or she understands what it means. teach the expression sleeps.point out the description in 3b with blank lines where some words are missing. read it to the class saying blank each time you come to a blank line.point out the six words in the box. say, you can write these words in the blanks. use each word only once.as students work, move around the room checking progress and offering language support as needed.check the answers.3c   this activity provides reading and writing practice using the target language,say, now you can write a description like the one in 3b. you can use some of the same words. write about any animal you like.you may wish to do a sample description with the class. choose an animal's name and write it on the board. then ask students to make statements about the animal.repeat each statement and then write on the board. you can ask leading questions such as. is it big? is it lazy? does it eat grass?ask students to write their own descriptions. you may wish to have less fluent students work with a more fluent partner,ask students to share their writing with others in the class.after you have reviewed the students' work, you may wish to have some students recopy their work so that you can post it on the classroom bulletin hoard.

unit 3: i'd like a large pizzalanguage goalin ihis unit students learn to ask for and give personal information. they also learn to order food.new languagewhat would you like on your pizza?i'd/he'd/they'd like pepperoni.names of foods: cheese, tomatoes, mushrooms,green peppers, pepperoni, onions, oliressection aadditional materials to bring to class:magazine advertisement or food package showing a picture of a pizzatape 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 notesay 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 b1 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.教學反思：