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.