3. Learn balanced diet and its importance.

We must have enough food and the food must be clean.

It’s very important for us to keep a balanced diet.

We should eat regularly.

We should eat not only our favorite food but also healthy food.

2. Review comparative and superlative forms of adverbs.

Jane cooked more carefully.

Michael cuts more finely than she / her.

I cooked the most carefully.

1. Learn new word and phrases:

balaced diet, realize, not only ... but also

2. (让学生再听对话2。)

　 T: Listen to 2 again. Make up a similar dialog according to the dialog in 2. Work in groups.

4. sandwiches, sausages, a bottle of beer

1. four　 2. a glass of lemonade 　3. a big glass of milk

1. (完成2。让学生先看题目，以降低难度。)

　 T: Now, let’s look at 2. First read the sentences in one minute. Then listen to 2 and fill in the blanks.

　 (学生听完录音后。)

　 T: OK, let’s check the answers.

　 (提供标准答案并板书。)

2. (读1，然后完成下面的表格。)　　　　　　

T: Do you know the results of the First Ren’ai International Food Festival? Here is an e-mail from Li Weikang to Daniel. Read it carefully, and you’ll know the results. After reading it, fill out the form.

Step 3　 Consolidation 第三步　 巩固(时间: 6分钟)

巩固2，锻炼学生听力。

1. (再次使用第一步复习中小黑板上的问题，引导学生理解课文，获取正确信息，检查学习效果。)

T:　　　　 Just now, we talked about the food festival. Now, read the e-mail which Li Weikang sent to Daniel in 1. In the e-mail, Li Weikang described the scene very carefully. Read it carefully and answer the questions.

　 T:　 What’s Daniel’s e-mail address?

　 Ss:　　 Daniel @ hotmail. com.

　 (增加类似上面问题，然后与学生共同核对答案。让学生口头回答，或让学生分组竞赛写

答案，看哪组写得又快又好，及时给予评价。)

2. (教师可以利用以下问题来引导学生进一步思考，完善描述，同时便于导入本课目标语

言。)

(1)(以下问题使用小黑板/幻灯片展示。)

T: Please answer the questions.

How did the food festival go?

Were the results worth the effort?

Who did the students invite?

Did the parents and teachers like the food?

Who cooked carefully?

Who cooked more carefully?

Who cooked the most carefully?

What food and drink did they sell?

Were they happy?

How did the students work?

How much did they make?

(2)(画线部分为目标语言和新词，应详细讲解，便于学生学习、理解。)

(3)(因未学习正文，故以上问题无固定答案，重在巩固知识，学习目标语言，提高语言综合应用能力。)

(4)(这些问题在学过1和3a后还要使用，以检查学生理解课文的程度和学习效果。)

T: Please think over these questions above, and discuss in groups. I’ll ask some of you to answer later. You may look at the picture on page 69.

(讨论两分钟后，请部分小组派代表来讲一讲。然后给予评价，加以肯定。如果学生对目标语言仍有问题，教师可以稍加讲解并再次练习目标语言，如此重复几次。)

Step 2 　Presentation 第二步　 呈现(时间: 6分钟)

呈现本课1。