5、Choose two or three to share the replies with the whole class.

［1、这一环节是基于听说训练之上，培养学生的读写能力，在课堂内强化目标语言。2、对教材进行重新整合，既有效地控制了难易梯度，又不失时机地为学生创造了互相学习的机会，充分调动了学生的创造性思维和发散性思维能力。］

Step 7 Consolidation and Sum-up

4、　 Ask Ss to write another letter.

T: You are Isabel now. Write a letter to reply Liu Li. Talk about the same and different between you and one of your friends.

3、　 Check the answers. (Ask Ss to give reasons.)

2、　 Ss read the article. Then read the statements (1-5) about the article. Write “T”、“F” or“DK”.

1、　 Teach “look the same”、“look different”、“ be as good as”、“be not as good as”、“a little”，using some pictures and comparing some Ss in class.

3、Ask some Ss to share with others.

［1、设计的活动既突出互动合作，又体现个性化发展，有利于调动各个层面同学的学习积极性，最大限度地提高每位同学的参与意识。2、活动的主题难易顾及到学生的实际情况，操作具有可行性。3、教师导演，学生主演，充分发挥学生的主体作用和积极能动性。4、“名人专访”、“公众投票”、“明日之星”这些活生生的生活场面，活现在课堂中，完全改变了以往“直截了当向学生传授语言”的传统教育模式，真正体现了“以人为本”的任务型语言教学模式。］

Step 6 Reading and Writing

2、Get Ss to design their future and have a free talk.

1、　 Show an example on the screen:

I want to be a super star. Now I’m tall. Later I’m taller. Now I’m a middle school student. Later I’m a college student.…

2、　 Each group choose one student to do a report. Show the results in class.

Task 3: Super star (Individual performance)

T: Suppose you are a super star in the future. What will you look like and what will you be like?

S: I’m better than now, of course.

1、　 Divide the class into 4 groups and then work in groups. Fill in the chat.