1. Write a composition about your good friend.

5. A report about your good friend like the example given. (The Ss may substitute the underlined parts with their own needs)

　 I have a close friend in my group. He is Eric. We have the same hobby --Reading. Eric stated reading when he was seven years old and now he reads books every day when he is free. He often reads in the classroom, in his bedroom, in the library or even in the park. He thinks reading can make him happy and know a lot about the world. He also thinks reading is very important and relaxing. So he will continue reading in the future.

设计意图：通过小组内对话，完成寻找好友这一任务，让学生运用有关“兴趣爱好”句型，在用中巩固。非单调地反复，而是有意义地使用，体现“做中学”的理念。通过让学生口头报告自已好友这一活动，让学生产生有意义的输出，并使语言的运用最终落实于篇章之中。

Homework　

4. Make sure the one who has the same opinion about hobbies or who has the most hobbies as you is your good friend.

3. Make conversations with the ones in the group like following:

　　　 A: Do you have a hobby?

　　　 B: Yes, I do.

　　　 A: What’s your hobby?

　　　 B: My hobby is to read books.

　　　 A: When did you start doing it?

　　　 B: I started doing it when I was seven years old.

　　　 A: How often do you read books?

　　　 B: I read books every day when I am free.

　　　 A: Where do you read books?

　　　 B: I read books everywhere, in the classroom, bedroom, library and park and so on.

　　　 A: Why do you enjoy your hobby?

　　　 B: I think reading can make me happy and know a lot about the world.

　　　 A: Do you want to change your hobby when you grow up?

　　　 B: I don’t think so. Reading is important and relaxing.

2. Make conversations to find out who has the most hobbies or has the same opinions about hobbies.

1. Divide the classroom into 3 or 4 groups. Ask the Ss in each group to make conversations one by one to find out who is a good friend of his/ hers.

2. Work in pairs, get each of them to find out which character his / her partner selects.

　 　A: What is your hobby?

　　 B: My hobby always takes up a large space.

　　　 　A: You must be Sally.

　　 A: What is your hobby?

　　 C: …

设计意图：通过不同角色的猜测，让学生使用不同问句，并在提问过程中加深对对话的理解，在完成 “找人”的活动中，加强目标语的训练和加大语言的输入和输出量。

Step6　 Who is my good friend in the group? 　(10’)

1. Ask the Ss to choose a character from the conversation.

6. Read in a group of 3.

设计意图：通过对话的听读操练，增强对目标语的输入，在大输入量的基础上，为后续的输出做准备。匹配题和问题的设置帮助学生能较好的完成Activity4&5。

Step 5　 Who’s who?　 (4’)

5. Read the conversation together loudly. Show some comprehension questions.

　 What does Lingling need to do? And why?

　 What made Sally so interested in music?

　 When did Sally have her first violin lesion?

　 What is Sally going to Radio Beijing to do?