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1. Ask the student to discuss the advantages of travelling.
2. Ask some questions: :
Q1:Have you travelled by…
Q2:Why do you like travelled by…?
?设计说明：该步骤旨在开发学生自身的资源，既发挥学生的想象力和充分利用学生既有的经验和知识，为新的知识的呈现做铺垫，为新的知识的运用创造条件。
Step III. Pre-reading
?List the countries that the Mekong Rive flows through
教师通过以上的问题结合图片导入本节课的内容。看图预测阅读内容 教师展示湄公河流经不同国家的地形地貌图。
Step IV. Fast – reading
(?Ask the students to read the text quickly and then answer the following questions )
1. Who are Wang Kun and Wang Wei?
2. What was their dream?
3. Who are Dao Wei and Yu Hang?
4. Where is the source of the Mekong River and which sea does it enter?
5. What can you see when you travel along the Mekong?
6. Is it a difficult journey to cycle along the Mekong? Why??
快速阅读使学生获得表层信息。搞清楚人物，时间，地点，事件及过程等。
Step V. Detailed reading
Ask the students to read the text again then fill in the table
Their?dream
?
Their preparations
They bought ______________, got their cousins ____________________and found_______.
?
The Mekong River
It begins at ___________________ _________, moves ______?and passes through __________. Half of it is in _____.It flows through__________.Then it travels slowly throug__________.
At last it enters _______________ ___.
细读使学生对已获取的信息进行条理化整理，有助于正确理解课文的基本大意。在阅读过程中，引导学生根据图片，上下文或词缀知识，猜测词义（e.g. waterfall, delta etc.）；理解进行时表将来用法，再举例说明，加以巩固。在这里我只要求学生能辨别、归纳这一语法现象。记得有位语法大家这样说：阅读是语法习得非常重要甚至一个必须的手段，在具体语境中才能把语法学好。
Step VI?Discusion
1. Make lists of Wang Wei’s and Wang Kun’s similar and different attitudes about the trip.?