根据提供的信息和语言素材设计教学方案。用英文作答。设计任务：请阅读下面学生信息和语言素材，设计一节英语阅读课教学方案。教案没有固定格式，但须包含下列要点：teaching objectivesteaching contentskey and difficult pointsmajor steps and time allocationactivities and justifications教学时间：45分钟学生概况：某城镇普通中学高中一年级学生，班级人数40人。多数学生已经达到《普通高中英语课程标准(实验)》五级水平。学生课堂参与积极性一般。语言素材：Journey down the MekongPart 1 The Dream and the PlanMy name is Wang Kun. Ever since middle school, my sister Wang Wei and I have dreamed about taking a great bike trip. Two years ago she bought an expensive mountain bike and then she persuaded me to buy one. Last year, she visited our cousins, Dao Wei and Yu Hang at their college in Kunming. They are Dai and grew up in western Yunnan Province near the Lancang River, the Chinese part of the river that is called the Mekong River in other countries. Wang Wei soon got them interested in cycling too. After graduating from college, we finally got the chance to take a bike trip. I asked my sister, "Where are we going?" It was my sister who first had the idea to cycle along the entire Mekong River from where it begins to where it ends. Now she is planning our schedule for the trip.I am fond of my sister but she has one serious shortcoming. She can be really stubborn.Although she didn't know the best way of getting to places, she insisted that she organize the trip properly. Now, I know that the proper way is always her way. I kept asking her,"When are we leaving and when are we coming back?" I asked her whether she had looked at a map yet. Of course, she hadn't. My sister doesn't care about details. So I told her that the source of the Mekong is in Qinghai Province. She gave me a determined look--the kind that said she would not change her mind. When I told her that our journey would begin at an altitude of more than 5,000 meters, she seemed to be excited about it. When I told her the air would be hard to breathe and it would be very cold, she said it would be an interesting experience. I know my sister well. Once she has made up her mind, nothing can change it. Finally, I had to give in.Several months before our trip, Wang Wei and I went to the library. We found a large atlas with good maps that showed details of world geography. From the atlas we could see that the Mekong River begins in a glacier on a Tibetan mountain. At first the river is small and the water is clear and cold. Then it begins to move quickly. It becomes rapids as it passes through deep valleys, travelling across western Yunnan Province. Sometimes the river becomes a waterfall and enters wide valleys. We were both surprised to learn that half of the river is in China. After it leaves China and the high altitude, the Mekong becomes wide, brown and warm. As it enters Southeast Asia, its pace slows. It makes wide bends or meanders through low valleys to the plains where rice grows. At last, the river delta enters the South China Sea.

正确答案：

参考设计：
Class Type: Reading class, 1 period
Teaching Contents: This lesson is about travel dream and travel plan.
Teaching Objectives:
(1) Knowledge objective
Students can learn some useful words and phrases related to travel like transport, prefer, disadvantage and so on.
(2) Ability objectives
①Students can talk about something related to travel, e.g. the place, the fares and transport, etc.
② Students can find out the characteristics of Wang Wei.
(3) Emotional objectives
① Students can learn the spirit of confidence and persistence.
② Students can raise their awareness to love and appreciate the beauty of nature.
Teaching Key Points:
Words: transport, prefer, disadvantage
Teaching Difficult Points:
How to make the students master the text and help the students analyze Wang Wei.
Teaching Procedures:
Step 1 Greetings (1 minute)
Greet the whole class as usual and present the teaching aims.
Step 2 Pre-reading (9 minutes)
Show the photos of some beautiful places on the PowerPoint. The Great Wall, Budala Palace, Venice, Statue of Liberty in New York, America, Fujiyama.) Ask students whether they know where they are.
Show students the map and some beautiful pictures about Mekong, then the students are required to list the countries that the Mekong River flows through. After that the teacher gives a brief introduction about the Mekong River.
(Justification: Students will have curiosity about things related to travel presented in this unit, which can help students get involved into this unit easily and smoothly.Students can realize where the Mekong River is and how important it is for the residents along.)
Step 3 While-reading (15 minutes)
(1) Skimming and Scanning (5 minutes)
①Skimming
Ask students to go through the passage quietly and get the main idea of this passage.
② Scanning
Ask students to scan the text quickly, and then answer complete the form
 
(Justification: Students' reading ability of getting the general ideas and locating the specific information can be trained and improved by skimming and scanning practice.)
(2) Careful reading (10 minutes)
① Ask students to read the text again and find out the new words that they don’t understand and the teacher present the words.
② And then work in groups trying to fill in the blanks and complete the form below.
Mekong River begins _________ a glacier on a Tibetan mountain. At first, the river is small and the water begins to move_________. It becomes__ as it passes _________ deep valleys. Sometimes the River_________wide Valley and becomes a _________. We were both surprised to learn that half of the river is in China. After it leaves China and the high altitudes, the Mekong becomes _________ brown and warm. As it enters Southeast Asia, it travels slowly _________ hills and low valleys, and the __________ where rice grows. At last the river's delta enters the South China Sea.
Then ask students to share their answers with the whole class.
(Justification：Give students enough time to read the passage carefully and discuss the answers with their partners can help them have a further understanding of the passage.)
Step 5 Post-reading(10 minutes)
Discussion: Ask students to discuss Wang Wei’S and Wang Kun’S similar and different attitudes about the trip and then fill in the chart.
 
(Justification: this step can cultivate students' abilities of comparing and summarizing according to the contents in the passage. Meanwhile, it will consolidate what they have learned in this lesson.)
Step 6 Summary and Homework (5 minutes)
Summary: Ask one student to act as an assistant teacher to guide others to summarize what they have learned in this class. And then give a conclusion about this lesson.
(Justification: Enlighten students to realize the importance of having the spirit of confidence and persistence. Meanwhile, raise their awareness to love and appreciate the beauty of nature.)
Homework: Ask students to work in pairs. Imagine that they are Wang Kun and Wang Wei. Choose a paragraph from the passage and use the information to help them make a dialogue.
(Justification: Making a dialogue according to the passage they have learned can help students have a further comprehension about the passage, and at the same time students can improve their oral English as well as their communicative ability.)
Blackboard Design:
Part 1 The Dream and the Plan Journey down the Mekong
Words and Phrases:
transport, prefer, disadvantage, be fond of
Teaching Reflection.

解析：

参考设计：
Class Type: Reading class, 1 period
Teaching Contents: This lesson is about travel dream and travel plan.
Teaching Objectives:
(1) Knowledge objective
Students can learn some useful words and phrases related to travel like transport, prefer, disadvantage and so on.
(2) Ability objectives
①Students can talk about something related to travel, e.g. the place, the fares and transport, etc.
② Students can find out the characteristics of Wang Wei.
(3) Emotional objectives
① Students can learn the spirit of confidence and persistence.
② Students can raise their awareness to love and appreciate the beauty of nature.
Teaching Key Points:
Words: transport, prefer, disadvantage
Teaching Difficult Points:
How to make the students master the text and help the students analyze Wang Wei.
Teaching Procedures:
Step 1 Greetings (1 minute)
Greet the whole class as usual and present the teaching aims.
Step 2 Pre-reading (9 minutes)
Show the photos of some beautiful places on the PowerPoint. The Great Wall, Budala Palace, Venice, Statue of Liberty in New York, America, Fujiyama.) Ask students whether they know where they are.
Show students the map and some beautiful pictures about Mekong, then the students are required to list the countries that the Mekong River flows through. After that the teacher gives a brief introduction about the Mekong River.
(Justification: Students will have curiosity about things related to travel presented in this unit, which can help students get involved into this unit easily and smoothly.Students can realize where the Mekong River is and how important it is for the residents along.)
Step 3 While-reading (15 minutes)
(1) Skimming and Scanning (5 minutes)
①Skimming
Ask students to go through the passage quietly and get the main idea of this passage.
② Scanning
Ask students to scan the text quickly, and then answer complete the form
 
(Justification: Students' reading ability of getting the general ideas and locating the specific information can be trained and improved by skimming and scanning practice.)
(2) Careful reading (10 minutes)
① Ask students to read the text again and find out the new words that they don’t understand and the teacher present the words.
② And then work in groups trying to fill in the blanks and complete the form below.
Mekong River begins _________ a glacier on a Tibetan mountain. At first, the river is small and the water begins to move_________. It becomes__ as it passes _________ deep valleys. Sometimes the River_________wide Valley and becomes a _________. We were both surprised to learn that half of the river is in China. After it leaves China and the high altitudes, the Mekong becomes _________ brown and warm. As it enters Southeast Asia, it travels slowly _________ hills and low valleys, and the __________ where rice grows. At last the river's delta enters the South China Sea.
Then ask students to share their answers with the whole class.
(Justification：Give students enough time to read the passage carefully and discuss the answers with their partners can help them have a further understanding of the passage.)
Step 5 Post-reading(10 minutes)
Discussion: Ask students to discuss Wang Wei’S and Wang Kun’S similar and different attitudes about the trip and then fill in the chart.
 
(Justification: this step can cultivate students' abilities of comparing and summarizing according to the contents in the passage. Meanwhile, it will consolidate what they have learned in this lesson.)
Step 6 Summary and Homework (5 minutes)
Summary: Ask one student to act as an assistant teacher to guide others to summarize what they have learned in this class. And then give a conclusion about this lesson.
(Justification: Enlighten students to realize the importance of having the spirit of confidence and persistence. Meanwhile, raise their awareness to love and appreciate the beauty of nature.)
Homework: Ask students to work in pairs. Imagine that they are Wang Kun and Wang Wei. Choose a paragraph from the passage and use the information to help them make a dialogue.
(Justification: Making a dialogue according to the passage they have learned can help students have a further comprehension about the passage, and at the same time students can improve their oral English as well as their communicative ability.)
Blackboard Design:
Part 1 The Dream and the Plan Journey down the Mekong
Words and Phrases:
transport, prefer, disadvantage, be fond of
Teaching Reflection.