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（1）Skimming: being a smart reader
将文章的六段分为三个部分：Introduction, Different stages of Webb’s basketball career, Conclusion，请学生连线选择。
【设计意图】：让学生选择段落大意，降低学生的理解难度，理清文章的行文脉络。
（2）Careful reading: being a careful reader
Part 1: Introduction
快速阅读，填写韦伯的信息表。
分享本段中最有反差力量的两个形容词：small和big。引导学生说出：Although Spud was small, he still has a big dream.
【设计意图】：引入部分的内容浅显易懂，设计的信息表主要关注于表层的信息处理。通过两个形容词的分享，初步引导学生对于Spud的不畏困难，心怀梦想的精神品质有所了解。
Part 2 : Different stages of Webb’s basketball career
快速浏览全文，询问：
What are Webb’s difficulties in the four stages?
In junior high: he was refused; In senior high,: sit in the stands; At the college: no university invited; In the NBA: no one was interested in him
What were the reasons?
Only one reason: He is too short.
过渡：Did he lose heart? Try to find out his choices when facing these difficulties.
Difficulties, Choices and Achievements
Find out Webb’s difficulties, choices and achievements in the four stages.
【设计意图】：这是文章的另外一条主线。在介绍每一阶段的韦伯的奋斗历程时，作者都是从他的困难、选择和成就出发。提炼出这一条“暗线”，有助于帮助学生提高阅读时整体化、有效化。
在“困难、选择和成就”之外，阅读时教师提出两个帮助学生深入思考的问题：
问题1：In senior high, if you were Spud,once the star of your school team, what would you do?
【设计意图】：使学生代入自己的身份，思考自己作为韦伯当时会做出什么选择？
问题2：“got the coach to change his mind”What was the coach’s mind at first? What was the coach’s mind later?
【设计意图】：让学生深入思考这句简单的话背后的教练想法的变化，更加能体会到韦伯在面临困难时所作出努力的不易。
Part 3: Conclusion
Q: What can you learn from the passage?
A: Size and body type do not matter—you can do almost anything if you never give up.
Post-reading (读后)：
Discussion: What made Webb’s dream come true?
教师给出自己的想法，例如：good chances, hard-work, rich experience, 引导学生思考为什么韦伯可以最终梦想成真。
【设计意图】：引导学生思考韦伯成功背后的原因，激发学生学习他面对困难，不轻言放弃的精神。