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What did she use to be like？
What do you think the reading passage is about?
What kind of music does she like?
（设计意图：通过以上的阅读前预测，为理解课文做了很好的铺垫。激发学生主动参与课堂的热情。）
Step 3. While-reading
Task1 skimming
Read the article and identify the paragraphs [1-3] in which the following
information appears.
_____ how Candy’s life has changed
______ Candy’s advice to young people ______ Candy’s background
(设计意图：快速阅读连线文章的段落大意，建立对这类文 体的结构意识，对学生的写作谋篇形成帮助，培养学生领会并找出关键词句的能力。)
Task2 Scanning
Fill in the chart according to the passage.
How Candy’s life has changedIn the pastnowShe used to be shy.
2.She didn’t use to be _______in school.
She used to _______with friends.
She didn’t use to
______________how she
appeared to others.
She’s not shy_________.
She gets lots of attention
It’s almost impossible now
She does
（设计意图：通过跳读，填写表格，训练学生的概括总结能力，同时刺激了孩子们的阅读欲望。问题的回答也促进学生对重点句子和单词的理解和掌握，教师适时点拨。)
Step 3. Careful reading
(1)Read paragraph 1 and complete the mind map about Candy’s background.
(2)Please read paragraph 2 and then fill in a chart.
Good thingsBad things1.She is able to _____________new people all the time.
2. She gets _______________ everywhere she goes.1She always has to ____________how she appears to others.
She has to be careful about what she says or does.