【正文】 dures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.　　Part 1. Getting ready　　Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the prereading activities to increase students’ concentration, arouse their curiosities, fire their imagination and give them a purpose for reading. The part consists of two tasks:　　Task 1: A time machine. I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing.　　After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to , at this time next year, most of you will be studying in a university.　　(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading.)　　Task 2: Brainstorming. After the summary, I go on to show some more pictures of British students fresh from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university.　　(With the task, I excite students’ desire to know more about what their British equivalents will do before going to college. With the question in mind, students will definitely be eager to listen to the tape to find the answer. )　　Part 2. Focusing on main facts　　During the part, I will ask the students to answer the question—What does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text. The part includes six tasks:　　Task 1: Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 46 and get students to plete the following table.　　Task 2: Matching. After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to plete another table with a second reading. (With the task, I get students to listen to the three paragraph