Step 1: Lead- in
1. What does comeback mean? On what occasions does the word frequently appear?Originally – Later -- Presently
2. Give examples of the successful comeback of some celebrities.該環節讓學生藉助於構詞法來猜測comeback一詞的意思，然後列舉他們熟悉的明星的成功復出，通過brainstorming 來呈現複習相關話題的詞彙，不但能夠激發學生的學習興趣，同時也能比較自然地引出本文話題，為下一步的閱讀環節做好鋪墊。
Step 2: Read for information
1. What are the characters in the story and their relationships?
2. Find out the five parts of the story: Beginning, Rising action, Climax, Falling action and Resolution.
3. Fill in the blanks of the passage summarizing the story.
Laurie was a top ice-skater, who had ____________ all her opponents since ten. Unluckily, a car accident left her right knee badly damaged, which led to her a_________ from the rink for six months. Finally _________ (recover) from the injury, she was back, waiting ___________________ (神情，上下文) in the empty dressing room for the competition. What made her even more nervous was that he was ________ /______________by her teammate Kathy that an e________ strong athlete was also in the competition. Desperate to win the competition and prove herself, she decided to take a _________, trying the most challenging feat to stand a ________(有可能，有希望).
Poor Jinny quite accidentally lost the music tape for the competition, which equally mattered to her performance, and had to go _______ it. ____________ (happening by coincidence) for Laurie, she happened to spot Jinny’s tape of music behind the leg of the dressing table, with the initials ________ in white in the corner. She could ______ _______ _the chance and beat Jinny, thus ___________ (defend) her championship. However, after what seemed like years of inner struggle, the principle/idea of fair play took the upper hand, and she turned the ____ in to the sound engineer. With a combination of excellent skills and inner peace, she did present a _________ (stunning) perfect performance and ended up winning the competition. She did make a successful __________, but what made her comeback more rewarding was her right decision about Jinny’s tape of music.
高三學生有了一定了閱讀積累，所以這一環節的設置是讓學生快速掌握文章的脈絡和主要內容。課文縮寫填空是為了培養學生快速了解內容，適應讀後續寫題型的能力。同時，有意識地把文章裡新出現地表達在這裡作初步呈現，達到語言和內容地同步學習。
Step 3: Focus on qualities of the characters in the story
該環節旨在讓學生領會如何間接地描寫任務地性格特徵，如側面描寫、心理活動、任務對白等，為下一步地讀後續寫技巧指導做好鋪墊。
Step 4: Read for understanding details
1. P11: Laurie knew that music was nearly as important to the program as the skating itself. The music you skated to created mood, rhythm and style. Laurie had worked with her coach for months to select and then tape her music program. If she lost her music tape, she might as well forget about skating. It was that simple.The passage tells us _______________________________.The passage develops in a/an ______________________ way.The author emphasizes the importance of music so much to ________________________.2. P14: Laurie stood motionless for what must have been only seconds --yet it seemed like years while she thought about what to do.Laurie must be feeling ____________________________ over whether to turn in the tape at the moment.3. P29: But no one will ever know how close I really came to losing.She came close to losing _________________.B. the chance to compete in the World Cup and the OlympicsC. the friendship with a terrific skater D. the good sense of musicE. the spirit of 「fair play」
這環節主要是培養學生細節理解的能力，學會如何結合全文主題背景，揣摩文章的字面意思（literal meaning）、字裡行間意思（meaning between the lines）和句子之外的意思（meaning beyond the lines）。問題3的設置主要是培養學生對文章主旨的理解能力和發散性思維能力。
Step 5: Focus on writing skillsHow do you know that Laurie performed well? Find out as much information as possible.
P21: "Good," she thought to herself, "my knee’s holding up.」
P22: The audience applauded from time to time, enthusiastically supporting her in her comeback.
P22: As she completed it, she heard the audience gasp.
P23: When her turn was over, applause filled the stadium, and she stood there, for a moment, in the center of the ice in the spotlight.
P25: "You did it, Laurie!" she said. "You skated perfectly-and beautifully. You didn’t make a single mistake! I think that you've won!」
P27：Laurie, you won! You won!" Kathy screamed, as she rushed up to her.
設計意圖：
該問題的設計意圖是讓學生明白:我們除了直白地寫某個人表現出色，我們還可以通過側面描寫、內心活動、細節對白、動作描寫、臉部表情等手段對一個場面展開有畫面感地表達，為下一步地寫作做好進一步 的鋪墊。
A. Learn some expressions about skating;
B. Understand the following sentences and appreciate how to describe a scene.
1. Laurie was very nervous. She knew that today was a very important day in her comeback.
2. Laurie stood motionless for what must have been only seconds --yet it seemed like years while she thought about what to do.
3. She thought back to that awful, rainy night when…
4. The audience applauded from time to time, enthusiastically supporting her in her comeback.
--When her turn was over, applause filled the stadium, and she stood there in the centre of the ice in the spotlight.
C. Suggest more ways to describe similar scenes.
設計意圖：
藉助於這4個句子，在掌握文章裡表達的基礎上，幫助學生積累讀後續寫中幾種場景的描寫，進一步拓寬學生的思維寬度和表達手段。
D. Write a passage about the following scene, employing at least three of the above-mentioned points.
場景:今天課堂上老師發下了昨天的考卷, 我在全班同學中取得了最大的進步，得到了老師的表揚。
設計意圖：
這個環節聚焦於Micro-writing。通過這種把完整的讀後續寫進行分解，一方面可以減輕學生對於讀後續寫的畏懼感，同時能夠在有限的時間內對微技能進行有效的訓練。
Assignment---Writing 1：
假定你是Kathy。你的好友Laurie在復出後的第一次全國滑冰比賽中就取得第一名的好成績。現在你寫信向她表示祝賀，主要內容包括：
1.寫信目的；
2.肯定她的努力和成就；
3.你的打算和對她的祝福。
Assignments---Writing 2：讀後續寫
設計意圖：
應用文寫作是為了操練鞏固祝賀信，也有助於學生對於主人公Laurie的品質的理解。讀後續寫的設計主要是為了落實課堂上的寫作技巧和語言積累，而非情節方面的考量。