以下是一篇八年级的阅读材料以及教学片段，请用中文从以下方面进行评析。
1．阅读教学模式；
2．活动设计。
阅读材料：
The shortest player in the NBA
Spud Webb was born in Texas in 1963. He wasvery small--much smaller than the other kids at school. However, he had a bigdream--he wanted to play in the NBA.
While attending junior high, Spud tried outfor the school team, but he was refused to play at first because he was toosmall. He did not lose heart. When he finally got the chance, he scored 20points in his first game. From then on, he was the star of the team.
In senior high, Spud often had to sit inthe stands because of his height. He practiced even harder and got the coach tochange his mind. Spud went on to become leader of the team. In his last year ofsenior high, he was named player of the Year in Texas.
However, no university would invite him toplay basketball simply because he was only 170 cm tall. He decided to play at ajunior college. There he led his team to the national championship. Thisbrought him to the attention of North Carolina State University. As a result,he succeeded in getting a scholarship.
Although he was a great player atuniversity, the NBA was not interested in him because all its players were morethan 20 cm taller than he was. After he graduated, he was forced to play inanother basketball league. He remained there for about a year before the NBAtook notice of him. In 1985, he joined the Atlanta Hawks and became theshortest player in the NBA at that time. He had many great achievements, buthis proudest moment came in 1986--he won the Slam Dunk Contest.
Through hard work, Spud Webb proved thatsize and body type does not matter—you can do almost anything if you never giveup.
教学片段：
Step I Pre-reading:
1. Students listen to a song and answer the following questions:
What is the song about? What are yourdreams and goals?
2. Teacher divides the class into groups of 4 and sets a goal forthem. The groups will hav
1．阅读教学模式
该教师在阅读教学中以“PWP”模式进行，即把阅读教学过程划分为三个阶段——读前(Pre—reading)、读中(While—reading)读后(Post—reading)阶段。在读前阶段，教师为学生的阅读设置了兴趣准备、背景知识准备等活动，激发了学生的阅读动机，激活和提供了必要的背景知识，且引出了话题，为学生接下来的阅读做了有效铺垫；在读中阶段，教师设置了多项活动，引导学生逐步获取和处理文章信息，训练了学生的阅读技能；在读后阶段，引导学生巩固所学内容，围绕阅读材料主题进行讨论，并在学习知识和发展语言能力的同时，培养学生健康向上的品德和情感。
2．活动设计
阅读教学的目的是培养阅读策略，培养语感，培养学生在阅读过程中获取和处理信息的能力。在该案例中，教师设计了多种教学活动，不仅注重语言知识的教学．还注重阅读策略和技能的培养、学生品德和情感的培养等。具体来讲，在读前，通过歌曲、讨论、竞赛等活动，激发学生的学习兴趣，有利于顺利开展阅读活动，具有趣味性和针对性。读中阶段，面向学生全体，有个人活动、小组活动和全体活动，从主旨分析到细节理解，再到分析文章结构等，环环相扣，具有层次性。在读后阶段，落实了三维目标，既有知识练习，又有语言实践和情感体现。具有全面性和思想性。总之，活动丰富多样，符合学生的认识水平和生活实际。但是，在设计活动的过程中。有以下不足：
(1)读前阶段中竞赛的设置跟整个主题相关性不大，且可能会耗时较长，有失恰当。
(2)读中阶段的第二个活动中设计的前两个问题更适合放在读前阶段进行。在第三个活动中设计了拼图游戏，跟主题相关性不大。且整个读中阶段活动较多，不利于教师有效地把握时间。
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