摘要： Hold up a number poster to review numbers from one to ten. Point to real objects in the classroom and ask, “ How many- are there? New lesson Step 1. No 1 Skirt, shirt, sweater Demonstrate: Hold up real clothing you have brought to class, or point to clothing that the students are wearing and introduce skirt, shirt and sweater. Repeat each word several times with the class. Make sure they understand the meaning of each word. Step 2. Play the audiotape as the students follow in their books. Step 3. Practice Hold up a picture of clothing or point to clothing the students are wearing and ask “ What is it? Make them answer with right word. You can also use other questions such as “Is it a ? “What colour is it? Step 4. No 2 New or old Demonstrate: Hold up the new clothing with a label you brought to the clothing a student is wearing, say “It is old. Repeat it a few times, too. Make sure the students understand the meanings of “new and “old . Step 5. Play the audiotape as the students follow in their books. Step 6. Practice the drill by asking questions “ Is it new? , “ Is it old? and “ Is it new or old? Explain that if you want to make a choice, you may use the word “or . Give them some examples with the word “or . Lead them to answer the following questions. T: Are you a student or a teacher? S1: I am a student. T: Am I a student or a teacher? S2: You are a teacher. T: Is this a book or a pen? S3: It is a book. T: Is this book new or old? S4: It is new. Step 6. No 3: I like your . Demonstrate: Pointing to your own shirt, say “ I like my shirt very much. Do you like my shirt? You can use Chinese if possible. Make sure they understand the meanings of these sentences. Ask a student to come to the front of the classroom. Point to his or her clothing and make a dialogue such as: T: What’s this? Class: It’s a . T: What colour is it? Class: It’s . T: Oh, it’s my favourite colour. T: Do you like this ? Class: Yes. T (to the student in the front): I like your . It is nice. S: Thank you. If time permits, repeat the activity. Step 8. Play the audiotape as the students follow in their books. Make sure they understand the meaning of the whole text. You may ask the following questions to check the students’ comprehension. What is Li Ming wearing? What does Jenny like? Is Li Ming’s shirt new or old? Step 9. Activity book In No 1, lead the students to write the correct words in the blanks to describe each picture. Step 10. Time to ask questions. Class closing Homework: 1. Read the text of Lesson 13.

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A teacher began his class by holding up a glass with some water in it.  He held it up for all to see, and asked the students, " How much do you think this glass weighs?"

"50 g!" "100 g!" "125 g!" the students answered.

        "I really don't know unless I weigh it," said the teacher, "but my question is what would happen if I held it up like this for a few minutes?"

" Nothing! " the students said.

"OK. What would happen if I held it up like this for an hour?" the teacher asked.

"Your arm would begin to ache," said one of the students.

"You're right.  Now, what would happen if I held it for a day?"

"Your arm could go numb. Have to go to hospital for sure!" said another student. All the students laughed.

"Very good. But during all this, did the weight of the glass change?" asked the teacher.

"No." the students said.

"Then what caused the arm ache and the muscle (肌肉) stress?"

The students fell silent for a moment.

"Put the glass down!" said one of the students.

"Exactly!" said the teacher. "The problems of life are something like this. Hold them for a few minutes in your head, and it seems OK. Think of them for a long time and they begin to make you ache. Hold them even longer and you will not be able to do anything. It's important to think of the  challenges(挑战)  in your life, but it' s even more important to put them down at the end of every day before you go to sleep. That way, you are not stressed. You wake up fresh and strong and can deal with any challenge that comes your way!"

Remember to put the glass down today.

1. How much do you think this glass which was held by the teacher weighs?

A.50g     B.125g       C.I don’t know.    D.100g

2.What would happen if the teacher held the glass up like this for an hour?

A. One of the students thought his arm could go numb.

B. One of the students thought his arm would begin to ache.

C. One of the students thought his arm would be changed.

D. One of the students thought his arm would be lost.

3. Why did the teacher hold up a glass in his class?

A. Because he wanted to know how much the glass weighs.

B. Because he wanted to ask some student to weigh the glass.

C. Because he wanted to make his class more interesting.

D. Because he wanted to explain it was important to put the challenges in life down at the end of every day.

4. In this passage, the underlined words "go numb" means_______.

A．疼痛不止                  B．消瘦萎缩                   C．松弛下垂         D．失去感觉

5. According to the passage, which of the following is TRUE?

A. The teacher told his students to face the challenges bravely.

B. The teacher taught his students how to deal with the problems.

C. The teacher used to begin his class with a glass of water.

D. The teacher usually begins his class by holding a glass of water.

 

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阅读短文，根据短文内容和已给出的首字母，在空白处填入适当的单词。

One day, a teacher was giving a speech to his students. He hold up a glass of water and asked the class, “How heavy do you think this glass of water is?” 

The students’ a  1   ranged from（从……延伸到）50g to 100g. 

“It does not matter on the weight i  2   . It depends on how l  3   you hold it. If I hold it for a minute, it is OK. If I hold it for an hour, I will have an ache on the r  4   arm. If I hold it for a day, you will have to call an ambulance（救护车）. It is exactly the same weight, b  5   the longer I hold it, the heavier it becomes.”

“If we carry our burdens（负担）all the time, s  6   or later, we will not be able to carry on, the burden becoming increasingly heavier. What you have to do is to put the glass down, rest for a w  7   before holding it up again.” 

We have to put down the burden s  8   , so that we can be refreshed and are able to carry on. So before you return home f  9   work tonight, put the burden of work down. Don’t carry it back home. You can put it up tomorrow.

Whatever burdens you are h  10   now on your shoulders, let it down for a moment if you can.

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阅读理解。

                                                             How Long Can People Live?
       She took up skating at age 85, made her first movie appearance at age 114, and held a concert in the
neighborhood on her 121st birthday.
        When it comes to long life, Jeanne Calment is the world's recordholder. She lived to the ripe old age
of 122. So is 122 the upper limit to the human life span (寿命)? If scientists come up with some sort of pill
or diet that would slow aging, could we possibly make it to 150-or beyond?
        Researchers don't entirely agree on the answers. "Calment lived to 122, so it wouldn't surprise me if
someone alive today reaches 130 or 135," says Jerry Shay at the University of Texas.
        Steve Austad at the University of Texas agrees. "People can live much longer than we think," he says.
"Experts used to say that humans couldn't live past 110. When Calment blew past that age, they raised the
number to 120. So why can't we go higher?"
        The trouble with guessing how old people can live to be is that it's all just guessing. "Anyone can make
up a number," says Rich Miller at the University of Michigan. "Usually the scientist who picks the highest
number gets his name in Time magazine."
       Won't new anti - aging techniques keep us alive for centuries? Any cure, says Miller, for aging would
probably keep most of us kicking until about 120. Researchers are working on treatments that lengthen the
life span of mice by 50 percent at most. So, if the average human life span is about 80 year, says Miller,
"adding another 50 percent would get you to 120." 
       So what can we conclude from this little disagreement among the researchers? That life span is flexible
(有弹性的), but there is a limit, says George Martin of the University of Washington. "We can get flies to
live 50 percent longer," he says. "But a fly's never going to live 150 years." Of course, if you became a new
species (物种), one that ages at a lower speed, that would be a different story, he adds. 
       Does Martin really believe that humans could evolve (进化) their way to longer life? "It's pretty cool to
think about," he says with a smile.

1. What does the story of Jeanne Calment prove (证明) to us?
[     ]
A. People can live to 122.
B. Old people are creative.
C. Women are sporty at 85.
D. Women live longer than men.
2. According to Steve Austad at the University of Texas, _______.
[     ]
A. the average human life span could be 110
B. scientists cannot find ways to slow aging
C. few people can expect to live to over 150
D. researchers are not sure how long people can live
3. What can we infer (推断) from the last three paragraphs?
[     ]
A. Most of us could be good at sports even at 120.
B. The average human life span cannot be doubled.
C. Scientists believe mice are aging at a slower speed than before.
D. New techniques could be used to change flies into a new species.
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A teacher began his class by holding up a glass with some water in it.  He held it up for all to see, and asked the students, " How much do you think this glass weighs?"

"50 g!" "100 g!" "125 g!" the students answered.

        "I really don't know unless I weigh it," said the teacher, "but my question is what would happen if I held it up like this for a few minutes?"

" Nothing! " the students said.

"OK. What would happen if I held it up like this for an hour?" the teacher asked.

"Your arm would begin to ache," said one of the students.

"You're right.  Now, what would happen if I held it for a day?"

"Your arm could go numb. Have to go to hospital for sure!" said another student. All the students laughed.

"Very good. But during all this, did the weight of the glass change?" asked the teacher.

"No." the students said.

"Then what caused the arm ache and the muscle (肌肉) stress?"

The students fell silent for a moment.

"Put the glass down!" said one of the students.

"Exactly!" said the teacher. "The problems of life are something like this. Hold them for a few minutes in your head, and it seems OK. Think of them for a long time and they begin to make you ache. Hold them even longer and you will not be able to do anything. It's important to think of the  challenges(挑战)  in your life, but it' s even more important to put them down at the end of every day before you go to sleep. That way, you are not stressed. You wake up fresh and strong and can deal with any challenge that comes your way!"

Remember to put the glass down today.

49. Why did the teacher hold up a glass in his class?

     A. Because he wanted to know how much the glass weighs.

     B. Because he wanted to ask some student to weigh the glass.

     C. Because he wanted to make his class more interesting.

     D. Because he wanted to ask his students a lot of questions.

50. In this passage, the underlined words "go numb" means_______.

     A．疼痛不止                  B．消瘦萎缩             C．松弛下垂    D．失去感觉

51. According to the passage, which of the following is TRUE?

     A. The teacher told his students to face the challenges bravely.

     B. The teacher taught his students how to deal with the problems.

     C. The teacher used to begin his class with a glass of water.

     D. The teacher usually begins his class by holding a glass of water.

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阅读理解。
     A blind boy sat on the steps of a building with a hat by his feet. He held up a sign which said, "I am
blind, please help."
     There were only a few coins in the hat. A man was walking by. He took a few coins from his pocket
and dropped them into the hat. He then took the sign, turned it around, and wrote some words. He put
the sign back so that everyone who walked by would see the new words.
Soon the hat began to fill up. A lot more people were giving money to the blind boy. That afternoon the
man who had changed the sign came to see how things were. The boy heard his footsteps and asked,
"Were you the one who changed my sign this morning? What did you write?"
     The man said, "I only wrote the truth. I said what you said but in a different way."
     What he had written was, " Today is a beautiful day but I cannot see it." Do you think the first sign
and the second sign were saying the same thing?
     Of course, both signs told people the boy was blind. But the first sign simply told people to help by
putting some money in the hat. The second sign told people that they were able to enjoy the beauty of
the day, but the boy could not enjoy it because he was blind.
     The first sign simply said the boy was blind. The second sign told people they were so lucky that they
were not blind.
1. A blind boy sat on the steps of a building in order to______.    
A. wait for some people                    
B. get money from others
C. make the writer help him              
D. hold up a sign
2.The man ______when he saw the blind boy.    
A. took away the blind boy's money              
B. gave the boy a new hat
C. brought the boy a sign                      
D. gave the boy some money and wrote some words on the sign
3. What happened to the blind boy after the man wrote the words on the sign?    
A. The boy was taken away by the police
B. Nobody gave the blind boy money any more
C. More people dropped money into the boy's hat
D. The blind boy could see the beautiful day
4. What do you think of the sign written by the man?
A. It has the different meaning to the first sign
B. It has the same meaning to the first sign and is expressed in another better way.
C. The man's sign tells people it is a beautiful day
D. People know the boy is blind after reading the man's sign
5. What can we learn from this passage?
A. It's helpful of us to help people in need
B. There are many poor people in the world like the blind boy
C. It's a good way to make money by holding a sign
D. We should learn to speak to others in a suitable way
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