You’re warned it’s potentially. dangerous and things could go wrong. I said, “Well, at 88 what does it ______（10）?”

I’m always ______（11）by the number of people who say,‘Oh, I couldn’t do that.’But there’s not much to it, really. I don’t know where the ______（12）to stand on the wing of a plane came from. When I was young, I never imagined. I’d do something as ______（13）as his. I did my first ______（14）two years ago, on my 87th birthday. Then last June, aged 88. I did it a gain and broke my own ______（15）as the world’s oldest female wing-walker.

It’s very exciting______（16）the first time I did it, it was a bit dull. This year, I said to the pilot. “Can you make it a bit more______（17）?”And he said, “I could do a loop-the-loop（翻跟头） if you like.” This time, he ______（18）doing half a loop successfully, The pilot ______（19）everything was secure. I had warm gloves on. Earplugs and lots of layers. For the second time, we took off from Gloucester shire air port and were ______（20）for 15 minutes. I wasn’t ______（21）at all, exactly , ______（22）when the journey was over and we ______（23）safely, I said, “Can I go back up again now?” It was really good to be up there with the wind in my face hitting speeds of hr mph.

I had to get a doctor’s ______（24）to say I was fit enough to do the stunt（危险动作）. My doctor once asked me, “what do you call ______（25）?” I said “well”, I’m old when I can’t get out of bed, when I can’t help anyone else, but not till then.

At my age a lot of people get ______（26）in their ways. I don’t think any of my friends from my retirement home wants to ______（27）me. I imagine most of then think I’m ______（28）. But I do think people of my age should be doing more adventurous things. It would be a great ______（29）to just sit back, doing nothing.

William Kamkwamba lives in Malawi, Africa, where only two percent of Malawians can afford electricity, when William was 14 years old , there was a severe drought in Malawi and most families couldn’t grow enough food.

Because of the drought, William’s family couldn’t afford his schooling anymore. But William went to a nearby library to continue his education. One day William found a science book called Using Energy. It included instructions for building a windmill. Windmills can be very efficient sources of electricity, Which can bring water up from underground. Look at the pictures, William thought he could build a windmill for his family.

When William started building his windmill, a lot of people laughed at him. They didn’t think he could do it, but William felt confident that he could make it, William was Creative. He didn’t have the parts and equipment buy them. So he looked for parts in junkyards. He built his first machine using a bicycle frame, a tractor fan ,a shock absorb, and PVC pipes, etc.

William changed and improved his design little by little. First, the windmill powered only on bulb Eventually ,there was enough electricity for four tights and a radio. No one laughed at will’s phones, Later, William built a second windmill, This one brought water up from underground. After that, William began to teach more of himself, including one at a primary school.

Because of his success with the windmills, William was able to go back to school. He also helped with other projects, including solar power, clean water and malaria（疟疾）prevention. He wrote book about his life. In addition, he uses his website, moving windmills, org, to educate and give hope to people who are struggling with their dreams, and to encourage them to trust themselves and not to give up.

将下面一篇短文翻译成中文（34—38为每小题题号）

34.In a communicative grammar of the lesson, the teacher first presents a general aim of the lesson followed by clear instruction on the target grammar structure.

35.Second, the teacher guides the students to complete a communicative task involving the grammar structure.

36.Then the students review the grammar structure which is used in the communicative task.

37.Fourth the students are exposed to communicative materials containing the grammar structure in Various ways.

38.Finally the teacher systematically reviews the grammar structure after each communicative task