吉林 王文萍

主題語境：肢體語言與教育 篇幅：343詞 建議用時：7分鐘

1In a small village school,there was a teacher named Mr Jennings,who possessed a unique talent for non-verbal communication.He believed that words alone were not sufficient to truly connect with and educate his students.Instead,he relied on expressive gestures,facial expressions,and body language to convey his messages.

2One day,a new student named Emily joined Mr Jennings' class.Emily was a shy and reserved girl who had recently moved to the village.She struggled to fit in and communicate with her classmates.Sensing her unease,Mr Jennings decided to explore the power of non-verbal communication in reaching out to her.

3During class activities,Mr Jennings would use animated facial expressions and hand gestures to explain concepts.He would make eye contact with Emily,reassuring her that he understood her difficulty.Without saying a word,he would nod or smile,encouraging her to participate.Through these gestures,he created a safe and inclusive environment for Emily to express herself.

4Outside of the classroom,Mr Jennings introduced creative methods to enhance communication among his students.He organized role-playing exercises,where each student would need to convey a message solely through body language.This activity allowed them to appreciate the importance of non-verbal cues and increased their understanding of effective communication.

5Over time,Emily began to open up and actively participate in class.The non-verbal support and encouragement she received from Mr Jennings and her peers played a crucial role in boosting her confidence.Her grades improved,and she formed strong friendships within the class.

6Mr Jennings' approach to education revolutionized the way his students learned and interacted with one another.By incorporating non-verbal communication into his teaching methods,he nurtured empathy,understanding,and inclusiveness.The students developed a heightened awareness of body language and the impact it can have on effective communication.

7Through his unconventional teaching style,Mr Jennings taught his students a valuable lesson beyond the curriculum—the power of non-verbal communication.He showed them that understanding and empathizing with others is not only limited to words alone,but also the unspoken messages conveyed through gestures and expressions.

Reading

Check

Detail 1.What was Mr Jennings' unique talent in teaching?

A.Using a special teaching style.

B.Enhancing communication skills.

C.Organizing role-playing exercises.

D.Incorporating non-verbal communication.

Detail 2.What did Mr Jennings do outside of the classroom to help Emily?

A.He used facial expressions.

B.He encouraged her to participate.

C.He focused on creative methods.

D.He introduced role-playing exercises.

Detail 3.What did Mr Jennings' students learn through his unique teaching style?

A.The need for empathy and understanding.

B.The limitations on words in communication.

C.The importance of non-verbal communication.

D.The impact of body language on communication.

Inference 4.Which of the following best describes Mr Jennings?

A.Honest and diligent.

B.Creative and dutiful.

C.Attractive and selfless.

D.Humorous and easygoing.

Language

Study

Ⅰ.Text-centered chunks

be sufficient to do 足夠去做……

struggle to do sth 努力做某事

communicate with sb 與某人交流

open up 暢談；傾吐心事

play a crucial role in 在……中起關(guān)鍵作用

boost one's confidence 增強(qiáng)某人的自信

have an impact on 對……產(chǎn)生影響

Ⅱ.Difficult sentence in the text

He organized role-playing exercises,where each student would need to convey a message solely through body language.他組織了角色扮演練習(xí)，每個學(xué)生都需要通過肢體語言來傳達(dá)信息。

【點石成金】本句是一個主從復(fù)合句。句中的where 引導(dǎo)定語從句，先行詞是role-playing exercises。