王文萍

在轉校生埃米莉加入班級后，詹寧斯通過表情、手勢和眼神等肢體語言與她溝通，讓她感到安心并融入班級。

主題語境：肢體語言與教育 篇幅：343詞 建議用時：7分鐘

1 In a small village school， there was a teacher named Mr Jennings， who possessed aunique talent for non?verbal communication. He believed that words alone were notsufficient to truly connect with and educate his students. Instead， he relied on expressivegestures， facial expressions， and body language to convey his messages.

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

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

4 Outside of the classroom， Mr Jennings introduced creative methods to enhance com?munication among his students. He organized role?playing exercises， where each studentwould need to convey a message solely through body language. This activity allowedthem to appreciate the importance of non?verbal cues and increased their understanding ofeffective communication.

5 Over time， Emily began to open up and actively participate in class. The non?verbalsupport and encouragement she received from Mr Jennings and her peers played a crucialrole in boosting her confidence. Her grades improved， and she formed strong friendshipswithin the class.

6 Mr Jennings approach to education revolutionized the way his students learned andinteracted with one another. By incorporating non?verbal communication into his teachingmethods， he nurtured empathy， understanding， and inclusiveness. The students developeda heightened awareness of body language and the impact it can have on effective communi?cation.

7 Through his unconventional teaching style， Mr Jennings taught his students a valu?able lesson beyond the curriculum—the power of non?verbal communication. He showedthem that understanding and empathizing with others is not only limited to words alone， butalso 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……中起關鍵作用

boost ones confidence 增強某人的自信

have an impact on 對……產生影響

Ⅱ. Difficult sentence in the text

He organized role?playing exercises， where each student would need to convey amessage solely through body language. 他組織了角色扮演練習，每個學生都需要通過肢體語言來傳達信息。

【點石成金】本句是一個主從復合句。句中的where 引導定語從句，先行詞是role?playing exercises。