As a boy, Sanders was much influenced by books about the sea, but by the age of fifteen he had decided to become a doctor rather than a sailor. His father was a doctor. So he was often with the doctors and got along very well with them. When he was fourteen, he was already hanging around the hospital where he was supposed to be helping to clean the medicine bottles, but was actually trying to listen to the doctors’ conversations with patients in the next room.
During the war Sanders served in the army as a surgeon(外科医生). “That was the happiest time of my life. I was dealing with real sufferers and on the whole making a success of my job.” In Rhodes he taught the country people simple facts about medicine. He saw himself as a life-saver. He had proved his skill to himself and had a firm belief that he could serve those who lived simply, and were dependent upon him. Thus, while in a position to tell them what to do he could feel he was serving them.
After the war, he married and set up a practice deep in the countryside, working under an old doctor who hated the sight of blood. This gave the younger man plenty of opportunities (机会) to go on working as a life-saver.
【小题1】When he was a small boy, books about the sea had made Sanders want to be ___.

As everyone knows, classroom teaching is one of the most important ways that the students learn English. In English classroom teaching, teachers have to arouse the students’ interest so that they may learn better. There are many ways to arouse the students ‘interest; body language is an effective way in English teaching practice.
　　Nowadays, with the reform of English teaching methods, more and more English teachers organize their teaching process in English. That means teachers have to instruct and explain basically in English, and the students also should use English in class contemporarily. However, the students can’t speak English very well. Besides, their vocabulary is limited and their expressive ability is not good enough, either. These limitations have made it difficult to realize the communicative English in class. According to the students’ present level and practical situation, body language is required. For example, if a teacher gives an instruction “You two, please come to the blackboard”, the students can easily understand it if the teacher looks at or points to some two students. Then, the teacher points to the blackboard. The students will carry out the order without obstacles even if they don’t hear the key word “blackboard” clearly.
In the actual English teaching, teachers frequently use body language to improve both the teaching effect and the students’ characters. In school education, body language plays a positive role in building students ‘characters. This is because teachers are usually respected and what the teachers say and do will be possibly imitated by the students. In a word, teachers’ graceful body language helps to improve students’ artistic appreciation and their characters, especially their morality. If students develop wonderful body language, they will surely have a smooth relation with each other. Teachers reflect their affection of body language on the students not only by setting a good example, but also build a bridge between teachers and students. As a matter of fact, teachers’ friendly appearance can greatly encourage students to study enthusiastically. Body language not only motivates students’ interest but also improves the effect of classroom teaching greatly.
As we know, learning English needs practice. The 45 minutes in class is very precious and should be valued, during which the students should practice as much as possible. To make good use of the limited time, teachers should adopt some effective methods. The use of body language cannot only make the students listen more attentively in class, but can also deepen their impression and imagination. Teachers usually have to explain some language points, and at this time, they can also carry out their teaching task easily with the help of body language in the teaching process.

As a teaching student, I was sent on my first practice at a high school．During my practice, I      realized high school hadn't changed since I was there and still an awful place of Cliques（派系）．

Jess, a Year 8 student, always respected her classmates,      the lack of respect she usually received in return．Kids constantly laughed at her behind her back．As a teacher, your instinct（本能） is to      students like Jess, but you soon realize that there's only so much you can actually do．

Tyson was at the     end of the scale（等级）．A handsome Year 12 student, and always surrounded by mates, it was clear that he was a confident and popular young man．

When Jess asked to perform a solo act （独唱）in the school talent show, I    to allow her to take the stage, fearing that she might face teasing．However, I knew that it would be unfair to say no on these grounds, so her name made it onto the list of   ．

The day of the show, the whole school     in the auditorium（礼堂）．Shortly after the acts began, it was Jess's   ．Smiling, she stepped onto stage．The music started and, to my horror, she    the first line of the song．She became confused , sang in the wrong key and forgot her lyrics （歌词）．As she struggled through the song, kids whispered and laughed．

Jess looked    and was about to give up when the sound of somebody clapping along to the   of the song began to rise above the crowd．It was Tyson．

         He was clapping proudly and urged his friends to join in and, surprisingly, they did．

         Slowly, from Tyson's group to the rest of Year 12, finally throughout the auditorium, the claps  spread．

The smile on Jess's face that day is one that I'll never forget．Tyson changed my life by restoring my     in the goodness of youth．

1.A．excitedly    B．disappointedly   C．gratefully        D．curiously

2.A．in spite of      B．owing to                 C．Apart from       D．In addition to

3.A．dislike      B．praise           C．forgive         D．protect

4.A．same       B．right              C．opposite       D．general

5.A．agreed      B．decided                  C．demanded              D．hesitated

6.A．teachers     B．classmates               C．performers              D．partners

7.A．watched     B．collected         C．marched              D．celebrated

8.A．turn       B．role              C．step              D．choice

9.A．passed     B．sang               C．remembered   D．missed

10.A．hopeless  B．guilty               C．bored                   D．unprepared

11.A．sound          B．meaning                C．beat           D．ring

12.A．touch    B．faith              C．strength                 D．power

As a boy, Sanders was much influenced by books about the sea, but by the age of fifteen he had decided to become a doctor rather than a sailor. His father was a doctor. So he was often with the doctors and got along very well with them. When he was fourteen, he was already hanging around the hospital where he was supposed to be helping to clean the medicine bottles, but was actually trying to listen to the doctors’ conversations with patients in the next room.

During the war Sanders served in the army as a surgeon(外科医生). “That was the happiest time of my life. I was dealing with real sufferers and on the whole making a success of my job.” In Rhodes he taught the country people simple facts about medicine. He saw himself as a life-saver. He had proved his skill to himself and had a firm belief that he could serve those who lived simply, and were dependent upon him. Thus, while in a position to tell them what to do he could feel he was serving them.

After the war, he married and set up a practice deep in the countryside, working under an old doctor who hated the sight of blood. This gave the younger man plenty of opportunities (机会) to go on working as a life-saver.

1.When he was a small boy, books about the sea had made Sanders want to be ___.

A．a surgeon         B．an army man       C．a sailor           D．a life-saver

2.At the age of 14, Sanders ___.

A．worked as a doctor by cleaning the medicine bottles

B．met some doctors who were very friendly to him

C．was interested in talking with patients

D．remained together with the doctors

3.Having proved his skill to himself, Sanders ___.

A．wanted to live a simple life like a countryman

B．came to realize that he was really working for his countrymen

C．taught himself life-saving

D．was highly respected by the old doctor

4.When the war was over, he ___.

A．learned from an old doctor because he was popular

B．started to hate the sight of blood while working

C．served the countrymen under an old doctor who needed someone to help him

D．had few chances to be a “life-saver” because he was younger

As everyone knows, classroom teaching is one of the most important ways that the students learn English. In English classroom teaching, teachers have to arouse the students’ interest so that they may learn better. There are many ways to arouse the students ‘interest; body language is an effective way in English teaching practice.

　　Nowadays, with the reform of English teaching methods, more and more English teachers organize their teaching process in English. That means teachers have to instruct and explain basically in English, and the students also should use English in class contemporarily. However, the students can’t speak English very well. Besides, their vocabulary is limited and their expressive ability is not good enough, either. These limitations have made it difficult to realize the communicative English in class. According to the students’ present level and practical situation, body language is required. For example, if a teacher gives an instruction “You two, please come to the blackboard”, the students can easily understand it if the teacher looks at or points to some two students. Then, the teacher points to the blackboard. The students will carry out the order without obstacles even if they don’t hear the key word “blackboard” clearly.

In the actual English teaching, teachers frequently use body language to improve both the teaching effect and the students’ characters. In school education, body language plays a positive role in building students ‘characters. This is because teachers are usually respected and what the teachers say and do will be possibly imitated by the students. In a word, teachers’ graceful body language helps to improve students’ artistic appreciation and their characters, especially their morality. If students develop wonderful body language, they will surely have a smooth relation with each other. Teachers reflect their affection of body language on the students not only by setting a good example, but also build a bridge between teachers and students. As a matter of fact, teachers’ friendly appearance can greatly encourage students to study enthusiastically. Body language not only motivates students’ interest but also improves the effect of classroom teaching greatly.

As we know, learning English needs practice. The 45 minutes in class is very precious and should be valued, during which the students should practice as much as possible. To make good use of the limited time, teachers should adopt some effective methods. The use of body language cannot only make the students listen more attentively in class, but can also deepen their impression and imagination. Teachers usually have to explain some language points, and at this time, they can also carry out their teaching task easily with the help of body language in the teaching process.