文章大意:本文是一篇夹叙夹议的文章。文章主要讲述了作者和朋友参加了一个艺术班,在班级里,随着时间的推移,大家养成了使用鼓励性、支持性语言的习惯。这个鼓励习惯还被作者带到了生活中,让作者充满信心和希望。作者最后建议读者能够学习这种积极鼓励的习惯。
My friend and I recently took an art class together through our town’s community education program. Our classmates were a mix of ages, stages of life, and experience with making art. We stood out in the class—not for our artistic talent, but for our consistent encouragement of ourselves, each other, and the group. It got me thinking how encouragement had become a routine.
It became something of a joke between the two of us to compliment(赞美) each other, offer a positive comment when another student showed his or her work, and generally chat around the table about how fun our project was going. But reflecting back, our positivist was anything but a joke. It was a bright light in my week, a space where I knew I could be surrounded with kindness, gentleness, and positivist.
Here’s the most special thing about it; my friend’s and my positive conversation wasn’t just encouraging, it was true. We didn’t go for cheap or false compliments like, “This painting should be in a museum!” Instead, we went for authentic(真实的) expressions of support and encouragement, like, “I love how you did that cloud!”
Over time, the class became something of a sacred space, because we had made a habit of using encouraging, supportive language. Sentence-starters like, “I like,” “I appreciate,” “I want to try”, kept us present, positive, and honest.
The encouragement also kept us engaged in the work of making art. I feel sure that I learned more—and practiced more at home—because the activity was shown in such consistently positive terms, grounded in a growth mindset, self-acceptance, and encouragement.
Having a friend to share an encouragement habit is fantastic, but you can practice it on your own as well. Compliment yourself in the mirror every morning. Keep a running “great work.” list of thing? you are doing well today. Trust in your ability to find something loving—and true-to comment today and every day.
4. What do we know about the author’s classmates?
A.They admired those talented in art. |
B.They didn’t take art class seriously. |
C.They were of the same artistic level. |
D.They were on good terms in the class. |
5. How did the classmates turn their class into a sacred space?
A.By showing false compliments to others. |
B.By decorating their class as a museum. |
C.By displaying abstract art works in the class. |
D.By offering supportive language around them. |
6. What did the author think of the art project?
A.It made him hopeful and confident. |
B.It needed to provide more practice. |
C.It was cheap and easy to carry out. |
D.It promoted his communication skills. |
7. What is the author’s purpose of writing the text?
A.To introduce a community education program. |
B.To call for good action to support those in need |
C.To describe how to make encouragement a habit. |
D.To comment on the power of authentic expressions. |