Mr. Klein told the class that a new student, Inez, would join them soon. He ______32______ that Inez was deaf. She “talked” with others by using sign language. Mr. Klein knew sign language, and he decided to teach his students so that they could also “talk” with Inez.
First, they learned to sign the letters. Some letters were hard to ______33_______. Other letters, such as C, were easier because the shape of the hand was the same as the shape of the letter.
The next thing they learned was finger spelling. They signed one letter after another to spell a word. They ____34_______ with two-letter words such as at and on. Then they spelled ___35_______ words.
Finally, Mr. Klein showed that ___36_______ one sign could be used for a whole word. To make the sign for the word fine, a person spreads out the fingers on one hand, ___37___ the thumb to the chest, and moves the hand away from the chest. Signing is not just ___38______with the hands. Expressions on the face are also ___39_____. The students learned to sign a question mark by using expressions on the face.
When Inez first entered the classroom, she looked ____40_______. But the students signed, “Good morning, Inez.” She gave the class a big smile and signed back, “What a wonderful ____41_____!”

Mr. Klein told the class that a new student, Inez, would join them soon. He   1  that Inez was deaf. She “talked” with others by using sign language. Mr. Klein knew sign language, and he decided to teach  2  students so that they could also “talk” with Inez.
First, they learned to sign the letters. Some letters were hard to 3  . Other letters, such as C ,were easier because the shape of the hand was the same as the shape of the letter.
The  4  thing they learned was finer spelling. They signed one letter after another to spell a word. They   5  with two-letter words such as at and on . Then they spelled   6  words.
Finally, Mr. Klein showed that   7  one sign could be used for a whole word. To make the sign for the word fine, a person spreads out the fingers on one hand,   8  the thumb(拇指) to the chest(前胸) , and moves the hand away from the chest. Signing is not just done with the hands. Expressions on the face are also   9   . The students learned to sign a question mark by using expressions on the face.
When Inez first entered the classroom. She looked   10  . But the students signed, “Good morning, Inez. ” She gave the class a big smile and signed back, “What a wonderful welcome !”

Mr. Klein told the class that a new student, Inez, would join them soon. He ______32______ that Inez was deaf. She “talked” with others by using sign language. Mr. Klein knew sign language, and he decided to teach his students so that they could also “talk” with Inez.

First, they learned to sign the letters. Some letters were hard to ______33_______. Other letters, such as C, were easier because the shape of the hand was the same as the shape of the letter.

The next thing they learned was finger spelling. They signed one letter after another to spell a word. They ____34_______ with two-letter words such as at and on. Then they spelled ___35_______ words.

Finally, Mr. Klein showed that ___36_______ one sign could be used for a whole word. To make the sign for the word fine, a person spreads out the fingers on one hand, ___37___ the thumb to the chest, and moves the hand away from the chest. Signing is not just ___38______with the hands. Expressions on the face are also ___39_____. The students learned to sign a question mark by using expressions on the face.

When Inez first entered the classroom, she looked ____40_______. But the students signed, “Good morning, Inez.” She gave the class a big smile and signed back, “What a wonderful ____41_____!”