Teaching second grade is always a challenge. Each student arrives at school with his own needs and difficulties. One year a student called Billy   36   me with his behavior as well as his academic requirements. He struggled daily with his   37   emotions and often became angry or violent. I knew that, to make   38   progress, his emotions needed controlling. 

One   39   I tried to help Billy was to have him come directly into the classroom when he arrived at school. Billy’s mom would   40   me to alert (警告) me to a particularly emotional morning at home. Then, I would focus on   41   his anger and calming him down before the other students arrived.

One week our class was studying   42  . I thought one way to bring learning into the classroom was to bring my dog Rocky to school for the day.

That day began as normal. I was preparing activities focused on dog themes   43   I was told that Billy had a   44   morning at home and I might need to get him   45  . As I was talking to his mom, Billy   46   into the classroom. To Billy’s   47  , Rocky immediately ran up to his new   48  , wagging his tail and licking Billy’s face with doggy affection. Billy couldn’t   49   Rocky’s charm (魅力) and began laughing as his anger melted away.

Throughout the day, Billy never left Rocky’s side, feeding him, being gentle with him and even   50   the other students while Rocky was sleeping.

Billy was known for doing anything he could to avoid   51  , but on this day he found a good dog story, “Clifford’s Puppy Days,” and read it to Rocky. How   52   I was at the sight of Billy reading happily！My little dog was able to   53   Billy’s day from one of anger and frustration to one of laughter, gentleness and   54  .

That day Rocky more than helped me with my   55  ; he helped to change the life of a child! After that Billy’s behavior definitely improved.

36. A. challenged      B. cheated C. benefited    D. betrayed  

37. A. unforgettable     B. uncontrollable    C. unconscious       D. unfortunate   

38. A. physical          B. mental       C. academic          D. authentic 

39. A. advantage       B. agenda       C. reason              D. way

40. A. awake          B. call           C. visit              D. sign

41. A. tolerating        B. observing     C. relieving           D. ignoring

42. A. emotions         B. pets           C. botany            D. diet   

43. A. after       B. as           C. when             D. before

44. A. boring     B. fantastic       C. busy                 D. rough

45. A. settled     B. punished      C. treated               D. excited

46. A. fled             B. stormed       C. jogged               D. floated

47. A. surprise          B. delight      C. shame         D. fear

48. A. protector         B. trainer        C. friend         D. owner

49. A. resist           B. describe       C. reduce         D. forget

50. A. educating    B. envying   C. comforting     D. quieting

51. A. exploding       B. reading C. arguing             D. apologizing

52. A. surprised         B. disappointed C. amused          D. confused

53. A. urge            B. shorten        C. transform           D. expand

54. A. admiration   B. curiosity  C. anxiety             D. love

55. A. family       B. teaching        C. housework           D. performance

36—40 ABCDB 41—45 CBCDA 46—50 BACAD 51—55 BACDB

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D. R. Gaul Middle School is in Union, Maine, a blueberry-farming town where the summer fair finds kids competing in pig scrambles and pie-eating contests.

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Individual schedules and lesson plans are(75)    by each team．
A strong(76)    between teacher and student is established through
combining teams and looping．
    Signs of
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72 percent of the eighth-graders(78)   Maine's reading standard
(79)percent higher than the state average in maths
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D. R. Gaul Middle School is in Union, Maine, a blueberry-farming town where the summer fair finds kids competing in pig scrambles(爭奪) and pie-eating contests.

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1.      of the school

◆Being a farming town, Gaul achieved little in 2.        before.

◆Further education is considered less important there.

◆The community is relatively 3.         rather than open to the outsiders.

 

Ways of solving

the problems

●dividing the students into different classes and creating ways to make the students well 4.         to learn.

●conducting5.       and lesson plans for each team

●establishing a strong 6.        between teacher and students through combining teams and looping

 

 

7.       of success

■72 percent of the eighth-graders8.       Maine's reading standard

■the school beating the state average in 9.        

■students’ math average being 10.       higher than the state average

■four of the previous five years  witnessing at least 20 percent test gains

 

 

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C. teacher training is not important for a primary teacher

D. secondary teachers mainly teach children two subjects

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A. tell teachers how primary teachers guide students

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