Teaching second grade is always a challeng

题目内容：

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

One ____I tried to help Billy was to have him come directly into the classroom when he arrived at school.Billy's mom would____me to alert me to a particularly emotional morning at home.Then，I would focus on____his anger and calming him down before the other students arrived.

One week our class was studying____.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____I was told that Billy had a ____morning at home and I might need to get him____.As I was talking to his mom，Billy____into the classroom.To Billy's____，Rocky immediately ran up to his new____，wagging his tail and licking Billy's face with doggy affection.Billy couldn't ____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 ____the other students while Rocky was sleeping.

Billy was known for doing anything he could to avoid____，but on this day he found a good dog story，“ Clifford's Puppy Days”，and read it to Rocky.How ____I was at the sight of Billy reading happily！My little dog was able to____Billy's day from one of anger and frustration to one of laughter，gentleness and ____.

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

小题1:

A．challenged

B．cheated

C．benefited

D．betrayed小题2:

A．unforgettable

B．uncontrollable

C．unconscious

D．unfortunate小题3:

A．physical

B．mental

C．academic

D．authentic小题4:

A．advantage

B．agenda

C．reason

D．way小题5:

A．awake

B．call

C．visit

D．sign小题6:

A．tolerating

B．observing

C．relieving

D．ignoring小题7:

A．emotions

B．pets

C．botany

D．diet小题8:

A．after

B．as

C．when

D．before小题9:

A．boring

B．fantastic

C．busy

D．rough小题10:

A．settled

B．punished

C．treated

D．excited小题11:

A．fled

B．stormed

C．jogged

D．floated小题12:

A．surprise

B．delight

C．shame

D．fear小题13:

A．protector

B．trainer

C．friend

D．owner小题14:

A．resist

B．describe

C．reduce

D．forget小题15:

A．educating

B．envying

C．comforting

D．quieting小题16:

A．exploding

B．reading

C．arguing

D．apologizing小题17:

A．surprised

B．disappointed

C．amused

D．confused小题18:

A．urge

B．shorten

C．transform

D．expand小题19:

A．admiration

B．curiosity

C．anxiety

D．love小题20:

A．family

B．teaching

C．housework

D．performance

最佳答案：

小题1:A

小题2:B

小题3:C

小题4:D

小题5:B

小题6:C

小题7:B

小题8:C

小题9:D

小题10:A

小题11:B

小题12:A

小题13:C

小题14:A

小题15:D

小题16:B

小题17:A

小题18:C

小题19:D

小题20:B

答案解析：

小题1:答案　A　[根据文章的首句和下文可知， Billy同学给“我”带来了“挑战”。]

小题2:答案　B　[从本句中的“often became angry or violent”可知，他的情绪常常“难以控制”。]

小题3:答案　C　[从上文中的“...academic requirements”可知，他的学习成绩也不好，因此他要在学习上(academic)取得进步，就必须控制好他的情绪。]

小题4:答案　D　[从本段内容可知，作者在叙述他帮助Billy的“方法”。]

小题5:答案　B　[这里指Billy的母亲给老师“打电话”，告知老师Billy早晨在家时有不好的情绪。]

小题6:答案　C　[Billy到校后，老师通常会想方设法让他释放怒气。relieve释放，缓解。]

小题7:答案　B　[根据空后的dog及下一段的内容可知，他们要学习“宠物”。]

小题8:答案　C　[考查连词。was /were doing...when...是一个常见的结构，意思是“正在……这时……”。]

小题9:答案　D　[从第二段可知，每当Billy在家里情绪不好时，作者就会接到电话通知。rough粗暴的。]

小题10:答案　A　[根据第二段可知，每当这时作者都要帮他释放怒气，并且让他calm down(安定下来)。本题中的get him settled就是此意。]

小题11:答案　B　[storm into冲进来。]

小题12:答案　A　[Rocky跑到Billy跟前，和他“亲热”，这出乎Billy的预料，让他很惊奇。]

小题13:答案　C　[狗把Billy当作“朋友”。]

小题14:答案　A　[couldn't resist无法拒绝，抑制不住。]

小题15:答案　D　[Billy在Rocky休息时让其他同学“安静”下来。]

小题16:答案　B　[Billy不读书是出了名的，可是今天却一反常态，找了一个有关狗的故事读给Rocky听。]

小题17:答案　A　[看到Billy如此高兴地读书，“我”当然感到很“惊讶”。]

小题18:答案　C　[小狗居然让原本情绪不好的Billy转怒为喜。transform...from...to...把……从……转变成……。]

小题19:答案　D　[从laughter和gentleness可以判断应该选择love，体现了Billy对小狗的关爱之心。]

小题20:答案　B　[考查名词辨析。根据第三段可知，作者原本是把狗带来进行“教学”的。]

考点核心：

人物传记类文章的文体特征：

人物传记是记叙文体的一种，主要描写某人的生平事迹、趣闻轶事、生活背景、个性特征、成长奋斗历程等，包含记叙文的时间、地点、人物、事件等要素。其特点是以时间的先后或事件的发展为主线，空间或逻辑线索贯穿文章始终，脉络清楚，可读性较强。