Tyler was a troubled student.He was in my senior class last year.It was __1__ to his former teachers that he had made it to his senior year.
He sat in the back row.Every time I spoke in the front of the class，I would ask students questions，__2__ them by name.This helped me learn their names while getting the kids __3__.Unfortunately，every time I asked him a question，he would __4__ with a flip(轻率的) answer.He knew the answers when he listened __5__ he didn’t want to be asked.If he got a wrong answer，he would get very angry.
One day，Tyler was talking while I was teaching.In the __6__ of teaching I said，“Tyler，why are you having your own discussion instead of __7__ ours？” With that，he __8__ from his chair，pushed it over，and yelled.I sent him to the office with a discipline referral，and he __9__ a week’s out of school suspension.
The week’s out of school suspension was wonderful.However，the week soon came to a(n) __10__，and I began to worry about his __11__.I knew from talking with his other teachers that he would be back even angrier.
I made a(n) __12__.On the day that he came back，I stood at the door __13__ him.As soon as I saw him，I asked him to talk for a moment.He seemed __14__ to do it but agreed.I told him that I wanted to start over(重新开始) with him.Furthermore，I gave him permission that if he felt he was going to lose __15__ in class he could step right outside the door for a moment to collect himself.
From that point on，Tyler was a(n) __16__ student in my classroom.He listened and participated.He was __17__ a smart child and I could finally get to see this in him.He even __18__ a fight between two other students one day.I __19__ that giving him the power to decide for himself made all the __20__.
1.A.surprising? B．interesting
C．disappointing? D．upsetting
2.A.visiting? B．watching
C．interviewing? D．calling
3.A.defeated? B．addicted
C．involved? D．impressed
4.A.exchange? B．respond
C．share? D．connect
5.A.until B．if
C．unless? D．but
6.A.case? B．matter
C．middle? D．presence
7.A.joining? B．starting
C．hearing? D．learning
8.A.fell down? B．got up
C．jumped in? D．fell off
9.A.suggested? B．refused
C．received? D．requested
10.A.end? B．decision
C．head D．agreement
11.A.study? B．return
C．family? D．health
12.A.plan B．mistake
C．face D．noise
13.A.looking after? B．escaping from
C．waiting for? D．staring at
14.A.excited? B．unhappy
C．calm? D．crazy
15.A.touch B．courage
C．heart? D．control
16.A.changed? B．similar
C．confused? D．proud
17.A.rarely? B．actually
C．usually? D．hardly
18.A.led? B．missed
C．reported? D．stopped
19.A.believe B．doubt
C．expect? D．recommend
20.A.effort? B．difference
C．point D．way
1.A
2.D
3.C
4.B
5.D
6.C
7.A
8.B
9.C
10.A
11.B
12.A
13.C
14.B
15.D
16.A
17.B
18.D
19.A
20.B
【解析】
1.
解析 根据前文“Tyler was a troubled student.”可推断，Tyler能读到高年级很令老师吃惊。
2.2】 D
解析 根据句中“by name”可推断，老师问问题时叫学生的名字。
3.3】 C
解析 根据前文“ask students questions”可知，作者是想让学生参与进来。
4.4】 B
解析 根据句中“with a flip(轻率的) answer”可知，这里指Tyler回答作者的问题。
5.5】 D
解析 根据句中“He knew the answers”和“he didn’t want to be asked”可知，前后为转折关系。
6.6】 C
解析 根据作者说的话的内容可知，作者当时在讲课。因此是在讲课中(middle)。
7.7】 A
解析 作者让Tyler加入到大家的讨论，而不是自己在那里说话。
8.8】 B
解析 根据句中“pushed it over”可知，Tyler从椅子上起来了。
9.9】 C
解析 根据语境可推断，Tyler 犯了错误，被停学一周。
10.0】 A
解析 根据下一段中“On the day that he came back”可知，一周结束了。
11.1】B
解析 根据后句中“he would be back even angrier”可知，作者害怕Tyler回来。
12.2】 A
解析 根据后文中“I wanted to start over(重新开始) with him”可推断，作者制定了一个计划。
13.13】 C
解析 根据后句中“As soon as I saw him，I asked him to talk for a moment.”可知，作者在门口等Tyler。
14.14】 B
解析 根据句中“but agreed”可知，Tyler看起来不太愿意。
15.15】 D
解析 根据句中“collect himself”可知，这里指在Tyler失去控制的情况下。
16.16】 A
解析 根据后句“He listened and participated.”可知，Tyler完全变了。
17.17】 B
解析 根据句中“I could finally get to see this in him”可知，Tyler实际上很聪明，用actually表示强调。
18.8】 D
解析 根据句中even和语境可知，作者在表扬Tyler，他甚至阻止了同学打架。
19.9】 A
解析 根据that后面的内容可知，这是作者认识到的，用believe。
20.20】 B
解析 make the difference表示“大不相同”。
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Graduate work at the University of Chicago found him connected with honorable educators Charles Judd and W. W. Charters, whose ideas of teaching and testing had an effect on his later work. In 1927, he became a teacher of Ohio State University where he further developed a new method of testing.
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Tyler wasn’t willing to give up one single moment of his childhood to this deadly disease. It was not unusual to find him playing and racing around his backyard, wearing his medicine - laden backpack and dragging his tank of oxygen behind him in his little wagon. All of us who knew Tyler marveled at his pure joy in being alive and the energy it gave him. Tyler’s mom often teased him by telling him that he moved so fast she needed to dress him in red. That way, when she peered through the window to check on him playing in the yard, she could quickly spot him.
This dreaded disease eventually wore down even the likes of a little dynamo like Tyler. He grew quite ill and, unfortunately, so did his HIV - infected mother. When it became apparent that he wasn’t going to survive, Tyler’s mom talked to him about death. She comforted him by telling Tyler that she was dying too, and that she would be with him soon in heaven.
A few days before his death, Tyler beckoned me over to his hospital bed and whispered, " I might die soon. I’m not scared. When I die, please dress me in red. Mom promised she’s coming to heaven, too. I’ll be playing when she gets there, and I want to make sure she can find me. "
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A. optimistic. B. pessimistic. C. sorrowful. D. fearful.
65. Tyler requested the writer to dress him in red when he died simply because ________.
A. red is a lucky color B. red might help to cure him
C. his mom could spot him easily D. he could find more mates by wearing red
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A. My unusual profession. B. A caring mother.
C. Mother and son. D. Dying in red.
67. The underlined word dynamo in the fourth paragraph here means ________.
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