第二节(满分25分)
阅读下面材料,根据其内容和所给段落开头语续写两段,使之构成一篇完整的短文。续 写的词数应为150左右。
Tyler was enrolled in my senior class for a semester. He had impulse-control (克制冲 动)and anger management issues. He had been suspended(停课)many times in previous years. When he entered my class, I assumed the worst.
Tyler sat in the back row. Every time I talked in the front of the class, I would ask students questions, calling them by name. Unfortunately, every time I called on Tyler, he would respond with a glib（未经思考的）answer. If he got an answer wrong, he would become angry.
About a month into the year, I was still trying to connect with Tyler. I can usually get students involved in class discussions or at the least motivate them to sit quietly and attentively. By contrast, Tyler was just loud and offensive.
He had been in so much trouble through the years. He expected his teachers to know about his referrals（移交）where he was sent to the office, and suspensions, where he was given compulsory days to stay out of school. I had rarely found referrals to be effective because students would return from the office behaving worse than before.
One day, Tyler was talking while I was teaching. In the middle of the lesson, I said in the same tone of voice, “Tyler, why don't you join in our discussion instead of having one of your own?" With that, he got up from his chair, pushed it over and yelled something. I can't remember what he said other than that he included several impolite words. I sent Tyler to the office with a discipline referral , and he received a week's out — of — school suspension.
To this point, this was one of my worst teaching experiences. Tyler's anger was almost too much for me. The week Tyler was out of school was a wonderful time, and we got a lot accomplished as a class. However, the suspension week would soon come to an end, and I was fearful of his return.
On the day of Tyler's return, I stood at the door awaiting him.
A spark of surprise flashed across his face.
第二节（满分25分）
One possible version：
On the day of Tyler's return, I stood at the door awaiting him・ At last he came, with his hands in his pockets. I went up to him and said hello. I wanted to break the ice. I asked him to talk to me for a moment. Taylor seemed reluctant at first, but finally agreed. I told him I was eager to start over with him. At the same time, I told him that if he couldn’t control himself sometimes in class, he could step out of the door for a while to collect himself.
A spark of surprise flashed across his face. He was stunned there, staring at me with wide eyes. But it was always pleasant to be believed in] He made up his mind that he had the power to choose his own way of behaving・ From then on, Taylor listened carefully and took an active part in class. He spared every minute to study. At the end of the year, Tyler wrote me a thank-you note telling me how great his year had been. I still have that note today, and it moves me to reread it when I'm stressed about teaching.
阅读下面材料,根据其内容和所给段落开头语续写两段,使之构成一篇完整的短文。续 写的词数应为150左右。
Tyler was enrolled in my senior class for a semester. He had impulse-control (克制冲 动)and anger management issues. He had been suspended(停课)many times in previous years. When he entered my class, I assumed the worst.
Tyler sat in the back row. Every time I talked in the front of the class, I would ask students questions, calling them by name. Unfortunately, every time I called on Tyler, he would respond with a glib（未经思考的）answer. If he got an answer wrong, he would become angry.
About a month into the year, I was still trying to connect with Tyler. I can usually get students involved in class discussions or at the least motivate them to sit quietly and attentively. By contrast, Tyler was just loud and offensive.
He had been in so much trouble through the years. He expected his teachers to know about his referrals（移交）where he was sent to the office, and suspensions, where he was given compulsory days to stay out of school. I had rarely found referrals to be effective because students would return from the office behaving worse than before.
One day, Tyler was talking while I was teaching. In the middle of the lesson, I said in the same tone of voice, “Tyler, why don't you join in our discussion instead of having one of your own?" With that, he got up from his chair, pushed it over and yelled something. I can't remember what he said other than that he included several impolite words. I sent Tyler to the office with a discipline referral , and he received a week's out — of — school suspension.
To this point, this was one of my worst teaching experiences. Tyler's anger was almost too much for me. The week Tyler was out of school was a wonderful time, and we got a lot accomplished as a class. However, the suspension week would soon come to an end, and I was fearful of his return.
On the day of Tyler's return, I stood at the door awaiting him.
A spark of surprise flashed across his face.
第二节（满分25分）
One possible version：
On the day of Tyler's return, I stood at the door awaiting him・ At last he came, with his hands in his pockets. I went up to him and said hello. I wanted to break the ice. I asked him to talk to me for a moment. Taylor seemed reluctant at first, but finally agreed. I told him I was eager to start over with him. At the same time, I told him that if he couldn’t control himself sometimes in class, he could step out of the door for a while to collect himself.
A spark of surprise flashed across his face. He was stunned there, staring at me with wide eyes. But it was always pleasant to be believed in] He made up his mind that he had the power to choose his own way of behaving・ From then on, Taylor listened carefully and took an active part in class. He spared every minute to study. At the end of the year, Tyler wrote me a thank-you note telling me how great his year had been. I still have that note today, and it moves me to reread it when I'm stressed about teaching.
