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.
小題1:
A．challengedB．cheatedC．benefitedD．betrayed
小題2:
A．unforgettableB．uncontrollableC．unconsciousD．unfortunate
小題3:
A．physicalB．mentalC．a(chǎn)cademicD．a(chǎn)uthentic
小題4:
A．a(chǎn)dvantageB．a(chǎn)gendaC．reason D．way
小題5:
A．a(chǎn)wakeB．callC．visitD．sign
小題6:
A．toleratingB．observingC．relievingD．ignoring
小題7:
A．emotionsB．petsC．botanyD．diet
小題8:
A．a(chǎn)fterB．a(chǎn)sC．whenD．before
小題9:
A．boringB．fantasticC．busyD．rough
小題10:
A．settledB．punishedC．treatedD．excited
小題11:
A．fledB．stormedC．joggedD．floated
小題12:
A．surpriseB．delightC．shameD．fear
小題13:
A．protectorB．trainerC．friendD．owner
小題14:
A．resist B．describeC．reduceD．forget
小題15:
A．educatingB．envyingC．comfortingD．quieting
小題16:
A．explodingB．readingC．a(chǎn)rguingD．a(chǎn)pologizing
小題17:
A．surprisedB．disappointedC．a(chǎn)musedD．confused
小題18:
A．urgeB．shortenC．transformD．expand
小題19:
A．a(chǎn)dmirationB．curiosityC．a(chǎn)nxietyD．love
小題20:
A．familyB．teachingC．houseworkD．performance

小題1:A
小題2:B
小題3:C
小題4:D
小題5:B
小題6:C
小題7:B
小題8:C
小題9:D
小題10:A
小題11:B
小題12:A
小題13:C
小題14:A
小題15:D
小題16:B
小題17:A
小題18:C
小題19:D
小題20:B

小題1:答案　A　[根據(jù)文章的首句和下文可知， Billy同學給“我”帶來了“挑戰(zhàn)”。]
小題2:答案　B　[從本句中的“often became angry or violent”可知，他的情緒常常“難以控制”。]
小題3:答案　C　[從上文中的“...academic requirements”可知，他的學習成績也不好，因此他要在學習上(academic)取得進步，就必須控制好他的情緒。]
小題4:答案　D　[從本段內(nèi)容可知，作者在敘述他幫助Billy的“方法”。]
小題5:答案　B　[這里指Billy的母親給老師“打電話”，告知老師Billy早晨在家時有不好的情緒。]
小題6:答案　C　[Billy到校后，老師通常會想方設法讓他釋放怒氣。relieve釋放，緩解。]
小題7:答案　B　[根據(jù)空后的dog及下一段的內(nèi)容可知，他們要學習“寵物”。]
小題8:答案　C　[考查連詞。was /were doing...when...是一個常見的結構，意思是“正在……這時……”。]
小題9:答案　D　[從第二段可知，每當Billy在家里情緒不好時，作者就會接到電話通知。rough粗暴的。]
小題10:答案　A　[根據(jù)第二段可知，每當這時作者都要幫他釋放怒氣，并且讓他calm down(安定下來)。本題中的get him settled就是此意。]
小題11:答案　B　[storm into沖進來。]
小題12:答案　A　[Rocky跑到Billy跟前，和他“親熱”，這出乎Billy的預料，讓他很驚奇。]
小題13:答案　C　[狗把Billy當作“朋友”。]
小題14:答案　A　[couldn't resist無法拒絕，抑制不住。]
小題15:答案　D　[Billy在Rocky休息時讓其他同學“安靜”下來。]
小題16:答案　B　[Billy不讀書是出了名的，可是今天卻一反常態(tài)，找了一個有關狗的故事讀給Rocky聽。]
小題17:答案　A　[看到Billy如此高興地讀書，“我”當然感到很“驚訝”。]
小題18:答案　C　[小狗居然讓原本情緒不好的Billy轉怒為喜。transform...from...to...把……從……轉變成……。]
小題19:答案　D　[從laughter和gentleness可以判斷應該選擇love，體現(xiàn)了Billy對小狗的關愛之心。]
小題20:答案　B　[考查名詞辨析。根據(jù)第三段可知，作者原本是把狗帶來進行“教學”的。]
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Documenting the Tangmi language and culture is just a starting point for Turin, who seeks to include other languages and oral traditions across the Himalayans reaches of India, Nepal, Bhutan, and China. But he is not content to simply record these voices before they disappear without record.
At the University of Cambridge Turin discovered a wealth of important materials- including photographs, films, tap recordings, and field notes- which had remained unstudied and were badly in need of care and protection.
Now, through the two organizations that he has founded-the Digital Himalaya Project and the World Oral Literature Project- Turin has started a campaign to make such documents, found in libraries and stores around the world, available not just to scholars but to the youngers.
Generations of communities from whom the materials were originally collected.Thanks to digital technology and the widely available Internet. Turin notes,the endangered languages can be saved and reconnected with speech communities.
小題1:Many scholars are making efforts to _____.
A．promote global languages
B．rescue the disappearing languages
C．search for language communities
D．set up languages research organizations.
小題2:What does “that tradition” in Paragraph 3 refer to?
A．Having first records of the languages
B．Writing books on language searching
C．Telling stories about language users
D．Linking with the native speakers
小題3:What is Turin’s book based on?
A．The cultural statics in India.
B．The documents available at Yale.
C．His language research in Britain.
D．His personal experience in Nepal.
小題4:Which of the following best describe Turin’s  Work?
A．Write sell and donate.
B．Record,repeat and reward.
C．Collect,protect and reconnect.
D．Design, experiment and report.

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