题目

第二节阅读下面材料, 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。My Best Teaching ExperienceTyler was only in my senior class for a semester. He had been suspended (使停学) many times in previous years because of his anger issues. When he entered my class, I thought the worst.Tyler sat in the back row. Every time I talked to the class, I would ask students questions, calling them by name. Unfortunately, every time I called on Tyler, he would respond with a joke. 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 least have them sit quietly and attentively (专心地). By contrast, Tyler was often loud and sometimes rude.He had been in so much trouble over the years.He expected his teachers to know about his past;about how many times he had been sent to the office or suspended from school. I had found that these sorts of referrals (移交) were not very effective and that students would return from the office behaving worse than before.One day, Tyler was talking over me while I was teaching. I stopped my lesson and said, "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 some impolite words. I sent Tyler straight to the office, and he received a week's 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 suspended from 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.续写要求：1. 续写词数应为 150 左右;2. 请按如下格式在答题卡的相应位置作答。On the day of Tyler's return, I stood at the door awaiting him. A spark of surprise flashed across his face. 答案：One possible version:On the day of Tyler's return, I stood at the door awaiting him. At last he came, walking with his hands in his pockets. That image immediately brought back memories of the boy throwing a tantrum in class the other day. Yet I managed to restrain my anger this time. These past few days, I had been building a wall between us with blame and punishment, so I thought to myself that maybe I should try another way. "I want to apologize for the quarrel that we had in the middle of class, and I'm really sorry if it hurt your feelings," I said, finally breaking the ice.A spark of surprise flashed across his face. The naughty boy froze there, staring at me with wide eyes. It was clear that he had never heard an apology from a teacher before. "It is I who should say sorry," he murmured, his face burning with shame, "I should have learned to control myself." With a smile, I stepped forward and patted him on his shoulder, signaling to him to go back to his seat. In the days that followed, Tyler didn't misbehave in class anymore and took an active part in class discussions. I had never expected "understanding" could make such a huge difference — it turned one of my worst teaching experiences into perhaps the best one.

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