Question

It was her giggling that drew my attention．Note taking really wasn’t all that funny．
Walking over to the offender, I asked for the 1．Frozen, she refused to give it to me．I waited, all attention in the classroom on the quiet 2 between teacher and student．When she finally 3it over she whispered, “Okay, but I didn’t draw it”.
It was a hand-drawn  4 of me, teeth blackened and the words “I’m stupid” coming out of my mouth．I managed to fold it up calmly．My mind, 5, was working angrily as I struggled not to 6.
I figured I knew the two most likely candidates for drawing the picture．It would do them some 7 to teach them a lesson, and maybe it was high time that I did it!
Thankfully, I was able to keep myself 8
When there were about six minutes remaining, I showed the class the picture．They were all silent as I told them how 9 this was for me．I told them there must be a reason 10  and now was their chance to write down anything they needed to tell me．Then I let them write silently while I sniffed in the back of the classroom．
As I 11 the notes later, many of them said something like, “I’ve got nothing against you,” or “I’m sorry you were hurt．” Some kids said, “We’re 12of you．” But two notes, from the girls who I 13were behind the picture, had a list of issues．I was too 14, too strict…
Reading those notes, I realized that over the course of this year, instead of 15 my students, I had begun commanding them to 16．Where I thought I was driving them to success I was 17 driving them away．
I had some apologizing to do．But the next day in the classroom, one boy and one girl each handed me a card．The one 18  by all the boys expressed sincere regret for the ugly joke．The one from the girls asked for 19.
This was a lesson for both the kids and me．Forgiveness does not change the past, but it does enlarge the 20.

1. 1.
   1. A.
      note
   2. B.
      advice
   3. C.
      reason
   4. D.
      help
2. 2.
   1. A.
      battle
   2. B.
      competition
   3. C.
      argument
   4. D.
      conversation
3. 3.
   1. A.
      took
   2. B.
      thought
   3. C.
      turned
   4. D.
      handed
4. 4.
   1. A.
      statue
   2. B.
      graph
   3. C.
      picture
   4. D.
      poster
5. 5.
   1. A.
      otherwise
   2. B.
      however
   3. C.
      therefore
   4. D.
      besides
6. 6.
   1. A.
      leave
   2. B.
      cry
   3. C.
      explain
   4. D.
      argue
7. 7.
   1. A.
      good
   2. B.
      harm
   3. C.
      favor
   4. D.
      punishment
8. 8.
   1. A.
      amused
   2. B.
      controlled
   3. C.
      uninterested
   4. D.
      relaxed
9. 9.
   1. A.
      meaningful
   2. B.
      forgetful
   3. C.
      regretful
   4. D.
      hurtful
10. 10.
    1. A.
       aside
    2. B.
       above
    3. C.
       beneath
    4. D.
       behind
11. 11.
    1. A.
       wrote
    2. B.
       finished
    3. C.
       read
    4. D.
       collected
12. 12.
    1. A.
       proud
    2. B.
       fond
    3. C.
       afraid
    4. D.
       ashamed
13. 13.
    1. A.
       figured
    2. B.
       promised
    3. C.
       concluded
    4. D.
       confirmed
14. 14.
    1. A.
       talkative
    2. B.
       mean
    3. C.
       clumsy
    4. D.
       considerate
15. 15.
    1. A.
       forcing
    2. B.
       encouraging
    3. C.
       comforting
    4. D.
       teaching
16. 16.
    1. A.
       appreciate
    2. B.
       apologize
    3. C.
       compromise
    4. D.
       achieve
17. 17.
    1. A.
       actually
    2. B.
       normally
    3. C.
       immediately
    4. D.
       generally
18. 18.
    1. A.
       decorated
    2. B.
       offered
    3. C.
       signed
    4. D.
       bought
19. 19.
    1. A.
       thankfulness
    2. B.
       forgiveness
    3. C.
       compensation
    4. D.
       communication
20. 20.
    1. A.
       friendship
    2. B.
       education
    3. C.
       knowledge
    4. D.
       future

Answer 1

AADCB BABDD CCABB DACBD
[解题导语]　一次令人不愉快的玩笑让作者意识到自己对学生的严加管教实际上背离了自己的初衷，他们需要的是鼓励，而不是命令。
1.女孩儿咯咯的笑声吸引了作者的注意，作者认为记笔记没有那么可笑，就向“冒犯者”要“笔记”。 上文的“Note taking”是线索提示。 答案：A
2.在教室里所有的注意都在老师与学生无声的战斗（battle）。答案：A
3.hand over交上来，为固定短语搭配。答案：D
4.后面的“for drawing the picture”也是线索提示。 答案：C
5.therefore因此，表示因果关系。答案：B
6.“I sniffed in the back of the classroom”是线索提示。 答案：B
7. do sb. good表示“对某人有好处”。 答案：A
8.amuse娱乐，消遣。多谢，我能够让自己消遣一下。答案：B
9.“I’m sorry you were hurt.”可知这张画像深深地“伤害”了作者。A项表示“有意义的”，B项表示“健忘的”，C项表示“懊悔的”，均不符合语境。 答案：D
10.其后所在句揭示了画像背后的原因。 答案：D
11.control控制，这里表示严加管教之意。答案：C
12. have sth. against sb.表示“不喜欢/不赞成某人”。 答案：C
13.与后面的“I figured...”相呼应，表示作者“认为”她们是画像背后的“真凶”。figure表示“认为”她们是画像背后的“真凶”。figure表示“认为，认定(某事将发生或属实)”。 答案：A
14.A项表示“健谈的”，C项表示“笨拙的”，D项表示“体贴的”，都不符合语境。 答案：B
15.而不是鼓励（encouraging）学生。答案：B
16. success可知作者开始采用命令的方式迫使学生“完成”。前三项分别表示“欣赏；感激”“道歉”“妥协”，均不符合语境。 答案：D
17. B项表示“正常地”；C项表示“立刻”；D项表示“普遍地”；均不符合语境。 答案：A
18.sign这里表示“签名”之意。其中一张有所有男孩的签名。答案：C
19.“Forgiveness does...”可知，女生们请求作者的“原谅”。A“感激”；C“补偿”；D“交流”，都不符合语境。 答案：B
20.the past相对，故选D，表示“将来”。原谅不能改变过去，但可以展望未来。 答案：D