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It had been a difficult move. I’d left my family and friends in Indiana, the beloved state where I’d lived most of my life. My new home in Florida was thousands of miles away from anything I knew. It was hot—all the time. Jobs were hard to come by, but I was up for almost any challenge.
At last, I taught in a special school where students have severe learning and behavioral difficulties.
Another teacher and I had spent weeks teaching the children appropriate behavior for public outings. Unexpectedly, only a few students, including Kyle, had not earned the privilege of going. He was determined to make his disappointment known.
In the corridor(走廊) between classrooms, he began screaming, cursing, spitting, and swinging at anything within striking distance. Once his outburst died down, he did what he’d done when he was angry at all his other schools, at home, even once at a juvenile detention(拘留)center. He ran.
People watched in disbelief as Kyle dashed straight into the heavy morning traffic in front of the school.
I heard someone shout, “Call the police!”
But I ran after him.
Kyle was at least a foot taller than me. And he was fast. His older brothers were track stars at the nearby high school. But I could run long distances without tiring. I would at least be able to keep him in my sight and know he was alive.
After several blocks of running directly into oncoming traffic, Kyle slowed his pace.
He took a sharp left. Standing next to a trash bin, Kyle bent over with his hands on his knees. I must have looked ridiculous. But his was not a look of fear. I saw his body relax. He did not attempt to run again. Kyle stood still and watched me approach. I had no idea what I was going to say or do, but I kept walking closer.
He opened his mouth to speak when a police car pulled up, abruptly filling the space between Kyle and me. The school principal and an officer got out. They spoke calmly to Kyle, who willingly climbed into the back of the vehicle. I couldn’t hear what was said, but I didn’t take my eyes off Kyle’s face, even as they drove away.
I couldn’t help but feel that I had failed him, that I should have done or said more, that I should have fixed the situation.
I shared my feelings with a speech therapist who was familiar with Kyle’s history. “No one ever ran after him before, Rachel,” she said. “No one. They just let him go.”
Things changed the day he ran and I ran after him, even though I didn’t have the right words, even though I wasn’t able to save him from the mess he was in. It was the day I didn’t throw my hands in the air and decide he was too fast, a waste of time and effort , a lost cause. It was the day my mere presence was enough to make a profound difference.
小題1:From the passage we know that _____.
A．the author left her family to Florida because jobs were hard to come by in Indiana.
B．students were allowed to go out after they passed some specific tests.
C．the author worked in a school where students were excellent.
D．no teacher had ever run after Kyle before except the author .
小題2:Which of the following description about Kyle is not true?
A．He had some behavioral difficulties and once moved from one detention to another.
B．He used to run out to let out his anger when he was in school,home or juvenile detention.
C．Different from his brothers, he learned in a special school while not a normal high school.
D．He was moved by his teacher who treated him with more patience and understanding.
小題3:Which is the correct order of the trace?
①He burst out when he knew he couldn’t go out.      ②I decided to run after him.
③Kyle stoppped beside a trash bin.                      ④A police car came and Kyle left with it.
⑤He rushed into the heavy morning traffic.       ⑥Kyle slowed his pace.
⑦I walked toward Kyle.
A．①⑤②⑥③⑦④B．①⑤②④⑥⑦③
C．⑤④②⑥③⑦①D．①②⑥⑦③④⑤
小題4:What is the best title of the passage?
A．Kyle, a Boy with Learning and Behavior Difficulties.
B．The Teacher Who Ran.
C．A School with Special Students.
D．A Terrible Conflict.

小題1:D
小題2:A
小題3:A
小題4:B

試題分析：作者離開印第安納州來到福羅里達州一個特殊學校教書，主要負責一些有學習和行為障礙的學生，教育他們社會上應有的正確的行為，但總有那么幾個學生不聽話，以學生Kyle為例,該學生總是做任何在其他學�；蚣抑凶鲞^的事情，最后經過我的教育警察的協(xié)助，臨床專家的分析，除了作者以前從來沒有人追著他跑過，因為我而受到感動發(fā)生了變化。
小題1:D 細節(jié)理解題。A項與第一段第二、第三句不相符；B項文中沒有提到；C 項與文章第二段相悖；D項從第十三段“I shared my feelings with a speech therapist who was familiar with Kyle’s history. “No one ever ran after him before, Rachel,” she said. “No one. They just let him go.”可知是正確的。
小題2:A 細節(jié)理解題。A項與第四段不相符；B項第四段最后兩句提到這個內容；C項文章第八段有涉及該內容；D與文章最后一段后面兩句相符。
小題3:A 細節(jié)理解題。首先是他知道不能出去而大哭（第四段提到），然后他沖進擁擠的交通，看到這情況我決定追他，他減慢他的步伐在一個垃圾箱旁停下來，我走向前，最后警車到來Tyle跟著就離開了。故A正確。
小題4:B 主旨大意題。文章大篇幅都在寫“我”run after Tyle最后他終于改變了。所以B 正確。
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