Ⅱ. 完形填空
（2025·山東名?？荚嚶撁似谥校㏕he children in my class worked on their projects. "Nah, nah, nah..." The noise got louder. I knew before I checked out which child was causing the 1
A
. Stephen was displaying attention-seeking behavior since he joined our class after his family had moved to town. I had 2
B
.
"Stephen, I can't have constant 3
A
. Please go to sit in the hall until you think you can be 4
D
in the classroom." His hurt look made me regret my words. I should have been showing 5
B
in a new way. I knew how hard it was to be the new kid. I should have been showing sympathy（同情）, not 6
A
the child.
How can I 7
C
this unhappy little boy? An idea popped into my head. I put the 8
B
into action the very next morning. When Stephen took his seat, I 9
D
five nickels（5分鎳幣）in front of him. "The nickels are yours to keep—but each time you disturb the class, I'll have to take one nickel 10
C
," I said.
When Stephen acted up halfway through class, I 11
B
one of his nickels into my pocket. The next day, he lost three nickels that day. His behavior continued to 12
D
. I only took two. He was adjusting to his new 13
D
, could see he was becoming happier about it, making friends and feeling happier about it.
Then one day, Stephen 14
A
me with nickels. "Teacher, you don't have to give me nickels. I've learned." My class had learned an important 15
C
—and it wasn't only Stephen.
