It was the beginning of another school year. I had agreed to teach all struggling students in need of critical intervention(介入). I knew what lay ahead—tough work hours overlaid with guilt, consumed with essays that needed feedback and lesson plans with best practice strategies. No wonder people always acknowledge my teaching career with, “I’m glad it’s you and not me.”
Suddenly, my mind transported me to my first few years of teaching.
“Peter Potter，” I called from my name list, trying to control my laughter. “Laughlin McLaughlin？” Surely these were not real names.
“Emotionally disabled...keeps them separated from the other kids...，” the vice headmaster commanded. This was my first teaching assignment.
Surely this year could never be as discouraging as those first few. In my new classroom, I looked into the face of Jason. At eleven, his mother was killed in an accident, leaving him with physical, academic, and certainly emotional scars. I looked at  another student, Robert, standing at the door; my vice headmaster asked if I would take him, even though he was an eleventh grader in my tenth grade class.
But then there were—and are—stories of success—of Dustin, in Graduate School for Electrical and Computer Engineering; of Michael, now a teacher in a city school; of Willie...I thought of the thousands of students whose lives have touched mine far more than I could have ever touched theirs.
I broke from my daydream, a smile spreading across my face. Sadness, tears, challenges, fears—yes, teaching is filled with all of these—yet, it is also filled with laughter and smiles, hope, dreams, and rewards beyond measure.
“I’m glad it’s you and not me.” Those words resounded in my mind once again.
12．What might the author’s job be like?
A．Easy.           B．Boring.          C．Interesting.      D．Challenging.
13．What does the underlined sentence imply?
A．These people would like to teach.
B．These people did not like the author.
C．These people would not want this job.
D．These people wanted to learn from the author.
14．Why did the author mention Jason and Robert?
A．To stress the importance of family education.
B．To show her regrets about taking up teaching.
C．To express her dissatisfaction with the school.
D．To introduce the basic situation of her students.
15．How did the author feel thinking of the successful students?
A．She was doing a worthwhile job.
B．She could never go back to the past.
C．She was the inspiration behind the success stories.
D．She would never make greater achievements in the future.
阅读理解D
【解题导语】　本文讲述了作者从事特殊教育的职业经历。尽管教学中充满了挑战、悲伤、泪水，但是也给作者带来了欢乐、微笑、希望、梦想以及无法估量的回报。
12．D　解析：推理判断题。根据第一段中的“I knew what lay ahead—tough work hours overlaid with guilt, consumed with essays that needed feedback and lesson plans with best practice strategies.”可知，摆在作者面前的是充满内疚感的艰难工作、需要反馈的文章和关于最佳实践策略的课程计划，由此可见作者的工作是具有挑战性的。故选D项。
13．C　解析：句意理解题。根据画线部分所在句“No wonder people always acknowledge my teaching career with, ‘I’m glad it’s you and not me’．”(难怪人们总是以“很高兴是你而不是我从事这项工作”来评价我的教学生涯)以及前文所述的教学工作的艰巨性可知，此句话暗示说这些话的人们不愿意做这样的工作。故选C项。
14．D　解析：推理判断题。根据第五段提到的两个学生贾森和罗伯特的情况，以及第六段的内容可知，提及贾森和罗伯特的目的是介绍班级学生的基本情况，故选D项。
15．A　解析：推理判断题。根据第六段中的“I thought of the thousands of students whose lives have touched mine far more than I could have ever touched theirs.”可知，作者想起了成千上万的学生，他们的生活对作者的影响远远超过作者对他们生活的影响，这说明作者认为自己的工作是值得的，故选A项。