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四、阅读理解
All through primary school, I got extra(额外的) help with schoolwork. If I got a D, I was very happy. If I got a C, I had done a good job. A’s and B’s were a dream I could never reach.
Once my teacher Miss Mills gave me a list of ten spelling words. My mother and I went over the list until I knew those words. I felt great. I thought, “Wow! This time, I'm going to pass it.” The next day, I went into the classroom and began to write down the words. The first word was carpet. I wrote that one down: c-a-p-o-t. I was feeling pretty confident. Then came neighbour—I wrote down the letter n. Then rhythm—I knew there was an r. Suburban—I wrote s-u-b. My confidence failed me. I had gone from 100 points to maybe a D. Where did the words go?
Some people talk about information sliding off your brain(滑出大脑). That was my life. I was an underachiever(后进生).
Now I know I have dyslexia(诵读困难症). A person with dyslexia might see “the” as “teh”, and “bird” as “brid”. My brain learns differently. A learning disability can really change the way you feel about yourself. Now I know that even if I learn differently, I can still be filled with greatness.
Today when I visit schools as an actor, director, and writer of children’s books, I tell children that everyone has something special inside. It’s our job to find out what that is and get it out, and give it to the world as a gift.
(
A. He often got C.
B. He was disabled.
C. He had trouble spelling.
D. He didn’t have confidence in himself.
(
A. He knew he had dyslexia then.
B. He felt sad about himself at last.
C. He studied hard and passed the test.
D. He wrote down all the words correctly.
(
A. He felt very surprised.
B. He was filled with sadness.
C. He felt less confident about his studies.
D. He changed his opinion about himself.
(
A. He felt painful about his school life.
B. He tried to change himself but failed.
C. He didn’t expect much about himself.
D. He became a successful man in the end.
All through primary school, I got extra(额外的) help with schoolwork. If I got a D, I was very happy. If I got a C, I had done a good job. A’s and B’s were a dream I could never reach.
Once my teacher Miss Mills gave me a list of ten spelling words. My mother and I went over the list until I knew those words. I felt great. I thought, “Wow! This time, I'm going to pass it.” The next day, I went into the classroom and began to write down the words. The first word was carpet. I wrote that one down: c-a-p-o-t. I was feeling pretty confident. Then came neighbour—I wrote down the letter n. Then rhythm—I knew there was an r. Suburban—I wrote s-u-b. My confidence failed me. I had gone from 100 points to maybe a D. Where did the words go?
Some people talk about information sliding off your brain(滑出大脑). That was my life. I was an underachiever(后进生).
Now I know I have dyslexia(诵读困难症). A person with dyslexia might see “the” as “teh”, and “bird” as “brid”. My brain learns differently. A learning disability can really change the way you feel about yourself. Now I know that even if I learn differently, I can still be filled with greatness.
Today when I visit schools as an actor, director, and writer of children’s books, I tell children that everyone has something special inside. It’s our job to find out what that is and get it out, and give it to the world as a gift.
(
C
)1. What’s the writer’s problem when he was in primary school?A. He often got C.
B. He was disabled.
C. He had trouble spelling.
D. He didn’t have confidence in himself.
(
B
)2. From the second paragraph, what can we know about the writer?A. He knew he had dyslexia then.
B. He felt sad about himself at last.
C. He studied hard and passed the test.
D. He wrote down all the words correctly.
(
D
)3. After the writer knew he had dyslexia, what did he do?A. He felt very surprised.
B. He was filled with sadness.
C. He felt less confident about his studies.
D. He changed his opinion about himself.
(
D
)4. What can we learn about the writer according to the passage?A. He felt painful about his school life.
B. He tried to change himself but failed.
C. He didn’t expect much about himself.
D. He became a successful man in the end.
答案
1.C 2.B 3.D 4.D
解析
【分析】
做这篇阅读理解题时，需先通读全文，把握作者从小学受诵读困难影响拼写、后来确诊并调整自我认知，最终成为成功儿童创作者的经历。针对每道题，需回到原文定位相关信息，逐一比对选项，排除不符合原文的内容，选出正确答案。
【解析】
1. 第1题：根据原文第二段作者拼写单词时多次出错，以及第四段提到的“dyslexia（诵读困难症）”可知，作者小学时的核心问题是拼写有困难，对应选项C。A选项“常得C”是原文提到的好成绩，并非问题；B选项“残疾”表述错误，是学习障碍；D选项“缺乏自信”是后来的状态，不是小学时的核心问题。
2. 第2题：第二段最后作者提到“confidence failed me. I had gone from 100 points to maybe a D”，可知作者最后感到难过，对应选项B。A选项“当时知道诵读困难”错误，是后来才确诊；C选项“通过了测试”与原文不符；D选项“全写对”明显错误。
3. 第3题：第四段作者知道自己有诵读困难后，提到“My brain learns differently... I can still be filled with greatness”，说明他改变了对自己的看法，对应选项D。A选项“惊讶”未提及；B选项“悲伤”与原文积极态度不符；C选项“对学习更没信心”是之前的状态。
4. 第4题：第五段提到作者现在是“actor, director, and writer of children’s books”，说明他最终成为了成功人士，对应选项D。A选项“痛苦”原文未体现；B选项“尝试改变但失败”与原文不符；C选项“对自己期望不高”是小学时的状态，不是现在。
【答案】
1.C 2.B 3.D 4.D
【知识点】
英语阅读理解、细节理解、推理判断
【点评】
本文以第一人称讲述了诵读困难症患者的成长故事，传递了“每个人都有独特价值”的理念。题目侧重考查学生对文章细节的定位和推理能力，要求学生紧扣原文信息分析选项，避免主观臆断，适合初中阶段学生练习。
【难度系数】
0.4
做这篇阅读理解题时，需先通读全文，把握作者从小学受诵读困难影响拼写、后来确诊并调整自我认知，最终成为成功儿童创作者的经历。针对每道题，需回到原文定位相关信息，逐一比对选项，排除不符合原文的内容，选出正确答案。
【解析】
1. 第1题：根据原文第二段作者拼写单词时多次出错，以及第四段提到的“dyslexia（诵读困难症）”可知，作者小学时的核心问题是拼写有困难，对应选项C。A选项“常得C”是原文提到的好成绩，并非问题；B选项“残疾”表述错误，是学习障碍；D选项“缺乏自信”是后来的状态，不是小学时的核心问题。
2. 第2题：第二段最后作者提到“confidence failed me. I had gone from 100 points to maybe a D”，可知作者最后感到难过，对应选项B。A选项“当时知道诵读困难”错误，是后来才确诊；C选项“通过了测试”与原文不符；D选项“全写对”明显错误。
3. 第3题：第四段作者知道自己有诵读困难后，提到“My brain learns differently... I can still be filled with greatness”，说明他改变了对自己的看法，对应选项D。A选项“惊讶”未提及；B选项“悲伤”与原文积极态度不符；C选项“对学习更没信心”是之前的状态。
4. 第4题：第五段提到作者现在是“actor, director, and writer of children’s books”，说明他最终成为了成功人士，对应选项D。A选项“痛苦”原文未体现；B选项“尝试改变但失败”与原文不符；C选项“对自己期望不高”是小学时的状态，不是现在。
【答案】
1.C 2.B 3.D 4.D
【知识点】
英语阅读理解、细节理解、推理判断
【点评】
本文以第一人称讲述了诵读困难症患者的成长故事，传递了“每个人都有独特价值”的理念。题目侧重考查学生对文章细节的定位和推理能力，要求学生紧扣原文信息分析选项，避免主观臆断，适合初中阶段学生练习。
【难度系数】
0.4
