At thirteen, I was diagnosed（诊断）with kind of attention ...
问题详情：
At thirteen, I was diagnosed（诊断）with kind of attention disorder(紊乱). It made school
difficult for me. When everyone else in the class was focusing on tasks, I could not.
In my first literature class, Mrs. Smith asked us to read a story and then write on it, all
within 45 minutes. I raised my hand right away and said, “Mrs. Smith, you see, the doctor
said I have attention problems. I might not be able to do it.”
She glanced(匆匆一瞥) down at me through her glasses, “you are no different from your
classmates, young man.”I tried, But I didn’t finish the reading when the bell rang. I had to
take it home.
In the quietness of my bedroom, the story suddenly all became clear to me. It was about a blind person, Louis Braille. He lived in a time when the blind couldn’t get much education. But Louis didn’t give up. Instead, he invented a reading system of raised dots（点）, which
opened up a whole new world of knowledge to the blind.
Wasn’t I the“blind” in my class, being made to learn like the “sighted” students? My
thoughts spilled out(突然涌出) and my pen started to dance. I completed the task within 40
ed, I was no different from others; I just needed a quieter place. If Louis could
find his way out of his problems, why should I ever give up?
I didn’t expect anything when I handed in my paper to Mrs. Smith, so it was quite a
surprise when it came back to me the next day---- with an “A” on it. At the bottom of
the paper were these words:“ See what you can do when you keep trying?”
author didn’t finish the reading in class because .
A. He was new to the class | B. He was tried of literature |
B. He had an attention disorder. | D. He wanted to take the task home |
do we know about Louis Braille from the passage?
A. He had good sight. | B. He made a great invention. |
C. He gave up reading. | D. He learned a lot from school. |
was Mrs. Smith’s attitude to the author at the end of the story?
A. Angry B. Impatient C. Sympathetic D. Encouraging
【回答】
CBD
知识点：人物传记 故事类阅读
题型：阅读理解
