Let me tell you about my relationship with the school desk. From my first day at elementary school in 1982, it was terrible. This was how it went down: five seconds into class, the foot started bouncing; 10 seconds in, both feet; 15 seconds, I burst out drumming! After a few minutes, it’s all over. That desk and I didn’t get along.
Sitting still was hard enough, but I also struggled with reading. Reading the words out loud in class was a special kind of hell (地狱). By the third grade I had progressed from being one of “those kids” to being the “special kid”. I was found to have multiple language based learning disabilities and attention deficit disorder (ADD) (多动症). I was turned into a “patient” who needed treatment rather than a human being with differences. I struggled with severe anxiety and depression at age 10.
I survived this time in my life because of my mom. She knew in her heart that her child wasn’t broken and didn’t need to be fixed. My mom was right. When I think back on my school experience, I realize it wasn’t the ADD that disabled me. What disabled me was limitations not in myself but in the environment. I’ve come to believe that I did not have a disability, as it is common to say, but experienced a disability in environments that could not accommodate and accept my differences.
In the fall of 1997, after two years at Loyola Marymount University, where my learning differences were fully accommodated, I transferred (转学) to Brown University, where I graduated with an honours degree in English literature. I still can’t spell or sit still, but I now use support and technology to relieve my weaknesses and build a life on my strengths. I don’t feel stupid anymore and I know that I and others like me can live good lives despite these challenges.
105．What does the author mainly want to tell us in the first paragraph?
A．He didn’t like studying.
B．He used to be active at school.
C．He suffered from a broken desk.
D．He had trouble sitting still in class.
106．How did the author probably feel in class in his early school years?
A．Excited. B．Uneasy.
C．Interested. D．Bored.
107．What can we learn from the last paragraph?
A．The author is living a good life with his weakness.
B．The author’s disability has been cured by technology.
C．The author got his honours degree in English literature in the fall of 1997.
D．The author was transferred to Brown University because of his disability.
105．D
106．B
107．A
【分析】
本文是一篇记叙文。作者从小患有多动症，他在学校的教室里总是坐立不安。但现在作者带着他的缺点正好好地生活。
105．考查段落大意。根据第一段中的“This was how it went down… That desk and I didn’t get along”可知，作者在教室里安静地坐着有困难。故选D。
106．考查推理判断。由文章第二段可知，作者在三年级的时候被发现有多动症和学习障碍，因此在他早期上学的时候，作者应该是坐立不安的。故选B。
107．考查细节理解。 根据最后一段中的“I still can’t spell or sit still, but I now use support and technology to relieve my weaknesses and build a life on my strengths”可知，作者带着他的缺点正好好地生活。故选A。