2. 外语
  3. (1) I had known for a long time that the people around me used a method of communication different from mine; and even before I

(1) I had known for a long time that the people around me used a method of communication different from mine; and even before I

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问题     (1) I had known for a long time that the people around me used a method of communication different from mine; and even before I knew that a deaf child could be taught to speak, I was conscious of dissatisfaction with the means of communication I already possessed. One who is entirely dependent upon the manual alphabet has always a sense of restraint, of narrowness. My thoughts would often rise and beat up like birds against the wind, and I persisted in using my lips and voice. Friends tried to discourage this tendency, fearing lest it would lead to disappointment. But I persisted, and an accident soon occurred which resulted in the breaking down of this great barrier—I heard the story of Ragnhild Kaata.
    (2) In 1890 Mrs. Lamson, who had been one of Laura Bridgman’s teachers, and who had just returned from a visit to Norway and Sweden, came to see me, and told me of Ragnhild Kaata, a deaf and blind girl in Norway who had actually been taught to speak. Mrs. Lamson had scarcely finished telling me about this girl’s success before I was on fire with eagerness. I resolved that I, too, would learn to speak. I would not rest satisfied until my teacher took me, for advice and assistance, to Miss Sarah Fuller, principal of the Horace Mann School. This lovely, sweet-natured lady offered to teach me herself, and we began the twenty-sixth of March, 1890.
    (3) Miss Fuller’s method was this: she passed my hand lightly over her face, and let me feel the position of her tongue and lips when she made a sound. I was eager to imitate every motion and in an hour had learned six elements of speech: M, P, A, S, T, I. Miss Fuller gave me eleven lessons in all. I shall never forget the surprise and delight I felt when I uttered my first connected sentence, "It is warm." True, they were broken and stammering syllables; but they were human speech. My soul, conscious of new strength, came out of bondage, and was reaching through those broken symbols of speech to all knowledge and all faith.
    (4) No deaf child who has earnestly tried to speak the words which he has never heard—to come out of the prison of silence, where no tone of love, no song of bird, no strain of music ever pierces the stillness—can forget the thrill of surprise, the joy of discovery which came over him when he uttered his first word. Only such a one can appreciate the eagerness with which I talked to my toys, to stones, trees, birds and dumb animals, or the delight I felt when at my call Mildred ran to me or my dogs obeyed my commands. It is an unspeakable boon to me to be able to speak in winged words that need no interpretation. As I talked, happy thoughts fluttered up out of my words that might perhaps have struggled in vain to escape my fingers.
    (5) But it must not be supposed that I could really talk in this short time. I had learned only the elements of speech. Miss Fuller and Miss Sullivan could understand me, but most people would not have understood one word in a hundred. Nor is it true that, after I had learned these elements, I did the rest of the work myself. But for Miss Sullivan’s genius, untiring perseverance and devotion, I could not have progressed as far as I have toward natural speech. In the first place, I laboured night and day before I could be understood even by my most intimate friends; in the second place, I needed Miss Sullivan’s assistance constantly in my efforts to articulate each sound clearly and to combine all sounds in a thousand ways. Even now she calls my attention every day to mispronounced words.
    (6) All teachers of the deaf know what this means, and only they can at all appreciate the peculiar difficulties with which I had to contend. In reading my teacher’s lips I was wholly dependent on my fingers: I had to use the sense of touch in catching the vibrations of the throat, the movements of the mouth and the expression of the face; and often this sense was at fault. In such cases I was forced to repeat the words or sentences, sometimes for hours, until I felt the proper ring in my own voice. My work was practice, practice, practice. Discouragement and weariness cast me down frequently; but the next moment the thought that I should soon be at home and show my loved ones what I had accomplished, spurred me on, and I eagerly looked forward to their pleasure in my achievement.
What does the last paragraph mainly focus on?
选项 A、How the author overcame all the difficulties.
B、How the teachers aided and supported the author.
C、What could help the deaf and blind learn to talk.
D、What the author dreamt to do after learning.
答案A
解析 文章最后一段讲到作者的老师们对于她的积极努力和勇气都表示赞同，作者也详细地描写了她用触摸的方式学习说话的情况，重复练习长达数个小时，即使有气馁和厌倦的时候，一想到要与家人分享学习的成果，就重新振作。可见这一段主要讲述的是作者在学习过程中如何克服了各种困难，故A项为答案。B项“教师们如何帮助和支持作者”只在段落开头提及，不能概括全段，因此排除；作者提到想要与家人分享，是作为她克服困难的动力，且仅仅出现在段落末尾，因此D项也不是全段主旨；而本文讲述的是一位耳聋者学习说话的情况，并没有具体介绍方法，可见C项“怎样可以帮助又聋又盲的人学习说话”也应排除。
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