题文
阅读理解。 In my profession as an educator and health care provider, I have worked with numerous children infectedwith the virus that causes AIDS. The relationships that I have had with these special kids have been gifts in my
life. They have taught me so many things, but I have especially learned that great courage can be found in the
smallest of packages. Let me tell you about Tyler.
Tyler was born infected with HIV: his mother was also infected. From the very beginning of his life, he
was dependent on medications to enable him to survive. When he was five, he had a tube surgically inserted
in a vein in his chest. This tube was connected to a pump, which he carried in a small backpack on his back.
Medications were hooked up to this pump and were continuously supplied through this tube to his bloodstream.
At times, he also needed supplemented oxygen to support his breathing.
Tyler wasn't willing to give up one single moment of his childhood to this deadly disease. It was not unusual
to find him playing and racing around his backyard, wearing his medicine - laden backpack and dragging his
tank of oxygen behind him in his little wagon. All of us who knew Tyler marveled at his pure joy in being alive
and the energy it gave him. Tyler's mom often teased him by telling him that he moved so fast she needed to
dress him in red. That way, when she peered through the window to check on him playing in the yard, she
could quickly spot him.
This dreaded disease eventually wore down even the likes of a little dynamo like Tyler. He grew quite ill and,
unfortunately, so did his HIV-infected mother. When it became apparent that he wasn't going to survive, Tyler's
mom talked to him about death. She comforted him by telling Tyler that she was dying too, and that she would
be with him soon in heaven.
A few days before his death, Tyler beckoned me over to his hospital bed and whispered, "I might die soon.
I'm not scared. When I die, please dress me in red. Mom promised she's coming to heaven, too. I'll be playing
when she gets there, and I want to make sure she can find me."1. What is the boy Tyler's attitude towards death? [ ]A. optimistic.
B. pessimistic.
C. sorrowful.
D. fearful. 2. Tyler requested the writer to dress him in red when he died simply because _____. [ ]A. red is a lucky color
B. red might help to cure him
C. his mom could spot him easily
D. he could find more mates by wearing red 3. Which of the following might serve as a possible title for this passage? [ ]A. My unusual profession.
B. A caring mother.
C. Mother and son.
D. Dying in red. 4. The underlined word dynamo in the fourth paragraph here means _____. [ ]A. a promising and helpful youth
B. an extremely energetic person
C. a rare and beautiful flower
D. a magic and understanding superstar 题型：未知难度：其他题型
答案
1-4: A C D B解析
该题暂无解析
考点
据考高分专家说，试题“阅读理解。 In m.....”主要考查你对 [故事类阅读 ]考点的理解。故事类阅读
故事类阅读概念：
这类文章一般描述的是某一件具体事情的发生发展或结局，有人物、时间、地点和事件。命题往往从故事的情节、人物或事件的之间的关系、作者的态度及意图、故事前因和后果的推测等方面着手，考查学生对细节的辨认能力以及推理判断能力。
故事类阅读应试技巧：
1、抓住文章的6个要素：
阅读时要学会从事情本身的发展去理解故事情节而不要只看事件在文中出现的先后顺序。因此，无论是顺叙还是倒叙，阅读此类文章时，必须要找到它结构中的5个W（when, where, who, why, what）和1个H（how），不过不是每篇都会完整地交待六个要素。毫无疑问，寻出这些元素是能够正确快速解题的一个先决条件。
2、注意作者的议论和抒情：
高考英语阅读理解故事类文章常伴随着作者思想情感的流露和表达，因此议论和抒情往往夹杂其中。行文时或按事情发生发展的先后时间进行或按事情发生发展的地点来转换，也可能按事情发展的阶段来布局。在引出话题，讲完一件事情后，作者往往会表达个人感悟或提出建议等。这些体现作者观点或思想的语句在阅读时可以划线，它们往往体现文章中心或者写作意图，属于必考点，所以要仔细体会。
3、结合前两点归纳文章中心，把握作者态度：
故事类文章是通过记叙一件事来表达中心思想的，它是文章的灵魂。归纳文章中心思想时，尤其要分析文章的结尾，因为很多文章卒章显志，用简短的议论、抒情揭示文章中心；文章中议论抒情的句子往往与中心密切相关；也有的文章需要在结合概括各段大意的基础上归纳中心。另外，叙述一件事必有其目的，或阐明某一观点，或赞美某种品德，或抨击某种陋习，这就要求我们在阅读时，通过对细节（第1点中的六要素）的理解，把握作者的态度。
4、有章有据进行解题判断：
分析文章，归纳主题，属于分析、概括、综合的表述能力的考查。切忌脱离文章，架空分析，一定让分析在文章中有依据。
