How to Read A few years ago I was shopping with
a friend and his 12 year-old daughter in downtown San Francisco. A street
musician, whom my friend happened to know from his own musician days, was
playing the saxophone(萨克斯管)on a street corner. His name was Clifford, and he had
attracted a large crowd with his performance. After he finished, my friend
introduced him to me and his daughter. Clifford asked her if she played any
instrument. When she replied that she was taking trumpet(小号)lessons and played
in her junior high school band, he said, "That’s fine, little lady. Learn your
instrument well and you can play anything." Somehow these simple
yet wise words struck me as appropriate not only for a trumpet player but also
for a reader. If you learn to read well, you can read anything you want--not
just newspapers and magazines, but more difficult material like philosophy, film
criticism, military history-whatever interests you as your confidence grows. You
would not be limited in any way. If you have the vocabulary or at least a good
dictionary near at hand-you can pick up a book, concentrate in it, and make
sense of the author’s words. In the United States, reading
instruction often ends at elementary school, so students sometimes have
difficulty as they progress through school. They must take their assignments
armed only with their elementary school reading skills. The result, too often,
is frustration and loss of confidence. And the assigned reading in your college
courses will be even greater than they were in high school. Developing Reading
Skills is designed to accomplish several tasks: to show you the skills that will
enable you to read with greater comprehension, to help you cope with reading
assignments With confidence, and to teach you to become an active
reader.
which of the following statements is implied in Paragraph 1
A．Clifford was good at playing the saxophone. B．The author’s friend was once a street musician. C．The 12-year-old girl played the trumpet very poorly. D．Clifford was a good music teacher.
