A
（2021·北京通州区·人大附中通州校区高三期末） When a typical kid hums (哼唱) a tune, it’s usually something like “Twinkle, Twinkle Little Star,” not Finnish composer Jean Sibelius’s Violin Concerto in D Minor.
So when Nygel Witherspoon began to hum the very difficult concerto (协奏曲), his family guessed that he should have music lessons. He was, however, just 3 years old.
“He was calm, with an ability to focus,” recalled David Holmes, Witherspoon’s cello (大提琴) teacher from age 3 to 16.
Witherspoon is a familiar name in his hometown. He has inherited his talent from both sides of his family, including his aunt, the late jazz vocalist Shirley Witherspoon.
The 17-year-old doesn’t see himself as competitive. “I think it’s more important for students to have a supportive environment than a competitive one,” he said. “It’s great to have a support system, where you can be yourself and improve right along with others doing the same thing.”
Witherspoon’s love of music blossomed as he attended viola (中提琴) lessons with older siblings (兄弟姐妹). Their teacher, David France, noticed that the little boy was a sponge (海绵).
“He’d absorb everything they did,” France said. Witherspoon was given a box violin, but he wanted to play “the big one” ― the cello. He loved its size and tone. That’s when he was matched with his teacher Holmes.
Witherspoon’s drive is inspired by the connection music provides. He recalled that he and his siblings performed as a chamber trio (室内乐三重奏) at their grandmother’s nursing home. The positive reaction from residents gave him motivation.
“It’s so important, whether it’s hip-hop or classical,” he said. “Music is the universal language. It connects all of us.”
His mother runs an in-home day care where lucky children can hear Witherspoon’s concertos as background music.
Witherspoon finds the noisy environment helpful in terms of learning to focus and play with distractions. As he practices in the kitchen sometimes children toddle (蹒跚学步) up to listen.
Despite years of performing, Witherspoon said he still gets nervous sometimes.
“But once I’m on stage, I connect with my instrument and try to tell a story with my music.”
1．How was Witherspoon different from other kids when he was 3?
A．He began to teach himself music.
B．He was able to hum very difficult tunes.
C．He had already made up his mind to learn violin.
D．He could already play the songs to which he’d listened.
2．What does Witherspoon think is important for music learners?
A．Practicing hard.
B．Being very competitive.
C．Being in a supportive environment.
D．Having a good teacher from an early age.
3．What is France’s impression of Witherspoon?
A．He is a fast learner. B．He is a creative player.
C．He works very hard. D．He is open-minded.
4．What is the main purpose of Paragraphs 8 and 9?
A．To compare Witherspoon’s performance with his siblings’.
B．To show that motivation plays a big role in music studies.
C．To stress how music connects people.
D．To show how studying music helped Witherspoon overcome difficulties.
