Tom kept quiet about the accident　　　 lose his job.?

A.　so not as to　　　　　　　　　 B.　so as not to?

C.　so as to not　　　　　　　　　 D.　not so as to?

This is my third story. When I was 17，I read a quote that 1 something like，“If you live each day 2 it was your last，someday you'll most certainly be right.”Since then，for the past thirty?three years，I've looked 3 the mirror every morning and asked myself：“If today were the last day of my life，would I want to do what I am about to do today？”And whenever the answer has been“No”for too many days in a 4 ，I know I need to change something.

　 About a year ago I was 　5 with cancer. The doctors told me this was almost certainly a type of cancer that is incurable，and that I should 　6 to live no longer than three to six months. They advised me to go home and get my 7 in order，which is doctors' code for“prepare to 8 ”. Later that evening when the doctors 　9 the cells taken from my pancreas(胰腺)under a microscope，they started crying because it turned out to be a very rare form of pancreatic cancer that is 　10 with surgery. I had the surgery and，11 ，I'm fine now.

　 This was the closest I've been to facing death，and I hope it's the closest I get for a few more decades. Death is the 12 we all share. No one has 　13 escaped it. And that is 14 it should be，because death is very likely the single 15 invention of life. It's life's change agent. It clears out the old to make 　16 for the new. Your time is 　17 ，so don't waste it living someone else's life. Don't be trapped by dogma(信条)—which is living with the results of other people's thinking. Don't let the noise of 　18 opinions drown out your own inner voice. And most importantly，have the courage to 　19 your heart and intuition(直觉). They 20 already know what you truly want to become. Everything else is secondary.

（1）A. said　 　　 B. described　 C. went　 　　 D. expressed

（2）A. unless 　　 B. as if　　 　 C. even if 　　 D. as long as

（3）A. in　　 　　　B. at　　　　 C. through 　　 D. On

（4）A. row　 　　 B. minute　　　 C. sense　 　　D. word

（5）A. connected 　B. infected　　 C. affected　 D. diagnosed

（6）A. want　 　　B. dream　　　 C. expect 　　D. imagine

（7）A. duties 　　 B. businesses C. affairs 　　D. life

（8）A. work　 　　B. start　　　 　C. talk　 　　D. die

（9）A. looked 　　B. viewed　　 C. realized 　　D. noticed

（10）A. curable 　　B. possible　 　 C. acceptable D. suitable

（11）A. carefully 　B. thankfully　　 C. anxiously 　D. hopefully

（12）A. possession B. destination　 C. expectation D. position

（13）A. ever　 　　 B. even　　 　 C. never　 　　D. still

（14）A. when　 　 B. while　　 　　C. as　　 　　 D. since

（15）A. better 　　B. worst　　 　　C. worse　 　　D. best

（16）A. use　 　 B. a difference　 C. sense　 　　 D. way

（17）A. endless 　B. repeated　　 C. countless 　　D. limited

（18）A. others' 　 B. others　　　 C. anyone's　 　 D. some others

（19）A. listen 　　B. follow　 　　 C. take　　 　　 D. accept

（20）A. however B.whatever 　C.somehow　 D.Somewhat

Students and Technology in the Classroom
　　I love my blackberry—it’s my little connection to the larger world that can go anywhere with me. I also love my laptop computer，as it holds all of my writing and thoughts. Despite this love of technology, I know that there are times when I need to move away from these devices(设备) and truly communicate with others.
　　On occasion, I teach a course called History Matters for a group of higher education managers. My goals for the class include a full discussion of historical themes and ideas. Because I want students to thoroughly study the material and exchange their ideas with each other in the classroom, I have a rule —no laptop, iPads, phones, etc. When students were told my rule in advance of the class, some of them were not happy.
　　Most students assume that my reasons for this rule include unpleasant experiences in the past with students misusing technology. There’s a bit of truth to that. Some students assume that I am anti-technology. There’s no truth in that at all. I love technology and try to keep up with it so I can relate to my students.
　　The real reason why I ask students to leave technology at the door is that I think there are very few places in which we can have deep conversions and truly engage complex ideas. Interruptions by technology often break concentration and allow for too much dependence on outside information for ideas. I want students to dig deep within themselves for inspiration and ideas. I want them to push each other to think differently and make connections between the course material and the class discussion.
　　I’ve been teaching my history class in this way for many years and the evaluations reflect student satisfaction with the environment that I create. Students realize that with deep conversation and challenge, they learn at a level that helps them keep the course material beyond the classroom.
　　I’m not saying that I won’t ever change my mind about technology use in my history class, but until I hear a really good reason for the change, I’m sticking to my plan. A few hours of technology-free dialogue is just too sweet to give up.
【小题1】Some of the students in the history class were unhappy with____