Apple’s logo is one of the most familiar icons(图标) around the world. But what’s the story about the Apple logo? The image of the apple is obvious, because that’s the name of the company. What about the bite? The famous story is that the logo shows respect and honour for Alan Turing. He was the father of computer science. He researched artificial intelligence(人工智能) and unlocked German wartime codes(密码). However，after the war, he was put into prison，because of his beliefs. He could not stand the looking down and chose to bite a poisoned apple to end his life in the prison.
However, Rob Janoff, who designed the famous Apple logo, said, “It’s not the truth, but only a legend(传说, 传奇). The real reason why I designed it with a bite is very simple. I wanted people to get that it was an apple not a cherry (樱桃). When I go to markets to buy apples, I always mistake apples for cherries. It really has nothing to do with the scientist.”
Are you kidding? An apple is much bigger than a cherry. It’s very easy to tell. But if you use an apple to design a logo, some people may mistake it for a cherry.
【小题1】Both the apple and the cherry are almost the same actually in ________.

Most students think my reasons for this rule include negative experiences in the past when students made wrong use of technology. There’s a bit of truth to that. I’ve seldom had students make wrong use of technology in my classes; however, I have been e-mailed by students while they were in other teachers’ classrooms.

Some students think that I am anti-technology. There’s no truth in that at all. As I noted above, I love technology and try to keep up with it.

The real reason why I ask students to leave technology at the door is I think there are very few places in which we can have deep conversations. Interruptions (中断) by technology often break students’ thoughts and make them depend too much on outside information for ideas. I want students to dig deep in themselves for ideas. I want them to push each other to think differently and to make connections between the course material and the class discussion.

I have been teaching my history class in this way for many years and the evaluations (评价) show student satisfaction with the environment that I create. Students realize with deep conversation and difficult tasks, they learn at a deeper level – a level that helps them keep the course material beyond the classroom.

I am 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 will continue my plan. A few hours of technology-free dialogue is just too sweet to give up.

1.The writer’s rule for his History Matters class is ____.

A. discussing historical ideas deeply         

B. studying and discussing the materials

C. leaving technology out of the classroom  

D. making right use of technology in class

2.The word “negative” in Paragraph 3 means ____.

A. similar            B. unforgettable         C. special         D. unpleasant

3.What can we know from the passage?

A. Students make right use of technology in other teachers’ classes.

B. The classroom is one of the good places to have deep conversations.

C. The writer encourages students to agree with others after discussion.

D. Students are unhappy with the writer’s way of teaching history.

4.The writer wants to tell us that ____.

A. technology has different influences in different classes in college

B. technology makes it difficult to have true communication in class

C. history classes can help students to develop their deep thinking

D. it is time for him to give up his teaching method in history class

I love my iPhone---it’s my little connection to the larger world that can go anywhere with me. I also love my computer, as it stores all of my writing and thoughts. Though I love these devices(装置) of technology, I know that there are times when I need to move away from them and truly communicate with others.
I teach history in a high school. My goals for the class include a full discussion of historical themes(主题) and ideas. Because I want students to thoroughly study the material and share their ideas with each other in the classroom. I have a rule---no computers, iPads, phones, etc. When students were told my rule before class, some of them were not happy at all.
Most students think 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 believe 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 conversations. Interruptions(打断) 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 ideas. I want them to push each other to think differently and to make connections between the course material and the class discussion.
I’ve been teaching my history class in this way for many years and students realize that with deep conversation, 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. A few hours of technology-free dialogue is just too sweet to give up.
【小题1】What’s the second paragraph mainly about?

完成句子（5小题*1=5分）
【小题1】这些年来，南京变化很大。
Nanjing ________ ________ _______ ________over the years.
【小题2】这音乐听起来不错，我忍不住又听了一遍。
The music _________ great and I couldn’t _________ _________ to it again.
【小题3】我参加校篮球队半年了。
I ________ ________ ________ the School Basketball Team ________ half a year.
【小题4】因特网是用来搜寻信息的。
The Internet is           _________ _________ _________ information.
【小题5】—你介意告诉我如何用这台机器吗？
—不介意。
—Do you _____ _____ me how to use this______.
—No,______ _____ _____.