Rising above the names

　　 I was shopping in the supermarket when I heard a young voice.

　 “Mom，come here！There's this lady here my size！”

　　 The mother rushed to her son；then she turned to me to apologize.

　　 I smiled and told her，“It's okay.”Then I talked to the boy，“Hi，I'm Darryl Kramer.How are you？”

　　 He studied me from head to toe，and asked，“Are you a little mommy？”

　 “Yes，I have a son，”I answered.

　 “Why are you so little？”he asked.

　 “It's the way I was born，”I said.“Some people are little.Some are tall.I'm just not going to grow any bigger.”After I answered his other questions，I shook the boy's hand and left.

　　 My life as a little person is filled with stories like that.I enjoy talking to children and explaining why I look different from their parents.

　　 It takes only one glance to see my uniqueness.I stand three feet nine inches tall.I was born an achondroplasia dwarf(侏儒)．Despite this，I did all the things other kids did when I was growing up.

　　 I didn't realize how short I was until I started school.Some kids picked on me，calling me names.Then I knew.I began to hate the first day of school each year.New students would always stare at me as I struggled to climb the school bus stairs.

　　 But I learned to smile and accept the fact that I was going to be noticed my whole life.I decided to make my uniqueness an advantage rather than a disadvantage.What I lacked in height，I made up for in personality.

　　 I'm 47 now，and the stares have not diminished as I've grown older.People are amazed when they see me driving.I try to keep a good attitude.When people are rude，I remind myself，“Look what else I have－a great family，nice friends.”

　　 It's the children's questions that make my life special.I enjoy answering their questions.My hope is that I will encourage them to accept their peers(a person of the same age，class，position，etc.)，whatever size and shape they come in，and treat them with respect.

1．Why did the mother apologize to the author?

A．Because the boy ran into the author.

B．Because the boy laughed at the author.

C．Because the boy said the author was fatter than him.

D．Because the mother thought the boy's words had hurt the author.

2．When did the author realize that she was too short?

A．When she grew up.

B．When she was 47 years old.

C．When she began to go to school.

D．When she met the boy in the supermarket.

3．Which of the following word can best replace the underlined word“diminished”？

A．Dismissed. 　　　　 B．Increased.

C．Decreased. 　　　　 D．Discriminated.

4．How does the author feel about people's stares?

A．Angry. 　　　　　　 B．Calm.

C．Painful. 　　　　　 D．Discouraged.

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.

1.Some of the students in the history class were unhappy with____

A．the course material                      B．the author’s class regulations

C．discussion topics                        D．others’ misuse of technology

2.The underlined word “engage ”in para.4 probably means ____

A．explore           B．accept            C．change           D．reject

3.According to the author, the use of technology in the classroom may ____

A．keep students from doing independent thinking

B．encourage students to have in-depth conversations

C．help students to better understand complex themes

D．affect students’ concentration on course evaluation

4.It can be inferred from the last paragraph that the author ____

A．is quite stubborn

B．will give up teaching history

C．values technology-free dialogues in his class

D．will change his teaching plan soon