Halfway through the semester in his market research course at Roanoke College last fall, only moments after announcing a policy of zero tolerance for cell phone use in the classroom, Professor Nazemi heard a telltale (泄密的) ring. Then he spotted a young man named Neil Noland trying to turn it off before being caught.

“Neil, can I see that phone？” Professor Nazemi said, more in a command than a question. The student had to obey the rule to give it to Professor Nazemi, who opened his briefcase, produced a hammer and quickly crashed the offending device. Throughout the classroom students were greatly shocked.

Let's be clear about one thing. Professor Nazemi is a hero. He deserves the Presidential Medal of Freedom. Let's be clear about another thing. The episode (插曲) in his classroom had been arranged and conducted ahead of time. That is to say, Neil Noland pretended to offend the rule and got punished. The phone was his mother's old cell phone and its service had been cancelled for a long time.

Just as fiction can describe truths beyond the grasp of factuality, Professor Nazemi's act of street theater, which he explained last week in a telephone interview, clearly showed the anger of countless teachers and professors in the computer times. Their permanent war with rebelling and absent?minded students in the originally calm classroom has been quite different from the old, funny pursuits of pigtail?pulling, spitball?throwing and notebook?doodling. They are faced with a high?tech equipment such as laptops, cell phones, BlackBerries and the like.

The poor master, required by most parents to provide a certain amount of value for their children's entertainment dollar, now must compete with texting, instant?messaging, Facebook, eBay, YouTube.

“There are certain lines you shouldn't cross，” the professor said. “If you start tolerating this annoying stuff, it becomes the norm (标准). The more you give, the more they take. These devices become a necessary sort of things for the students, who will rely on it whenever and wherever. As we all know, nothing should be necessary when it comes to study in my classroom. You know I want them to do more tasking in my classroom.”

To which one can only say: Amen. And add: Too bad the good guy is going to lose.

At age 55, Professor Nazemi stands on the far shore of a new sort of generational gap between teacher and student. This one separates those who want to use technology to grow smarter from those who want to use it to get more stupid. There is a nicer way to put it. “The young seem to see the technology as information and communication，” said the professor.

Let him who tied the bell onto the tiger take it off -- _____ started the trouble should end it.

A. whomever                       B. who                 

C. whoever                          D. anyone

Although John was the eldest in the family, he always let his sister _____ charge of the house.

  A. take                    B. hold                    C. make                    D. get

“Shall we stop for lunch _____ shall we drive on?” “Let’s stop for lunch, but the driver can’t drink _____ drive.”

A. and, and                                               B. or, or

C. and, or                                                 D. or, and

Even before my father left us, my mother had to go back to work to support our family．Once I came out of the kitchen, complaining, "Mom, I can't peel potatoes．I have only one hand．"

Mom never looked up from sewing．"You get yourself into that kitchen and peel those potatoes," she told me．"And don't ever use that as an excuse for anything again!"

In the second grade, our teacher lined up my class on the playground and had each of us race across the monkey bars, swinging from one high steel bar to the next．When it was my turn, I shook my head．Some kids behind me laughed, and I went home crying．

That night I told Mom about it．She hugged me, and I saw her "we'll see about that" look． The next afternoon, she took me back to school．At the deserted playground, Mom looked carefully at the bars．

"Now, pull up with your right arm," she advised．She stood by as I struggled to lift myself with my right hand until I could hook the bar with my other arm．Day after day we practiced, and she praised me for every rung （横档） I reached．I'd never forget the next time, crossing the rungs．I looked down at the kids who were standing with their mouths open．

One night, after a dance at my new junior high, I lay in bed sobbing．I could hear Mom come into my room．"Mom," I said, weeping, "none of the girls would dance with me．"

For a long time, I didn't hear anything．Then she said, "Oh, honey, someday you'll be beating those boys off with a bat．" Her voice was soft and weak．I glanced at her to see tears running down her cheeks．Then I knew how much she suffered on my behalf．She had never let me see her tears．

Which of the following expressions can be used most suitably to describe Mom's attitude

when she made the child peel potatoes?

    A．Cruel．          B．Serious．   C．Strict．        D．Cold．

From the passage, we know monkey bars can help a child train ____．

    A．the skill to circle round a bar

    B．the skill to throw and catch things

    C．the speed of one's hand movement

    D．the strength and skill to hang and swing

What does the sentence "I saw her 'we'll see about that' look" imply?

    A．Mom believed every aim could be achieved if you stuck to it．

    B．What the child had said brought Mom great attraction and curiosity．

    C．Mom was determined to prove she herself was better than the teacher．

    D．The race across monkey bars was not difficult enough for a child to give up．

The most probable conclusion we can draw after reading the passage is ____．

    A．the last incident was sad enough to make Mom weep

    B．the child's experience reminded Mom of that of her own

    C．Mom could solve any problem except the one in the last paragraph

    D．in fact Mom suffered more in the process of the child's growth