She says that it is not advertising’s use of the housewife role that bothers women, but the way in which it is handled. “The most important thing is the advertisement’s tone of voice. Women hate being insincerely praised or given desperately down-to-earth common-sense advice.”
In the end, the responsibility for good advertising must be shared between the advertiser, the advertising agency and the consumer. Advertising does not set trends but it reflects them. It is up to the consumer to tell advertisers where they fail, and the process of change will remain slow until people on the receiving end take the business seriously and make their –feelings known.
59.Despite recent changes in attitudes, some advertisements still fail to .
A.change women’s opinions of themselves
B.show any understanding of consumers’ feelings
C.persuade the public to buy certain products
D.meet the needs of the advertising industry
60.According to the writer, the commonest fault of present-day advertising is to .
A.condemn the role of the housewife B.ignore protests about advertisements
C.present a misleading image of women D.picture the activities of men wrongly
61.Emma Bennett suggests that advertisement ought to .
A.give further emphasis to practical advice
B.change their style rather than their content
C.use male images instead of female ones
D.sing higher praise for women than before
62.We can learn from the passage that advertising industry should .
A.take its job more eagerly B.do more pioneering work
C.take notice of the public opinion D.concentrate on the products advertised
D
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 the 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.
63. Some of the students in the history class were unhappy with _______.
A. the course material B. others’ misuse of technology
C. discussion topics D. the author’s class regulations
64. The underlined word “engage ”in paragraph 4 probably means _______.
A. explore B. accept C. change D. reject
65. 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
66. It can be inferred from the last paragraph that the author _______.
A. is quite stubborn
B. will give up teaching history
C. will change his teaching plan soon
D. values technology-free dialogues in his class
E
The word “conservation” has a thrifty meaning. To conserve is to save and protect, to leave what we ourselves enjoy in such a good condition that others may also share the enjoyment. Our forefathers had no idea that human population would increase faster than the supplies of raw materials: most of them, even until very recently, had the foolish idea that the treasures were “limitless” and could “last forever”. Most of the citizens of earlier generations knew little or nothing about the complicated and delicate system that runs all through nature, and which means that, as in a living body, an unhealthy condition of one part will sooner or later be harmful to all the others.
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