Animals suffered at the hands of Man ______ their homes were destroyed by people to make way for agricultural need to provide food for more people.
A. in which B. for which C. so that D. in that
His actions could lead to him ______ his job.
A. lose B. losing C. to lose D. being lost
She devoted herself ______ to her research and it earned her a good reputation in her field.
A. strongly B. extremely C. entirely D. freely
Don’t leave the water ______ while you brush your teeth.
A. run B. running C. being run D. to run
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.
1.Some of the students in the history class were unhappy with _______.
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A．the course material |
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B．others’ misuse of technology |
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C．discussion topics |
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D．the author’s class regulations |
2.The underlined word “engage ”in paragraph 4 probably means _______.
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A．explore |
B．accept |
C．change |
D．reject |
3.According to the author, the use of technology in the classroom may _______.
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A．keep students from doing independent thinking |
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B．encourage students to have in-depth conversations |
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C．help students to better understand complex themes |
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D．affect students’ concentration on course evaluation |
4.It can be inferred from the last paragraph that the author _______.
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A．is quite stubborn |
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B．will give up teaching history |
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C．will change his teaching plan soon |
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D．values technology-free dialogues in his class |
Until recently, women in advertisements wore one of three things — an apron, an attractive dress or a frown. Although that is now changing, many women still feel angry about offending advertisements. “This ad degrades women.” they protested（抗议）.Why does this sort of advertising exist? How can advertisers and ad agencies still produce, sometimes, after months of research, advertising that offends the consumer?
The ASA, the body which deals with complaints about print media, is carrying out research into how women feel about the way they are pictured in advertisements. Its conclusions are likely to be what the advertising industry already knows: although women are often annoyed by the ads, few feel strong enough to complain.
Women are not the only victims of poor and boring stereotypes（老套）— in many TV commercials men are seen either as useless, childish fools who are unable to perform the simplest household tasks, or as inconsiderate fellows, always on the lookout for an escape to the pub. But it is women who seem to suffer more from the industry’s inability to put people into an authentic present-day situation. Yet according to Emma Bennett, director of a London advertising agency, women are not aggressive or extremely angry about those stereotypes and sexist （歧视妇女）advertising. “They just find it annoying or tiresome.”
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.
1.Despite recent changes in attitudes, some advertisements still fail to .
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A．change women’s opinions of themselves |
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B．show any understanding of consumers’ feelings |
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C．persuade the public to buy certain products |
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D．meet the needs of the advertising industry |
2.According to the writer, the commonest fault of present-day advertising is to .
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A．condemn the role of the housewife |
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B．ignore protests about advertisements |
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C．present a misleading image of women |
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D．picture the activities of men wrongly |
3.Emma Bennett suggests that advertisement ought to .
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A．give further emphasis to practical advice |
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B．change their style rather than their content |
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C．use male images instead of female ones |
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D．sing higher praise for women than before |
4.We can learn from the passage that advertising industry should .
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A．take its job more eagerly |
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B．do more pioneering work |
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C．take notice of the public opinion |
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D．concentrate on the products advertised |
