【正文】 drinks, was promoted with clever methods such as repetition of the firm’s name or product, words anized in eye—catching patterns, the use of pretty pictures and expressions easy to remember. Near the end of the nieenth century, panies that were devoted to the production of ads came to be known as ? advertising agencies(廣告商 )” The agencies developed new ways to get people to think of themselves as members of a group. Throughout the twentieth century, advertising agencies promoted consumerism（消費(fèi)主義） as a way of life, spreading the belief that people could be happy only if they bought the “ right” products. 63. What was advertising like in the Middle Ages? A. Merchants were employed to promote products. B. Ad messages were shouted out in public places. C. Product information was includes in books. D. Ad signs were put up in towns. 64. What does the word “ This” in Paragraph 2 refer to? A. Advertising in newspapers. B. Including pictures in ads. C. Selling goods in markets. D. Working with ad agencies. 65. The 18th century advertising was special in its ____. A. growing spending B. printing materials C. advertising panies D. attractive designs 66. Which of the following might be the best title for the text? A. The story of advertising B. The value of advertising designs C. The role of Newspaper Advertising D. The development of printing for Advertising E 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 puter, 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（設(shè)備） and truly municate 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 laptops, 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 include unpleasant experiences in the past with students misusing technology. There’s a bit of truth to that. Some students assume that I am antitechnology. 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 and truly engage plex 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 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 the evolution reflect students satisfaction with the environment that I create. Students realise 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 technologyfree dialogue is just too sweet to give up. 67. Some of the students in the history class were unhappy with ____. A. the course material B. other’s misuse of technology. C. discussion topic. D. the author’s class regulations 68. The underlined word “ engage” in Paragraph 4 probably means _____. A. explore B. accept C. change D. reject 69. According to the author, the use of technology in the classroom may ____. A. encourage students to have indepth conversation. B. keep students from doing independent thinking. C. help students to better understand plex themes. D. affect students’ concentration on course evaluation. 70. It can be inferred from the last paragraph that the author ___. A. is quite stubborn. B. will give up teaching history. C. value technologyfree dialogues in his class. D. will change his teaching plan soon. 第Ⅱ卷（滿分 40 分） 第四部分：書面表達(dá)（共兩節(jié)，滿分 40 分） 第一節(jié)：完成句子（共 10 小題；每小題 分，滿分 15 分） 閱讀下列各小題，根據(jù)括號內(nèi)的漢語提示，用句末括號內(nèi)的英語單詞完成句子 ,并將答案寫在答題卡上的相應(yīng)題號后。 Good morning, everyone, I’m Li Hua from Xingguang Middle School. The topic of my speech is “ Let’s Ride Bicycles” ._______________