No one knows for sure when advertising first started. It is possible that it grew out of the discovery that some people did certain kinds of work better than others did them. That led to the concept of specialization, which means that people would specialize, or focus, on doing one specific job. Let’s take a man we’ll call Mr. Fielder, for example. He did everything connected with farming. He planted seeds, tended the fields, and harvested and sold his crops. At the same time, he did many other jobs on the farm. However, he didn’t make the bricks for his house, cut his trees into boards, make the plows (犁), or any of other hundreds of things a farm needs. Instead, he got them from people who specialized in doing each of those things. Suppose there was another man we shall call Mr. Plowright. Using what he knew about farming and working with iron, Mr. Plowright invented a plow that made farming easier. Mr. Plowright did not really like farming himself and wanted to specialize in making really good plows. Perhaps, he thought, other farmers will trade what they grow for one of my plows. How did Mr. Plowright let people know what he was doing Why, he advertised, of course. First he opened a shop and then he put up a sign outside the shop to attract customers. That sign may have been no more than a plow carved into a piece of wood and a simple arrow pointing to the shop door. It was probably all the information people needed to find Mr. Plowright and his really good plows. Many historians believe that the first outdoor signs were used about five thousand years ago. Even before most people could read, they understood such signs. Shopkeepers would carve into stone, clay, or wood symbols for the products they had for sale. A medium, in advertising talk, is the way you communicate your message. You might say that the first medium used in advertising was signs with symbols. The second medium was audio, or sound, although that term is not used exactly in the way we use it today. Originally, just the human voice and maybe some kind of simple instrument, such as a bell, were used to get people’s attention. A crier, in the historical sense, is not someone who weeps easily. It is someone, probably a man, with a voice loud enough to be heard over the other noises of a city. In ancient Egypt, shopkeepers might hire such a person to spread the news about their products. Often this earliest form of advertising involved a newly arrived ship loaded with goods. Perhaps the crier described the goods, explained where they came from, and praised their quality. His job was, in other words, not too different from a TV or radio commercial in today’s world. (478 words) To advertise his plows, Mr. Plowright __________.

A:praised his plows in public B:placed a sign outside the shop C:hung an arrow pointing to the shop D:showed his products to the customers

Aimlessness has hardly been typical of the postwar Japan whose productivity and social harmony are the envy of the United States and Europe. But increasingly the Japanese are seeing a decline of the traditional work-moral values. Ten years ago young people were hardworking and saw their jobs as their primary reason for being, but now Japan has largely fulfilled its economic needs, and young people don’’t know where they should go next. 　　The coming of age of the postwar baby boom and an entry of women into the male-dominated job market have limited the opportunities of teen-agers who are already questioning the heavy personal sacrifices involved in climbing Japan’’s rigid social ladder to good schools and jobs. In a recent survey, it was found that only 24.5 percent of Japanese students were fully satisfied with school life, compared with 67.2 percent of students in the United States. In addition, far more Japanese workers expressed dissatisfaction with their jobs than did their counterparts in the 10 other countries surveyed. 　　While often praised by foreigners for its emphasis on the basics, Japanese education tends to stress test taking and mechanical learning over creativity and self-expression. "Those things that do not show up in the test scores--personality, ability, courage or humanity--are completely ignored," says Toshiki Kaifu, chairman of the ruling Liberal Democratic Party’’s education committee. "Frustration against this kind of thing leads kids to drop out and run wild. "Last year Japan experienced 2,125 incidents of school violence, including 929 assaults on teachers. Amid the outcry, many conservative leaders are seeking a return to the prewar emphasis on moral education. Last year Mitsuo Setoyama, who was then education minister, raised eyebrows when he argued that liberal reforms introduced by the American occupation authorities after World War Ⅱ had weakened the" Japanese morality of respect for parents." 　　But that may have more to do with Japanese life-styles. "In Japan," says educator Yoko Muro, "it’’s never a question of whether you enjoy your job and your life, but only how much you can endure." With economic growth has come centralization ,fully 76 percent of Japan’’s 119 million citizens live in cities where community and the extended family have been abandoned in favor of isolated, two- generation households. Urban Japanese have long endured lengthy commutes (travels to and from work) and crowded living conditions, but as the old group and family values weaken, the discomfort is beginning to tell. In the past decade, the Japanese divorce rate, while still well below that of the United States, has increased by more than 50 percent, and suicides have increased by nearly one-quarter. Which of the following is true according to the author

A:Japanese education is praised for helping the young climb the social ladder. B:Japanese education is characterized by mechanical learning as well as creativity. C:More stress should be placed on the cultivation of creativity. D:Dropping out leads to frustration against test taking.

John had made ______ rapid progress that the teacher praised him in class

A:such B:very C:so D:such a

He worked well and was praised ______ in public．

A:a second time B:twice time C:the second time D:for a second time

John had made ______ rapid progress that the teacher praised him in class

A:such B:very C:so D:such a

They did excellent work; ______ they deserve to be praised.

A:therefore B:but C:however D:still