Lesson3 Scene3

In paragraph 5, the idea that “pink is a girl’s color.”_________ by the 1950s.  

• (a) hadn’t been confirmed

•    (b) had been universal and rigid

•    (c) hadn’t existed 

Before the 1950s, pink as a girl’s color wasn’t universal yet.

• True

• False

Choose the correct title for paragraph5. There are some unnecessary options. 

　　

•   (a) Gendered-colors as a Business

•   (b) The Signs

•   (c) How to Reuse Baby Clothing

•   (d) Universal and Rigid 

According to paragraph 6, clothing companies came up with clothes_________ .

•    (a) that were low-price and fashionable

•    (b) that were quite different by the gender 

• (c) that were strong enough to wear for years 

Baby clothing designed for an individual child is easy to reuse.

• True

• False

Clothing companies can’t make clothes in two colors easily.

• True

• False

Choose the correct title for paragraph6. There are some unnecessary options. 

•   (a) Gendered-colors as a Business

•   (b) The Signs

•   (c) How to Reuse Baby Clothing

•   (d) Universal and Rigid 

Put the following sentences about Scene 3 in the correct order. 

1. Using pink for girls and blue for boys was a good solution. 

2. The idea that pink was a girl’s color began to spread. 

3. Clothing companies wanted to make clothing needs more predictable. 

4. Producing clothing which would be hard to hand down was profitable. 

5. Boys were still seen dressed in pink. 

Choose the two correct statements.

• 1. The modern gendered meanings of pink and blue had been established by the 1950s.

• 2. Girls wore not only pink but also a variety of colors by the 1950s.

• 3. It was usual for parents to buy clothes for their children one by one.

• 4. Using pink for girls and blue for boys just meant making the same clothes in two different colors.