Unit9kidsandcomputerdigitaldanger市公開課一等獎(jiǎng)省賽課微課金獎(jiǎng)

Unit9KidsandComputers:DigitalDangerAlisonSperry1/85Whatisdigitaldanger?

2/851)ThehookofconstantcuriosityDigitaldevicesofferanever-endingpossibilityfordiscovery.Eventhebasicoperatingsystemscanconsumehoursofcuriouspunchingandexperimenting.Thentherearetheendlessappsconsumingweeksofyourtimeastheylureyouintotheirintricacies.Allthisisverydeceptive,givingtheillusionofpowerandeffectiveness,butleavingyouwithafeelingofemptinessandnervousnessattheendoftheday.

3/852)TheemptyworldofvirtualrealityHowsadtoseebrilliant,creativepeoplepouringhoursanddaysoftheirlivesintocreatingcitiesandarmiesandadventuresthathavenoconnectionwithreality.Wehaveonelifetolive.AllourpowersaregiventousbytherealGodfortherealworldleadingtoarealheavenandrealhell.4/853)“Personal”relationswithamachineLikenootherinvention,acomputercomesclosesttobelikeaperson.Youcanplaygameswithit.Itwilltalktoyou.Itwillalwaysbethereforyou.Thegreatdangerhereisthatwereallybecomecomfortablewiththismanageableelectronic“person,”andgraduallydriftawayfromtheunpredictable,frustrating,sometimespainfuldealingswithhumanspersons.

5/85AlisonSperrygraduatedwithabachelor'sdegreeinhistoryandmuseumstudiesinfromtheStateUniversityofNewYork,CollegeatPotsdam.Upongraduation,heobtainedamanager’spositionattheBellagioGalleryofFineArtinLasVegas,NV.AfterrelocatingtoHawaiiheiscurrentlyenrolledintheLibraryandInformationScienceGraduateProgramattheUniversityofHawaiiatManoa.Healsoworksasafreelancewriterforonlinepublications.Abouttheauthor6/851.Whatgamesdidyouplaywhenyouwereachild?Pre-readingquestions2.Howaboutnow?Howdoyouentertainyourself?7/85TheEagleandchicken8/85Seesaw9/85Clapat7Pattingpaper10/85blindtouchkickingshuttlecock11/85RopeskippingRollingahoop12/85JumpgoatHopscotch13/85Playingsandbag14/85Slingshot15/85rubberbandskipping16/85ShowchildrenhowtoincooperationwithothersStrengthenchildren’shealthFostercreativitiesandenhancepracticalabilitiesChildrengamescan17/85Howhappyyouare!18/85Dear!Whataretheydoing?19/8520/85CausetheconfusionofselfroleDirectlyaffectsthedevelopmentofsocialandcommunicationskillsDirectlyaffectsthedevelopmentofthebodyThenegativeinfluenceofnetworkorvideogames21/85CulturenotesNintendobabies(Paragraph2) childrenwhogrewupduringaperiodwhenvideogamesdevelopedbyNintendoCo.,Ltd.(任天堂企業(yè)),aleadingmanufacturerofhomevideogamesandportablevideogames,wereverypopular.WhatdoesNintendomean?Therough,Englishtranslationis“theplacewhereweleaveituptothegodsanddothebestwecan”,however,mostpeoplejustsay“dothebestwecan”.22/8523/85VirtualBoyandMortalKombat(Paragraph2) VirtualBoyisNintendo'sunique3-Dgamingsystemandwasreleasedinfall,1995;MortalKombatisaseriesofNintendo'sfightinggames.24/8525/85Play-Doh

(Paragraph3) atrademarkforasoftcoloredmodelingmaterialusedespeciallybychildren26/85Monopoly

(Paragraph7) atrademarkforareal-estatetradingboardgame27/85TextIntroduction

Thisexpositoryessay,developedmainlybycontrast,containsvividaccounts,andimpressivedescriptionsofbothtypicallyactiveandpassivegamesthatkidsoftenplay.Asissuggestedbythetitle,thisessaymainlyprovesorillustratesthedigitaldangertowhichsomanychildrenareexposed.Arecomputergamesfundamentallydifferentfromboardgames?Doestalkingonthephonedevelopthesameskillsaschattingonline?What'sthedifferencebetweenpaintingwithwatercolorsand"coloring"withadesktoppaintboxprogram?AlisonSperry,thewriterofthisessayexploredthesequestionsandcameupwithsomedisturbinganswers.28/85StructurePart1:Part2:Part3:1—23—89—10Firstcontrast:

Positiveinfluenceofactivegames

theImpactofpassivegames

ThreeotherconcretecontrastsConclusion:

Indirectlyemphasizestheawfulimpactonchildren29/85Howwouldyourlifebeifyouhadbeenaddictedtovideogames?

Noonecanknowtheexactanswer.Buteveryoneshouldknowwhatismeaningfulinhislifeanddorightthings.30/85

KIDSANDCOMPUTERS:DIGITALDANGERAlisonSperry 1. There'safamiliarsaying,"Playischildren'swork."Throughplay,peoplewhostudychilddevelopmenttellus,childrendeveloptheskillsandoutlooksthatdeterminetheadultstheywillbecome.

Playinghouseorschool,forexample,helpsthem"tryon"therolesofMomorDadorteacher.Athleticactivitieshelpkidsdevelopcoordination,learntoworkaspartofagroup,andgainconfidenceandasenseoffairplay.

Evensolitaryactivitieslikereadingconnectchildrenwiththewiderworld,encouragingasenseofempathywiththegreaterhumanfamily.DetailedReading31/85 2. Butinveryrecentyears,otherformsofentertainmenthavehadanenormousimpactongrowingchildren.Formanykids,computeractivitiesandvideogamesnowtakeupmuch—evenmost—ofthetimeformerlydevotedtomoretraditionalformsofplay.EnteringadulthoodnowarethefirstNintendobabies,agenerationraisedmoreonVirtualBoyandMortalKombatthanbaseballandUncleWiggly.Howhavetheybeenaffectedbythischangeintheconceptof"play"?Socialscientists,parents,andtalkshowpunditswillbedebatingthequestionforyearstocome.Butwecanstartdrawingourownconclusions.DetailedReading32/85

Asamusingandingeniousaselectronicentertainmentcanbe,children—andsocietytheylivein—aretheloserswhentheyrelyontheseformsoffun.

Unliketraditionalgamesandtoys,"wired"entertainmentencourageskidstobeunimaginative,sociallyimmature,andcrudelydesensitizedtotheworldaroundthem.DetailedReading33/85 3. WatchachildtakeaballofPlay-Dohinherhandandbegintorollitexperimentally.Firstit'sasimpleball,thenasnake.Thesnakemightbecomeafigureeightorabracelet.Shecoilsthebraceletontopofitselftocreateapotthatsheusesforamake-believeteaparty.Nextshesmashesthepotbackintoaball,whichmaynextmorphintoasnowman,ahorse'shead,abunny,aseaserpent,oraskyscraper.Withnothingbutherhandsandaninexpensivechunkofflourandsalt,sheformsauniverseinwhichshemakestherulesandcreatestheinhabitants.Whenshetiresofit,shecanwaditbackintoashapelessmassthatawaitshernextcreativeimpulse.DetailedReading34/85 TheactofplayingwiththePlay-Dohsparksotherinterests—maybeshe'llworkwithmodelingclaythatshecanbakeintoapermanentform,orpaints,orpapier-machéAlthoughshedoesn'tgivewhatshe'sdoingagreatdealofthought,she'slearningsomethingvaluable:Iamacreator.Icangivemyideastangibleform.DetailedReading35/85 4. Avideogame,ontheotherhand,iscynicallyprogrammedtogivetheillusionofcreativity.Theplayerisgivenvariouschoicesateveryturn—WhichdoorwillIgothrough?WhichweaponwillIuse?WhatclueshallIread?—Buttheyarechoicesinthesamesensethatapigeon'speckingatalevertogetagrainofcornisachoice.Theplayerisasmuchatoolofthegameasthejoystick.Hermomentaryfunisunsatisfyingbecauseitleadsnottoanygenuinesenseofachievementbutonlytothehypnoticexperienceofwatchingsomeoneelse'screationunfold.DetailedReading36/85

HandaballofPlay-Dohtoachildrearedonthesterileadventureofvideogames,andyou'reapttogetablanklookandthehesitantquestion,"WhatdoIdowithit?"Thevideogameplayerlearnsherownlesson:Idon'tcreate.Iletsomeoneelse'screativityhappeninfrontofme.DetailedReading37/85 5. It'sabeautifulSaturdayinautumn,andagroupofkidsareplayingapickupgameofsoccer.Adisputearisesaboutwhetherakickwentoverthefoulline.Someofthekidsaresureitdid;othersinsistthatitdidnot.Voicesareraised;tempersflare.Maybeahotheadortwowillstalkoffthefield.Buttheskyiscrystalblue,andtherearechoreswaitingathome.Makingaquickcalculationabouttherelativebenefitsofcontinuingthegame,theplayersworkoutasolution.Maybetheyreplaythekick.Maybetheyflipacoin.DetailedReading38/85 Maybetheyagreetosaythattheballwasfair,orfoul.Theirwillingnesstocompromise,toaccepttheideathatsuchgive-and-takeispartoflife,allowsthegametoproceed.Theplayersmoveon,havinglearnedasmalllessonaboutgettingalongwithothers.DetailedReading39/85 6. ContrastthatscenewiththeworldoftheInternetchatrooms,wheremanyadolescentsspenduncountablehours.OnthatsamelovelySaturday,ayoungInternetqueenhunchesoverherkeyboard,aloneinherroom.Herbuddylistincludesdozens,evenscores,of"friends"she'snevermet.Herfingersflyacrossthekeyboardassheracesfromonedialogueboxtoanother,keepingupmultipleconversations.

Thesearepeculiarconversations,however,includingnoneofthevulnerabilitythatispartofreal-worldfriendship.Inthebuddy-chatworld,statusisbasedontheabilitytokeepuparapidpaceofone-liners,insultingzingers,causticput-downs.DetailedReading40/85

Thechatqueen'smostintimatefriendshipstaketheformofbriefallianceswithbuddieswhojoinwithherto"flame"anotherchatterwhohasdispleasedthem.Ifthatallyeventuallybecomesannoying,too,zap!Shecaninstantaneouslyerasehimfromherbuddylist,orevenblockhimsoheisunabletocontactheragain.It'snogreatloss.Thereareliterallymillionsofnewacquaintanceswaitingtobepickedupinachatroomtofillthatvoid.Thelesson:Ishouldn'thavetoworkatrelationships.Theycomeandgoinstantlyandatmyconvenience.Ifsomeonedispleasesme,Icanmakethatpersondisappear.DetailedReading41/85 7. WhenkidssitdowntoplayMonopoly,theyformalooselyknitgroupthatisstillpartoftheworldaroundit.Whencompanyarrivesatthehouse,it'snoproblemtohaltthegamebriefly.Theplayerscangreetvisitors,laughtogether,talkaboutthegame,evenquicklyrearrangeittoincludenewplayers.Evenafterthegamecontinues,chattingwithotherplayersandnon-playersiseasilyaccomplished.Despitetheirinvolvementinthegame,theplayersarenotruledbyit.Humancontact,courtesy,andcommunicationarenotseenasthreatstotheirenjoyment.Theyarelearningthattheycanenjoytheirownactivitiesandstillbesensitivetothelargerworldaroundthem.DetailedReading42/85 8. Contrastthisboardgamescenewithonethathasbecomedepressinglyfamiliarinmanylivingrooms.VisitorsarriveatahometofindachildhunchedinfrontoftheTVset,videocontrolsinhislap.Evenwhenspokentodirectly,hedoesnotpullhiseyesfromthescreen."I'mplaying!"ishisfuriousresponseifthevisitorspersistintryingtoengagehisattention.

Fartoooften,evenhisparents,intimidatedbythehigh-priced,high-techgadgetthathassuckedtheirchild'shumanityaway,tiptoearoundratherthandisturbhim.

DetailedReading43/85

Thegameitselfisalltoolikelytobeonethatpresentsthemosthideoussufferingasentertainment,withtheplayerintheroleofpsychotickiller—maybeinDukeNukem,withits"twenty-threelevelsofnonstopcarnage!"orBloodyRoar,whichofferstheplayer"morewaystomaim,crush,anddevouryourenemiesthanever."

9. Thelesson? 10. Isn'tittooawfultothinkabout?

DetailedReading44/85

“Throughplay,childrendeveloptheskillsandoutlooksthatdeterminetheadultstheywillbecome.”DetailedReadingParaphrase

Byplayinggames...kidsacquiretheskillsandformtheviewsthatwilldecidewhatkindofgrown-upstheywillbe.45/85

“Playinghouseorschool,”

DetailedReadingParaphraseNote

PlayingoractingthepartofMomorDadorteacherHerethetwowordshouseandschoolareusedascasesof

metonymy

46/85Metonymy(轉(zhuǎn)喻、借代）Metonymy

or

Metonymy

isa

figureofspeech

usedin

rhetoric

inwhichathingorconceptisnotcalledbyitsownname,butbythenameofsomethingintimatelyassociatedwiththatthingorconcept.Forinstance,"Hollywood"isusedasa

metonym

(aninstanceofmetonymy)for

Americancinema,becauseofthefameandculturalidentityofHollywood,adistrictof

LosAngeles,California

asthehistoricalcenterofmoviestudiosandmoviestars.

47/85

“Asamusingandingeniousaselectronicentertainmentcanbe,children—andsocietytheylivein—aretheloserswhentheyrelyontheseformsoffun.”DetailedReadingParaphrase

Thoughgames,shows,etc.providedbyelectronicdevicessuchascomputersandvideomachinescanbeenjoyableandoriginal,children—andsocietytheylivein—arethevictimsiftheyindulgeintheseformsofamusementsolely.48/85

“Unliketraditionalgamesandtoys,"wired"entertainmentencourageskidstobeunimaginative,sociallyimmature,andcrudelydesensitizedtotheworldaroundthem.”DetailedReadingParaphrase

Differentfromtraditionalgamesandtoys,entertainmentprovidedbyelectronicdevices,whichispassivebynature,makeschildrenbecomedullandunoriginal.Asaresultofspendingtoomuchtimeonsuchentertainment,childrenlackemotionaldevelopmentinsocialcommunicationandmaybecomecrudelyinsensitivetothepeoplearoundthem.49/85

“Whenshetiresofit,shecanwaditbackintoashapelessmassthatawaitshernextcreativeimpulse.”DetailedReadingParaphrase

Whenshelosesinterestinit,shecanturnitbackintoaformlessmass,whichwillbechangedintosomethingelsewhenhernextwhimtoplaywithitoccurs.50/85

“Avideogame,ontheotherhand,iscynicallyprogrammedtogivetheillusionofcreativity.”DetailedReadingParaphrase

Avideogame,ontheotherhand,isdesignedsarcasticallytogiveitsplayersthefalseimpressionthattheyarebeingcreativebecausetheyatleastcanmakechoicesoftheirown.51/85

“HandaballofPlay-Dohtoachildrearedonthesterileadventureofvideogames,andyou'reapttogetablanklookandthehesitantquestion,"WhatdoIdowithit?“”

DetailedReadingParaphrase

IfyouhandaballofPlay-Dohtoachildwhospendstoomuchtimeonexcitingbutunproductivevideogames,youarelikelytoseeanexpressionlesslookonhisfaceandtobeasked,inanuncertainmanner,"WhatdoIdowithit?"52/85

“Voicesareraised;tempersflare.”DetailedReadingParaphrase

Voicesgrowlouderandlouderandthekidsflyintoafitofanger.53/85

“Herfingersflyacrossthekeyboardassheracesfromonedialogueboxtoanother,keepingupmultipleconversations.”

DetailedReadingParaphrase

Herfingersmoveswiftlyacrossthekeyboardassheswitchesquicklyfromonechatboxtoanother,managingtotalkwithseveralnetpalsatthesametime.54/85

“Thesearepeculiarconversations,however,includingnoneofthevulnerabilitythatispartofreal-worldfriendship.”DetailedReadingParaphrase

Buttheseareunusualdialoguesbecausetheparticipantsarefreefromthepossibilityofbeinghurtorwoundedemotionally,whichisacommonoccurrencebetweenfriendsinreal-lifesituations.55/85

“Whencompanyarrivesatthehouse,it'snoproblemtohaltthegamebriefly.”DetailedReadingParaphrase

Whenguestsorvisitorsshowupatthehouse,theycaneasilystopthegametemporarily.56/85

“Fartoooften,evenhisparents,intimidatedbythehigh-priced,high-techgadgetthathassuckedtheirchild'shumanityaway,tiptoearoundratherthandisturbhim.”DetailedReadingParaphrase

Fartoooften,evenhisparents,scaredbythesmallhigh-priced,high-techdevicethathasdeprivedtheirchildofhumanqualities,walkaboutcarefullyandquietlyontiptoeratherthanbreakhisconcentrationordiverthisattention.57/85

“Thelesson?”DetailedReadingExplanation

Thisisanellipticalquestion.Itscompleteformmaybelikethis:Whatisthelesson(thegameplayerhaslearned)?58/85

“Isn'tittooawfultothinkabout?”DetailedReadingExplanation

Thisisarhetoricalquestion,whichindirectlytellsthereadersthehorribleimpactonchildrenexertedbysuchgamesasaredescribedabove.59/85 第1段漢字譯文 有一句眾人皆知俗語：“玩是孩子們工作?！毖芯績和l(fā)展人告訴我們，孩子就是在玩過程中培養(yǎng)技能和世界觀，并由此決定他們長成怎樣成人。比如說，扮家家或假裝上學(xué)幫助他們“嘗試”媽媽、父親或老師角色。體育活動(dòng)幫助他們養(yǎng)成協(xié)作精神，學(xué)會(huì)作為團(tuán)體一員工作方法，以及培養(yǎng)自信心和光明磊落意識(shí)。甚至獨(dú)自一人開展活動(dòng)，像閱讀，讓孩子們接觸更為遼闊世界，勉勵(lì)他們養(yǎng)成對(duì)更多人富有同情心。DetailedReading60/85 第2段漢字譯文

然而，近幾年來，其它娛樂形式對(duì)孩子成長產(chǎn)生了巨大沖擊。現(xiàn)在有許多孩子，電腦活動(dòng)和電子游戲占據(jù)了他們?cè)S多——甚至全部——時(shí)間，以前這些時(shí)間是花在比較傳統(tǒng)游戲上面?，F(xiàn)在長大成人是第一批玩“任天堂”孩子，是一代憑借玩“虛擬男孩”和“致命戰(zhàn)斗”養(yǎng)大，而并非靠打壘球或看連環(huán)畫《維格列大叔》帶大。這種“玩”理念上改變對(duì)孩子產(chǎn)生了什么影響？社會(huì)科學(xué)家、家長，還有脫口秀教授在未來歲月里將對(duì)這個(gè)問題爭論不休。不過，我們能夠開始得出我們自己結(jié)論。（續(xù)）DetailedReading61/85

即使電子娛樂可能是很有趣，也很富有創(chuàng)意，不過，一旦沉湎于這種形式娛樂，孩子以及他們生活社會(huì)必定是輸家。與傳統(tǒng)游戲和玩具不一樣，“聯(lián)網(wǎng)”娛樂形式會(huì)造成孩子缺乏想象力、社會(huì)生活不成熟，以及對(duì)身邊世界毫無掩飾地麻木不仁后果。DetailedReading62/85 第3段漢字譯文

看著一個(gè)孩子抓起一團(tuán)橡皮泥，開始試著讓它滾動(dòng)起來。開始是一個(gè)普通球，接著變成了一條蛇。這條蛇或許會(huì)變成8字形或一個(gè)手鐲。孩子把手鐲上端卷起來，做出一把茶壺，她用這把茶壺舉行一場假裝茶話會(huì)。接下來，她把茶壺又捏成一團(tuán)，或許再做成雪人、馬頭、小兔子、海蛇，或者摩天大樓。除了用自己雙手、一團(tuán)用面粉和鹽混成不值錢一團(tuán)東西，她不需要其它東西，就能夠做出一個(gè)世界，為之制訂規(guī)則和創(chuàng)造居民。等她玩膩了，能夠把它再次捏成沒有形狀一團(tuán)，等候下一次創(chuàng)作沖動(dòng)。（續(xù)）

DetailedReading63/85

玩耍橡皮泥還會(huì)激發(fā)其它興趣——她可能會(huì)用建模黏土做一樣?xùn)|西，烤制成一個(gè)永久形狀，或者圖畫，再或者紙漿制品。即使她對(duì)自己做事情沒花太多心思，不過她學(xué)會(huì)了有價(jià)值東西：我是個(gè)創(chuàng)造者，我能給自己想法賦予詳細(xì)形狀。DetailedReading64/85第4段漢字譯文

然而，電子游戲很可笑，是人為編程，給人創(chuàng)新性假想。玩游戲人每一步有各種選擇：要進(jìn)那扇門？要用哪種武器？要閱讀哪條線索？不過，這種選擇，與鴿子口啄杠桿得到一粒玉米選擇是一樣道理。玩游戲人與游戲操縱桿一樣，都是游戲工具。她那短暫高興是無法讓她滿足，因?yàn)橛螒驇聿⒎钦嬲饬x上成就感，只不過是迷迷糊糊地看著他人創(chuàng)作東西展現(xiàn)眼前一個(gè)體驗(yàn)。DetailedReading65/85

那一團(tuán)橡皮泥要是交給在電子游戲貧乏冒險(xiǎn)經(jīng)歷中長大孩子，很可能看到一臉茫然，還有猶豫不定問題：“我用它干什么啊？”玩電子游戲人吸收她自己經(jīng)驗(yàn)：我不創(chuàng)造。我讓他人創(chuàng)造發(fā)生在我眼前。DetailedReading66/85第5段漢字譯文

那是一個(gè)秋天漂亮周六，有一群孩子暫時(shí)組織了一場足球賽。突然他們?yōu)樽闱蚴遣皇翘叱隽诉吘€爭論了起來。有幾個(gè)說必定踢出界了；其余幾個(gè)堅(jiān)持說沒有。嗓門提升了，火氣也大了?？赡芤粌蓚€(gè)暴脾氣家伙會(huì)大步走出場地。不過，天空一片湛藍(lán)，而且家里還有些雜活要干。很快地盤算一下繼續(xù)踢球有什么好處，于是球員們做出決定。可能他們重新踢一腳。可能他們擲硬幣。DetailedReading67/85

可能他們一致同意，說那球沒出線，或出線了。他們?cè)敢馔讌f(xié)，接收在生活中就得互諒互讓理念，使得這場游戲繼續(xù)下去。踢足球孩子繼續(xù)踢球，稍稍學(xué)會(huì)了與人相處道理。DetailedReading68/85第6段漢字譯文

拿互聯(lián)網(wǎng)聊天室場景來做個(gè)比較。有許多孩子在聊天室里不知道花費(fèi)了多少個(gè)小時(shí)。一樣在那個(gè)可愛星期六，一名年青互聯(lián)網(wǎng)皇后躬身坐在鍵盤前，房間里就她一個(gè)人。她網(wǎng)友名單包含十幾個(gè)，甚至幾十個(gè)從來沒有見過面“朋友”。她手指飛快地在鍵盤上移動(dòng)，不停地從一個(gè)對(duì)話框轉(zhuǎn)換到另一個(gè)對(duì)話框，同時(shí)與好幾個(gè)人對(duì)話。然而，這是些奇怪對(duì)話，并不包含現(xiàn)實(shí)世界里情誼會(huì)給人帶來傷害內(nèi)容。在與網(wǎng)友聊天世界里，狀態(tài)取決于能否跟得上在線朋友快速節(jié)奏，羞辱那些話多、言詞尖刻人們。DetailedReading69/85

那位聊天皇后與什么人關(guān)系親密，就看誰能不能馬上接手，和她一起對(duì)另一個(gè)惹他們生氣網(wǎng)友群起而攻之。假如這位盟友也變得討厭了，那么嗒一下！她會(huì)隨時(shí)將他從網(wǎng)友名單上刪去，或者甚至將他拒之圈外，讓他永遠(yuǎn)不能再與她聯(lián)絡(luò)。這沒有多大損失。毫不夸大地說，聊天室里有是成千上萬新搭檔等著填補(bǔ)那個(gè)空缺。取得經(jīng)驗(yàn)是：我并不非得為關(guān)系而忙碌。他們說來就來，說走就走，而且按照我意愿。假如有些人惹我生氣，我能夠讓那家伙消失。DetailedReading70/85 第7段漢字譯文

孩子們坐下來玩“大贏家”游戲時(shí)，他們形成結(jié)構(gòu)渙散小組，依然是身邊現(xiàn)實(shí)世界朋友中一部分。有些人來了，立刻停頓游戲，沒有問題。玩游戲人與來訪者打招呼，一起歡笑，討論這個(gè)游戲，甚至馬上重新安排，帶上新人一起玩。甚至在游戲繼續(xù)之后，與其它玩游戲人以及不玩人談話聊天都方便得很。即使參加了這場游戲，不過玩游戲人不受其限制。與人接觸、客套寒暄，以及與人交際都不會(huì)被認(rèn)為妨礙他們玩得開心。從中他們能學(xué)到自娛自樂和關(guān)心身邊人和事能夠兼得。DetailedReading71/85 第8段漢字譯文

用這個(gè)棋盤游戲場景與許多起居室里越來越常見場景對(duì)照一下，后者令人失望。客人來造訪，發(fā)覺一個(gè)孩子躬身坐著在電視屏幕前，腿上放著電腦游戲控制桿。連客人直接找他說話時(shí)，他兩只眼睛依然緊盯著屏幕。假如客人仍想吸引他注意力，他會(huì)憤恨地回答道：“我在打游戲！”更經(jīng)常發(fā)生是，連孩子父母寧愿踮著腳尖走路，而不去打攪他。他們已經(jīng)被那套把孩子弄得喪失了人性昂貴、高科技玩意兒嚇得膽戰(zhàn)心驚。（續(xù)）

DetailedReading72/85 第8-10段漢字譯文

(接)這種游戲本身在很大程度上把令人發(fā)指苦難作為娛樂。游戲玩家飾演精神病殺手角色，如同“紐克姆公爵”里23級(jí)不停大屠殺，或者在“血腥咆哮”里，讓玩家擁有從未有過更多摧殘、碾壓，甚至吞噬敵人方法。 學(xué)到東西呢？

一想到這些，莫非不令人難受嗎？DetailedReading73/85Whichparagraphsdescribeorrecountactivegamesoractivities?Andwhichparagraphsprovidevividaccountsofpassiveelectronicgamesoractivities?Active:one,three,fiveandsevenPassive:two,four,sixandeightcontrast74/85WritingstrategiesRethinkingthepassageTheme

75/85persuasivewriting

apieceofworkinwhichthewriteruseswordstoconvincethereaderthatthewriter'sopinioniscorrectwithregardtoanissue.Persuasivewritersemploymanytechniquestoimprovetheirargumentandshowsupportfortheirclaim.Writingstrategies76/85

Themainmethodusedinthispersuasiveessayiscontrast.

Whatcontrastshavetheauthormadehere?Andwhatconclusionshashereachedaftereachcontrast?Threecontrastshavebeenmadeinparagraphs3-8,oneineverytwoconsecutiveparagraphs.Writingstrategies77/85

Three

contrasts

WritingstrategiesPlay-Dohandvideogamessoccergamesandchattingonthenet.

(Theconclusion:Theformerhelpsdevelopkids'socialabilitieswhilethelatterrendersthekidspoorathandlinginterpersonalrelationships.)Monopolyandvideogames.(Theconclusion:theformeriscreativeandthel