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1、.,Unit 9Kids and Computers:Digital Danger,新世纪高等院校英语专业本科系列教材（修订版）综合教程第五册(第2版)电子教案,上海外语教育出版社 南京信息工程大学 刘杰海,Contents page,Contents,Learning Objectives Pre-reading Activities Global Reading Detailed Reading Consolidation Activities Further Enhancement,Learning Objectives,Learning Objectives,Rhetorical sk
2、ill:contrast Key language&grammar points Writing strategies:persuasive writing Theme:humanity and technology,Pre-R:picture activation,Picture Activation|Pre-questions,Is the invention of computer a bliss or a nightmare for human beings?,Pre-R:Q1,1.Computers are indispensable in and out of class for
3、our studies.Computers can be used for information,instruction and entertainment.How do you take advantage of your computer?,Picture Activation|Pre-questions,Open to discussion.,Pre-R:Q2,2.With the advent of computers,video games came into being,which have aroused great controversy.Do you play them?A
4、nd whats your opinion about them,helpful or harmful in your life?,Picture Activation|Pre-questions,Open to discussion.,G-R:text introduction-1,This expository essay,developed mainly by contrast,contains vivid accounts,and impressive descriptions of both typically active and passive games that kids o
5、ften play.As is suggested by the title,this essay mainly proves or illustrates the digital danger to which so many children are exposed.Are computer games fundamentally different from board games?Does talking on the phone develop the same skills as chatting online?Whats the difference between painti
6、ng with watercolors and coloring with a desktop paintbox program?Alison Sperry,the writer of this essay explored these questions and came up with some disturbing answers.,Text Introduction|Culture Notes|Author|Structure,G-R:culture note-1,Nintendo babies(Paragraph 2)children who grew up during a per
7、iod when video games developed by Nintendo Co.,Ltd.(任天堂公司),a leading manufacturer of home video games and portable video games,were very popular.,Text Introduction|Culture Notes|Author|Structure,G-R:culture note-2,Virtual Boy and Mortal Kombat(Paragraph 2)Virtual Boy is Nintendos unique 3-D gaming s
8、ystem and was released in fall,1995;Mortal Kombat is a series of Nintendos fighting games.,Text Introduction|Culture Notes|Author|Structure,G-R:culture note-3,Uncle Wiggly(Paragraph 2)a series of popular childrens stories themed around a kindly,elderly,rabbit gentleman,Uncle Wiggly Longears,which we
9、re first written in 1910 by Howard R.Garris who wrote a new adventure every day for 50 years,Text Introduction|Culture Notes|Author|Structure,G-R:culture note-4,Play-Doh(Paragraph 3)a trademark for a soft colored modeling material used especially by children,Text Introduction|Culture Notes|Author|St
10、ructure,G-R:culture note-5,Monopoly(Paragraph 7)a trademark for a real-estate trading board game,Text Introduction|Culture Notes|Author|Structure,G-R:author,Alison Sperry graduated with a bachelors degree in history and museum studies in 2004 from the State University of New York,College at Potsdam.
11、Upon graduation,he obtained a managers position at the Bellagio Gallery of Fine Art in Las Vegas,NV.After relocating to Hawaii he is currently enrolled in the Library and Information Science Graduate Program at the University of Hawaii at Manoa.He also works as a freelance writer for online publicat
12、ions.,Text Introduction|Culture Notes|Author|Structure,G-R:structural analysis,Text Introduction|Culture Notes|Author|Structure,Part 1,(1-2)the beginning part,present the first contrast:the first paragraph exemplifies the positive influence of active games on kids,while the second paragraph points o
13、ut the enormous impact of passive games on children.,Part 2,(3-8)concretely illustrate the positive influence of active games on kids and the negative impact of passive electronic games or activities.,Part 3,(9-10)concluding part of the essay,indirectly emphasizes the awful impact on children exerte
14、d by such depressingly familiar games as are described in the eighth paragraph.,DR-p1 text,KIDS AND COMPUTERS:DIGITAL DANGERAlison Sperry1.Theres a familiar saying,Play is childrens work.Through play,people who study child development tell us,children develop the skills and outlooks that determine t
15、he adults they will become.Playing house or school,for example,helps them try on the roles of Mom or Dad or teacher.Athletic activities help kids develop coordination,learn to work as part of a group,and gain confidence and a sense of fair play.Even solitary activities like reading connect children
16、with the wider world,encouraging a sense of empathy with the greater human family.,Detailed Reading,DR-p2a text,2.But in very recent years,other forms of entertainment have had an enormous impact on growing children.For many kids,computer activities and video games now take up much even most of the
17、time formerly devoted to more traditional forms of play.Entering adulthood now are the first Nintendo babies,a generation raised more on Virtual Boy and Mortal Kombat than baseball and Uncle Wiggly.How have they been affected by this change in the concept of play?Social scientists,parents,and talk s
18、how pundits will be debating the question for years to come.But we can start drawing our own conclusions.,Detailed Reading,DR-p2b text,As amusing and ingenious as electronic entertainment can be,children and society they live in are the losers when they rely on these forms of fun.Unlike traditional
19、games and toys,wired entertainment encourages kids to be unimaginative,socially immature,and crudely desensitized to the world around them.,Detailed Reading,DR-p3a text,3.Watch a child take a ball of Play-Doh in her hand and begin to roll it experimentally.First its a simple ball,then a snake.The sn
20、ake might become a figure eight or a bracelet.She coils the bracelet on top of itself to create a pot that she uses for a make-believe tea party.Next she smashes the pot back into a ball,which may next morph into a snowman,a horses head,a bunny,a sea serpent,or a skyscraper.With nothing but her hand
21、s and an inexpensive chunk of flour and salt,she forms a universe in which she makes the rules and creates the inhabitants.When she tires of it,she can wad it back into a shapeless mass that awaits her next creative impulse.,Detailed Reading,DR-p3b text,The act of playing with the Play-Doh sparks ot
22、her interests maybe shell work with modeling clay that she can bake into a permanent form,or paints,or papier-mch Although she doesnt give what shes doing a great deal of thought,shes learning something valuable:I am a creator.I can give my ideas tangible form.,Detailed Reading,DR-p4a text,4.A video
23、 game,on the other hand,is cynically programmed to give the illusion of creativity.The player is given various choices at every turn Which door will I go through?Which weapon will I use?What clue shall I read?But they are choices in the same sense that a pigeons pecking at a lever to get a grain of
24、corn is a choice.The player is as much a tool of the game as the joystick.Her momentary fun is unsatisfying because it leads not to any genuine sense of achievement but only to the hypnotic experience of watching someone elses creation unfold.,Detailed Reading,DR-p4b text,Hand a ball of Play-Doh to
25、a child reared on the sterile adventure of video games,and youre apt to get a blank look and the hesitant question,What do I do with it?The video game player learns her own lesson:I dont create.I let someone elses creativity happen in front of me.,Detailed Reading,DR-p5a text,5.Its a beautiful Satur
26、day in autumn,and a group of kids are playing a pickup game of soccer.A dispute arises about whether a kick went over the foul line.Some of the kids are sure it did;others insist that it did not.Voices are raised;tempers flare.Maybe a hothead or two will stalk off the field.But the sky is crystal bl
27、ue,and there are chores waiting at home.Making a quick calculation about the relative benefits of continuing the game,the players work out a solution.Maybe they replay the kick.Maybe they flip a coin.,Detailed Reading,DR-p5b text,Maybe they agree to say that the ball was fair,or foul.Their willingne
28、ss to compromise,to accept the idea that such give-and-take is part of life,allows the game to proceed.The players move on,having learned a small lesson about getting along with others.,Detailed Reading,DR-p6a text,6.Contrast that scene with the world of the Internet chat rooms,where many adolescent
29、s spend uncountable hours.On that same lovely Saturday,a young Internet queen hunches over her keyboard,alone in her room.Her buddy list includes dozens,even scores,of friends shes never met.Her fingers fly across the keyboard as she races from one dialogue box to another,keeping up multiple convers
30、ations.These are peculiar conversations,however,including none of the vulnerability that is part of real-world friendship.In the buddy-chat world,status is based on the ability to keep up a rapid pace of one-liners,insulting zingers,caustic put-downs.,Detailed Reading,DR-p6b text,The chat queens mos
31、t intimate friendships take the form of brief alliances with buddies who join with her to flame another chatter who has displeased them.If that ally eventually becomes annoying,too,zap!She can instantaneously erase him from her buddy list,or even block him so he is unable to contact her again.Its no
32、 great loss.There are literally millions of new acquaintances waiting to be picked up in a chat room to fill that void.The lesson:I shouldnt have to work at relationships.They come and go instantly and at my convenience.If someone displeases me,I can make that person disappear.,Detailed Reading,DR-p
33、7 text,7.When kids sit down to play Monopoly,they form a loosely knit group that is still part of the world around it.When company arrives at the house,its no problem to halt the game briefly.The players can greet visitors,laugh together,talk about the game,even quickly rearrange it to include new p
34、layers.Even after the game continues,chatting with other players and non-players is easily accomplished.Despite their involvement in the game,the players are not ruled by it.Human contact,courtesy,and communication are not seen as threats to their enjoyment.They are learning that they can enjoy thei
35、r own activities and still be sensitive to the larger world around them.,Detailed Reading,DR-p8a text,8.Contrast this board game scene with one that has become depressingly familiar in many living rooms.Visitors arrive at a home to find a child hunched in front of the TV set,video controls in his la
36、p.Even when spoken to directly,he does not pull his eyes from the screen.Im playing!is his furious response if the visitors persist in trying to engage his attention.Far too often,even his parents,intimidated by the high-priced,high-tech gadget that has sucked their childs humanity away,tiptoe aroun
37、d rather than disturb him.,Detailed Reading,DR-p8b-9-10 text,The game itself is all too likely to be one that presents the most hideous suffering as entertainment,with the player in the role of psychotic killer maybe in Duke Nukem,with its twenty-three levels of nonstop carnage!or Bloody Roar,which
38、offers the player more ways to maim,crush,and devour your enemies than ever.9.The lesson?10.Isnt it too awful to think about?,Detailed Reading,DR:p1-2 Analysis,Paragraph 1-2 AnalysisThese two paragraphs,making up the beginning part of the text,introduce the topic of the essay.The first paragraph exe
39、mplifies the statement that through play children develop the skills and outlooks that determine the adults they will become.The second paragraph points out the enormous impact of electronic entertainment on children.,Detailed Reading,DR:p3-8 Analysis,Paragraph 3-8 AnalysisThese paragraphs,the body
40、of this persuasive essay,illustrate the positive influence of active games and activities on kids,and vividly exemplify the negative impact of passive electronic games or activities on children.Through the three contrasts presented in this part,the authors viewpoint becomes unequivocally clear.,Deta
41、iled Reading,DR:p9-10 Analysis,Paragraph 9-10 AnalysisThese two paragraphs,only two short questions,serve as the conclusion of this expository essay.Short as the two questions are,they immediately plunge us into deep meditation.The writer does not answer the first question.Maybe he thinks that it is
42、 too obvious to answer.What is your answer to the first question?The second question is a rhetorical question that need not be answered.What is the emphatic or emphasized meaning expressed by the second question?,Detailed Reading,DR-Questions-p1,Detailed Reading,Paragraph 1:QuestionWhat is the main
43、idea of the first paragraph?,The first paragraph exemplifies the statement that through play children develop the skills and outlooks that determine the adults they will become.,DR-Questions-p2,Paragraph 2:QuestionWhat is the main idea of the second paragraph?,Detailed Reading,The second paragraph p
44、oints out the enormous impact of electronic entertainment on children.In other words,just as the writer concludes,As amusing and ingenious as electronic entertainment can be,children-and society they live in-are the losers when they rely on these forms of fun.Unlike traditional games and toys,wired
45、entertainment encourages kids to be unimaginative,socially immature,and crudely desensitized to the world around them.,DR-Questions-p3-8-1a,Detailed Reading,Paragraph 3-8:Questions1.Please explain the first contrast presented in this part in detail.,The first contrast is presented in paragraphs thre
46、e and four.First,the writer describes how a child plays with a ball of Play-Doh and how she changes it from one shape into another;next,the writer concludes that although she is not giving much thought to what she is doing,she is learning something valuable:she realizes that she is a creator and tha
47、t she can give her ideas a tangible form.Then,the writer recounts how a child plays a video game,pointing out that the player is as much a tool of the game as the joystick.,DR-Questions-p3-8-1b,Finally,the writer tells us how a child reared on the sterile diet of video games reacts when he is given
48、a ball of Play-Doh,and draws the conclusion that the video game player learns his own lesson:he doesnt create;he just lets someone elses creativity happen in front of him.Thus,the writer creates a sharp contrast through both the vividly recounted examples and his own comments and conclusions about t
49、he different effects of the active game and the passive game upon the players.,Detailed Reading,DR-Questions-p3-8-2,Paragraph 3-8:Questions2.How are the other two contrasts presented in this part?,Detailed Reading,The other two contrasts presented in this part follow a similar pattern.The writer cre
50、ates the two sharp contrasts both by vividly relating different activities and describing lessons the participants have learned through their experiences,and by offering his own conclusions about the different effects of the active games and activities and the passive ones upon the participants.,DR-
