题目内容
Violent computer games have been strongly connected with aggression in teenager boys in a study that shows the machines are increasingly becoming substitutes (替代品) for friendship.
The research provides powerful support to the doubt that actual violence could be one of the factors behind the crimes of aggression including young people. John Colwell, a lecturer at Middlesex University, who carried out the research, said aggression in boys seemed to increase with the amount of playing such games. “There are many facts to suggest there is a connection between playing computer games and aggression,” he said.
Previous studies have shown only a certain relation between such games and aggression. This conclusion was uncertain because it could mean that children who played the games did so because they had shown a sign to violence. Colwell’s work shows, however, that there is a strong link, meaning that playing such games makes children more aggressive. He reached his conclusions after studying the behaviour of 204 pupils aged 12-14 from a school in north London.
Children became obviously more aggressive the longer they had been playing violent games. They shouted, pushed and hit other children. Those who played in occasional bursts showed little effect. All the children spent many hours playing such games. Nearly 97% of boys and 88% of girls were regular users. Almost the boys, the heaviest computer users tended to have the fewest friends and reported seeing their machine as a friend.
1. Why did most of the computer users have few friends?
A. Because they felt very proud and lonely.
B. Because they seldom left their homes.
C. Because they regarded the computer as their only friend.
D. Because they spent more time working in the computer.
2. In fact, one of the factors connected with crimes is that .
A. children spend many hours on the computer studies
B. many boys are interested in violence
C. children always play violent games in the computer
D. many girls become more dishonest up to now
3. How did Colwell prove his own views from the passage?
A. He studies nearly 97% of boys’ actions.
B. He studied the behaviour of over two hundred children in a school.
C. He studied almost 80% of girls’ actions.
D. He often talked to those little computer users in his home.
4. Which of the following words can best replace the word heaviest in the passage?
A. fattest B. slowest C. most dangerous D. greatest number
5. It can be inferred from the passage that .
A. aggression in girls and boys seemed to come from the computer
B. playing computer games is no good to all the children
C. Colwell’s studies showed the computer is connected with violence
D. the computer games can have a connection with violence
CCBDD
Two friends have an argument that breaks up their friendship forever, even though neither one can remember how the whole thing got started. Such sad events happen over and over in high schools across the country. In fact, according to an official report on youth violence, "In our country today, the greatest threat to the lives of children and adolescents is not disease or starvation or abandonment, but the terrible reality of violence". Given that this is the case, why aren't students taught to manage conflict the way they are taught to solve math problems, drive ears, or stay physically fit?
First of all, students need to realize that conflict is unavoidable. A report on violence among middle school and high school students indicates that most violent incidents between students begin with a relatively minor insult (侮辱). For example, a fight could start over the fact that one student eats a peanut butter sandwich each lunchtime. Laughter over the sandwich can lead to insults, which in turn can lead to violence. The problem isn't in the sandwich, but in the way students deal with the conflict.
Once students recognize that conflict is unavoidable, they can practice the golden rule of conflict resolution (解决) : stay calm. Once the student feels calmer, he or she should choose words that will calm the other person down as well Rude words, name-calling, and accusations only add fuel to the emotional fire. On the other hand, soft words spoken at a normal sound level can put out the fire before it explodes out of control.
After both sides have calmed down, they can use another key strategy (策略) for conflict resolution : listening. Listening allows the two sides to understand each other. One person should describe his or her side, and the other person should listen without interrupting. Afterward, the listener can ask non-threatening questions to clarify the speaker's position. Then the two people should change roles.
Finally, students need to consider what they are hearing. This doesn't mean trying to figure out what's wrong with the other person. It means understanding what the real issue is and what both sides are trying to accomplish. For example, a shouting match over a peanut butter sandwich might happen because one person thinks the other person is unwilling to try new things. Students need to ask themselves questions such as these: How did this start? What do I really want? What am I afraid of? As the issue becomes clearer, the conflict often simply becomes smaller. Even if it doesn't, careful thought helps both sides figure out a mutual solution.
There will always be conflict in schools, but that doesn't mean there needs to be violence. After students in Atlanta started a conflict resolution program, according to Educators for Social Responsibility, "64 percent of the teachers reported less physical violence in the classroom; 75 percent of the teachers reported an increase in student co-operation; and 92 percent of the students felt better about themselves'. Learning to resolve conflicts can help students deal with friends, teachers, parents, bosses, and coworkers. In that way, conflict resolution is a basic life skill that should be taught in schools across the country.
1.From Paragraph 2 we can learn that_______
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A.violence is more likely to occur at lunchtime |
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B.a small conflict can lead to violence |
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C.students tend to lose their temper easily |
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D.the eating habit of a student is often the cause of a fight |
2.Why do students need to ask themselves the questions stated in Paragraph 5?
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A.To find out who is to blame. |
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B.To get ready to try new things. |
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C.To make clear what the real issue is. |
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D.To figure out how to stop the shouting match. |
3.After the conflict resolution program was started in Atlanta, it was found that______
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A.there was a decrease in classroom violence |
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B.there was less student cooperation in the classroom |
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C.more teachers felt better about themselves in schools |
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D.the teacher-student relationship greatly improved |
4.The writer's purpose for writing this article is to_______
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A.complain about problems in school education |
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B.teach students different strategies for school life |
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C.favor teaching conflict management in schools |
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D.inform teachers of the latest studies on school violence |