解析剑桥雅思10Test1Passage2阅读真题

信息来源:百利天下出国考试  发布时间:2015-04-25
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剑桥雅思10Test 1Passage2阅读真题,无疑是烤鸭们大大的福利,不要吝啬你的眼睛哟,进来看看,不然你丢的不是前程百利而是雅思高分。

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剑桥雅思10Test1Passage2阅读真题 剑桥雅思10

  本文为大家带来前程百利独家首发剑桥雅思10Test1Passage2阅读真题,希望大家能够关注。这绝对是非常大的福利,我们前程百利雅思高分集训营涵盖了剑10真题的全部解析,不信你看!

  READING PASSAGE 2

  you should spend about 20 minuteson Questions 14-26, which are based onReading Passage 2.

  LessTelevision, Less Violence and Aggression

  Cuttingback on television, videos, and video gamesreduces acts of aggression among schoolchildren, according to a study by Dr.Thomas Robinson and others from the Stanford University School of Medicine. Thestudy, published in the January 2001 issue of the Archives ofPediatric and Adolescent Medicine, found that third- and fourth-gradestudents who took part in a curriculum to reduce their TV, video, and videogame use engaged in fewer acts of verbal and physical aggression than theirpeers. The study toot? place in two similar San Jose, California, elementaryschools. Students in one school underwent an 18-lesson, 6-month programdesigned to limit their media usage, while the others did not. Both groups ofstudents had similar reports of aggressive behavior at the beginning of thestudy. After the six-month program, however, the two groups had very realdifferences. The students who cut back on their TV time engaged in six feweracts of verbal aggression per hour and rated 2.4 percent fewer of theirclassmates as aggressive after the program.

  Physicalacts of violence, parental reports of aggressive behavior, and perceptions of amean and scary world also decreased, but the authors suggest further study tosolidify these results.

  Althoughmany studies have shown that children who watch a lot of TV are more likely toact violently, this report further verifies that television, videos, and videogames actually cause the violent behavior, and it is among the first toevaluate a solution to the problem. Teachers at the intervention schoolincluded the program in their existing curriculum. Early lessons encouragedstudents to keep track of and report on the time they spent watching TV orvideos, or playing Video games, to motivate them to limit those activities ontheir own. The initial lessons were followed by TV-Turnoff, an organizationthat encourages less TV viewing. For ten days, students were challenged to gowithout television, videos, or video games. After that, teachers encouraged thestudents to stay within a media allowance of seven hours per week. Almost allstudents participated in the Turnoff, and most stayed under their budget forthe following weeks. Additional lessons encouraged children to use their timemore selectively, and many of the final lessons had students themselvesadvocate reducing screen activities.

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