XXIII. Answer the following questions:
Is television a good or bad influence on the way children learn?
Is television more pervasive in a child's world than school?
Why is it called the «first curriculum»?
How does TV hurt a child's linguistic ability?
Television molds intelligence and character of youth, doesn't it?
Is watching TV a passive and active experience?
What positive influence can TV exert on children?
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пособие для философов и политологов
XXIV. FIND IN THE ARTICLE THE FOLLOWING WORD-COMBINATIONS:
To damage ability; to shorten attention span; an entertainment medium; cognitive habits; to be doomed to failure; to convey ideas; to mold intelligence and character; a valuable capacity.
REPRODUCE IDEAS WHERE THESE WORD-COMBINATIONS MAY BE USED. MAKE UP YOUR OWN SENTENCES WITH THE SAME WORD-COMBINATIONS.
XXV. DIVIDE THE ARTICLE INTO LOGICAL PARTS.
XXVI. REVIEW THE ARTICLE.
XXVII. EXPRESS YOUR OWN POINT OF VIEW ON POSITIVE AND NEGATIVE ASPECTS OF TELEVISION IN GENERAL.
XXVIII. DEVELOP THE FOLLOWING SITUATIONS: 1. You are conducting an interview with an internation ally known child psychologist who is sure that TV stereo types are devastating to young minds.
Ask him:
2. TV has become an integral part of our lives. It is means of information, entertainment and education. You are conducting an interview in one family.
Ask family members:
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if it is possible to become addicted to TV like to drugs or alcohol;
what role parents must play in monitoring TV pro grams;
what influence TV exerts on developing mind;
what shows are the most dramatic for children;
what recommendations he gives for children;
why violent episodes are dangerous for children.
Part
Political science
i f they watch TV regularly or occasionally;
what programs they like particularly;
whose commentary they find most informative and interesting;
if TV stopped them from reading or stimulated to read more;
if they watch the same programs;
what is their attitude towards news programs.
3. You are talking with a sociologist who has conducted a survey in order to find out how harmful TV violence is for the children's psychic development.
Ask him:
how many families have been polled;
if there is a correlation between TV violence viewing and troublemaking behaviour;
what programs should be excluded from viewing;
how violent films influence academic background;
if cartoons with incidents of physical force are harm ful;
what it is necessary to do within the television in dustry.
4. Your friend is much interested in seeing films about exotic animals. He is sure that TV programs about animals teach us to love animals and protect them.
Ask him:
what is his favourite program on animals;
what mostly attracts him in such shows;
how long he has been watching such programs;
if these programs give our children a sense of love to animals;
what he feels when he watches shows on gradual ex tinction of some rare animals;
if these programs are a means of enlightenment and education.
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Учебное пособие для философов и политологов
Political science
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