Questões de Concurso Sobre inglês
Foram encontradas 25.454 questões
Read text II and answer questions 56 to 59:
Text II
(from http://www.freeimages.com/photo/1088033)
Help prevent a coral catastrophe
Fight the destructive harvesting and unregulated trade of one of the most attractive inhabitants of our tropical oceans.
(http://wwf.panda.org/)
In relation to the topics mentioned in this text, mark the statements below as true (T) or false (F).
( ) The text details the use of corals.
( ) The illegal selling of corals is denounced.
( ) The text mentions the people who live in the tropics.
The statements are, respectively,
Read text II and answer questions 56 to 59:
Text II
(from http://www.freeimages.com/photo/1088033)
Help prevent a coral catastrophe
Fight the destructive harvesting and unregulated trade of one of the most attractive inhabitants of our tropical oceans.
(http://wwf.panda.org/)
The main function of this text is to
Read text I and answer questions 41 to 55:
Text I
Technology for children in the classroom
Attitudes to technology
Many people are afraid of new technology, and, with the
increasing presence of the Internet and computers, the term
technophobe has appeared to refer to those of us who might
5 be wary of these new developments. More recently, the term
digital native has been invented to refer to someone who
grows up using technology, and who therefore feels
comfortable and confident with it – typically today’s children.
Their parents, on the other hand, tend to be digital
10 immigrants, who have come late to the world of technology, if
at all. In many cases, teachers are the digital immigrants and
our younger students are the digital natives.
What about you? How confident do you feel about using
the Internet and computers? Although there is a tendency to
15 call computer users either technophobes or technogeeks (a
term for a technology enthusiast), the truth is that most of us
probably fall somewhere between the two extremes.
Technology and young learners
Modern technologies are very powerful because they rely
20 on one of the most powerful genetic biases we have — the
preference for visually presented information. Television,
movies, videos, and most computer programs are very visually
oriented and therefore attract and maintain the attention of
young children.
25 The problem with this is that many of the modern
technologies are very passive. Because of this they do not
provide children with the quality and quantity of crucial
emotional, social, cognitive, or physical experiences they
require when they are young.
30 On the other hand, there are many positive qualities to
modern technologies. The technologies that benefit young
children the greatest are those that are interactive and allow
the child to develop their curiosity, problem solving and
independent thinking skills.
35 Computers allow interaction. Children can control the pace
and activity and make things happen on computers. They can
also repeat an activity again and again if they choose.
In practice, computers supplement and do not replace highly
valued early childhood activities and materials, such as art,
40 blocks, sand, water, books, exploration with writing materials,
and dramatic play. Research indicates that computers can be
used in developmentally appropriate ways beneficial to
children and also can be misused, just as any tool can.
Developmentally appropriate software offers opportunities for
45 collaborative play, learning, and creation. Educators must use
professional judgment in evaluating and using this learning tool
appropriately, applying the same criteria they would to any
other learning tool or experience.
Char Soucy (a primary school teacher) mentions: "Reading
50 books, handling real books, learning to take care of books,
turning pages, and interacting with human beings about
literature are still vital for learning to read." There are
electronic books, but they are really not the same thing as real
books. There must be a balance between the two. Computers
55 are highly motivating to today's students, who come to school
with plenty of visual stimulation from TV, video games, and
other technological sources, but it is not a good idea to go all
electronic or to let technology replace what teachers have
done for a long time with learning how to read or write.
(Retrieved and adapted from http://pearsonclassroomlink.com /articles/0711/0711_0102.htm on June 10th, 2014)
The meaning of colors can vary and teaching them is part of the ELT curriculum. Students must know that when danger is signaled both in a Brazilian and in an English setting, the light that blinks is
Read text I and answer questions 41 to 55:
Text I
Technology for children in the classroom
Attitudes to technology
Many people are afraid of new technology, and, with the
increasing presence of the Internet and computers, the term
technophobe has appeared to refer to those of us who might
5 be wary of these new developments. More recently, the term
digital native has been invented to refer to someone who
grows up using technology, and who therefore feels
comfortable and confident with it – typically today’s children.
Their parents, on the other hand, tend to be digital
10 immigrants, who have come late to the world of technology, if
at all. In many cases, teachers are the digital immigrants and
our younger students are the digital natives.
What about you? How confident do you feel about using
the Internet and computers? Although there is a tendency to
15 call computer users either technophobes or technogeeks (a
term for a technology enthusiast), the truth is that most of us
probably fall somewhere between the two extremes.
Technology and young learners
Modern technologies are very powerful because they rely
20 on one of the most powerful genetic biases we have — the
preference for visually presented information. Television,
movies, videos, and most computer programs are very visually
oriented and therefore attract and maintain the attention of
young children.
25 The problem with this is that many of the modern
technologies are very passive. Because of this they do not
provide children with the quality and quantity of crucial
emotional, social, cognitive, or physical experiences they
require when they are young.
30 On the other hand, there are many positive qualities to
modern technologies. The technologies that benefit young
children the greatest are those that are interactive and allow
the child to develop their curiosity, problem solving and
independent thinking skills.
35 Computers allow interaction. Children can control the pace
and activity and make things happen on computers. They can
also repeat an activity again and again if they choose.
In practice, computers supplement and do not replace highly
valued early childhood activities and materials, such as art,
40 blocks, sand, water, books, exploration with writing materials,
and dramatic play. Research indicates that computers can be
used in developmentally appropriate ways beneficial to
children and also can be misused, just as any tool can.
Developmentally appropriate software offers opportunities for
45 collaborative play, learning, and creation. Educators must use
professional judgment in evaluating and using this learning tool
appropriately, applying the same criteria they would to any
other learning tool or experience.
Char Soucy (a primary school teacher) mentions: "Reading
50 books, handling real books, learning to take care of books,
turning pages, and interacting with human beings about
literature are still vital for learning to read." There are
electronic books, but they are really not the same thing as real
books. There must be a balance between the two. Computers
55 are highly motivating to today's students, who come to school
with plenty of visual stimulation from TV, video games, and
other technological sources, but it is not a good idea to go all
electronic or to let technology replace what teachers have
done for a long time with learning how to read or write.
(Retrieved and adapted from http://pearsonclassroomlink.com /articles/0711/0711_0102.htm on June 10th, 2014)
Besides new technologies, toys can also be used in class. However, teachers should be aware that the item which should never be used as a toy is a
Read text I and answer questions 41 to 55:
Text I
Technology for children in the classroom
Attitudes to technology
Many people are afraid of new technology, and, with the
increasing presence of the Internet and computers, the term
technophobe has appeared to refer to those of us who might
5 be wary of these new developments. More recently, the term
digital native has been invented to refer to someone who
grows up using technology, and who therefore feels
comfortable and confident with it – typically today’s children.
Their parents, on the other hand, tend to be digital
10 immigrants, who have come late to the world of technology, if
at all. In many cases, teachers are the digital immigrants and
our younger students are the digital natives.
What about you? How confident do you feel about using
the Internet and computers? Although there is a tendency to
15 call computer users either technophobes or technogeeks (a
term for a technology enthusiast), the truth is that most of us
probably fall somewhere between the two extremes.
Technology and young learners
Modern technologies are very powerful because they rely
20 on one of the most powerful genetic biases we have — the
preference for visually presented information. Television,
movies, videos, and most computer programs are very visually
oriented and therefore attract and maintain the attention of
young children.
25 The problem with this is that many of the modern
technologies are very passive. Because of this they do not
provide children with the quality and quantity of crucial
emotional, social, cognitive, or physical experiences they
require when they are young.
30 On the other hand, there are many positive qualities to
modern technologies. The technologies that benefit young
children the greatest are those that are interactive and allow
the child to develop their curiosity, problem solving and
independent thinking skills.
35 Computers allow interaction. Children can control the pace
and activity and make things happen on computers. They can
also repeat an activity again and again if they choose.
In practice, computers supplement and do not replace highly
valued early childhood activities and materials, such as art,
40 blocks, sand, water, books, exploration with writing materials,
and dramatic play. Research indicates that computers can be
used in developmentally appropriate ways beneficial to
children and also can be misused, just as any tool can.
Developmentally appropriate software offers opportunities for
45 collaborative play, learning, and creation. Educators must use
professional judgment in evaluating and using this learning tool
appropriately, applying the same criteria they would to any
other learning tool or experience.
Char Soucy (a primary school teacher) mentions: "Reading
50 books, handling real books, learning to take care of books,
turning pages, and interacting with human beings about
literature are still vital for learning to read." There are
electronic books, but they are really not the same thing as real
books. There must be a balance between the two. Computers
55 are highly motivating to today's students, who come to school
with plenty of visual stimulation from TV, video games, and
other technological sources, but it is not a good idea to go all
electronic or to let technology replace what teachers have
done for a long time with learning how to read or write.
(Retrieved and adapted from http://pearsonclassroomlink.com /articles/0711/0711_0102.htm on June 10th, 2014)
Take care of in “learning to take care of books” (line 50) can be replaced by
Read text I and answer questions 41 to 55:
Text I
Technology for children in the classroom
Attitudes to technology
Many people are afraid of new technology, and, with the
increasing presence of the Internet and computers, the term
technophobe has appeared to refer to those of us who might
5 be wary of these new developments. More recently, the term
digital native has been invented to refer to someone who
grows up using technology, and who therefore feels
comfortable and confident with it – typically today’s children.
Their parents, on the other hand, tend to be digital
10 immigrants, who have come late to the world of technology, if
at all. In many cases, teachers are the digital immigrants and
our younger students are the digital natives.
What about you? How confident do you feel about using
the Internet and computers? Although there is a tendency to
15 call computer users either technophobes or technogeeks (a
term for a technology enthusiast), the truth is that most of us
probably fall somewhere between the two extremes.
Technology and young learners
Modern technologies are very powerful because they rely
20 on one of the most powerful genetic biases we have — the
preference for visually presented information. Television,
movies, videos, and most computer programs are very visually
oriented and therefore attract and maintain the attention of
young children.
25 The problem with this is that many of the modern
technologies are very passive. Because of this they do not
provide children with the quality and quantity of crucial
emotional, social, cognitive, or physical experiences they
require when they are young.
30 On the other hand, there are many positive qualities to
modern technologies. The technologies that benefit young
children the greatest are those that are interactive and allow
the child to develop their curiosity, problem solving and
independent thinking skills.
35 Computers allow interaction. Children can control the pace
and activity and make things happen on computers. They can
also repeat an activity again and again if they choose.
In practice, computers supplement and do not replace highly
valued early childhood activities and materials, such as art,
40 blocks, sand, water, books, exploration with writing materials,
and dramatic play. Research indicates that computers can be
used in developmentally appropriate ways beneficial to
children and also can be misused, just as any tool can.
Developmentally appropriate software offers opportunities for
45 collaborative play, learning, and creation. Educators must use
professional judgment in evaluating and using this learning tool
appropriately, applying the same criteria they would to any
other learning tool or experience.
Char Soucy (a primary school teacher) mentions: "Reading
50 books, handling real books, learning to take care of books,
turning pages, and interacting with human beings about
literature are still vital for learning to read." There are
electronic books, but they are really not the same thing as real
books. There must be a balance between the two. Computers
55 are highly motivating to today's students, who come to school
with plenty of visual stimulation from TV, video games, and
other technological sources, but it is not a good idea to go all
electronic or to let technology replace what teachers have
done for a long time with learning how to read or write.
(Retrieved and adapted from http://pearsonclassroomlink.com /articles/0711/0711_0102.htm on June 10th, 2014)
Real in “as real books” (lines 53 and 54) has the same meaning as
Read text I and answer questions 41 to 55:
Text I
Technology for children in the classroom
Attitudes to technology
Many people are afraid of new technology, and, with the
increasing presence of the Internet and computers, the term
technophobe has appeared to refer to those of us who might
5 be wary of these new developments. More recently, the term
digital native has been invented to refer to someone who
grows up using technology, and who therefore feels
comfortable and confident with it – typically today’s children.
Their parents, on the other hand, tend to be digital
10 immigrants, who have come late to the world of technology, if
at all. In many cases, teachers are the digital immigrants and
our younger students are the digital natives.
What about you? How confident do you feel about using
the Internet and computers? Although there is a tendency to
15 call computer users either technophobes or technogeeks (a
term for a technology enthusiast), the truth is that most of us
probably fall somewhere between the two extremes.
Technology and young learners
Modern technologies are very powerful because they rely
20 on one of the most powerful genetic biases we have — the
preference for visually presented information. Television,
movies, videos, and most computer programs are very visually
oriented and therefore attract and maintain the attention of
young children.
25 The problem with this is that many of the modern
technologies are very passive. Because of this they do not
provide children with the quality and quantity of crucial
emotional, social, cognitive, or physical experiences they
require when they are young.
30 On the other hand, there are many positive qualities to
modern technologies. The technologies that benefit young
children the greatest are those that are interactive and allow
the child to develop their curiosity, problem solving and
independent thinking skills.
35 Computers allow interaction. Children can control the pace
and activity and make things happen on computers. They can
also repeat an activity again and again if they choose.
In practice, computers supplement and do not replace highly
valued early childhood activities and materials, such as art,
40 blocks, sand, water, books, exploration with writing materials,
and dramatic play. Research indicates that computers can be
used in developmentally appropriate ways beneficial to
children and also can be misused, just as any tool can.
Developmentally appropriate software offers opportunities for
45 collaborative play, learning, and creation. Educators must use
professional judgment in evaluating and using this learning tool
appropriately, applying the same criteria they would to any
other learning tool or experience.
Char Soucy (a primary school teacher) mentions: "Reading
50 books, handling real books, learning to take care of books,
turning pages, and interacting with human beings about
literature are still vital for learning to read." There are
electronic books, but they are really not the same thing as real
books. There must be a balance between the two. Computers
55 are highly motivating to today's students, who come to school
with plenty of visual stimulation from TV, video games, and
other technological sources, but it is not a good idea to go all
electronic or to let technology replace what teachers have
done for a long time with learning how to read or write.
(Retrieved and adapted from http://pearsonclassroomlink.com /articles/0711/0711_0102.htm on June 10th, 2014)
In “they would” (line 47), the verb that is implied is
Read text I and answer questions 41 to 55:
Text I
Technology for children in the classroom
Attitudes to technology
Many people are afraid of new technology, and, with the
increasing presence of the Internet and computers, the term
technophobe has appeared to refer to those of us who might
5 be wary of these new developments. More recently, the term
digital native has been invented to refer to someone who
grows up using technology, and who therefore feels
comfortable and confident with it – typically today’s children.
Their parents, on the other hand, tend to be digital
10 immigrants, who have come late to the world of technology, if
at all. In many cases, teachers are the digital immigrants and
our younger students are the digital natives.
What about you? How confident do you feel about using
the Internet and computers? Although there is a tendency to
15 call computer users either technophobes or technogeeks (a
term for a technology enthusiast), the truth is that most of us
probably fall somewhere between the two extremes.
Technology and young learners
Modern technologies are very powerful because they rely
20 on one of the most powerful genetic biases we have — the
preference for visually presented information. Television,
movies, videos, and most computer programs are very visually
oriented and therefore attract and maintain the attention of
young children.
25 The problem with this is that many of the modern
technologies are very passive. Because of this they do not
provide children with the quality and quantity of crucial
emotional, social, cognitive, or physical experiences they
require when they are young.
30 On the other hand, there are many positive qualities to
modern technologies. The technologies that benefit young
children the greatest are those that are interactive and allow
the child to develop their curiosity, problem solving and
independent thinking skills.
35 Computers allow interaction. Children can control the pace
and activity and make things happen on computers. They can
also repeat an activity again and again if they choose.
In practice, computers supplement and do not replace highly
valued early childhood activities and materials, such as art,
40 blocks, sand, water, books, exploration with writing materials,
and dramatic play. Research indicates that computers can be
used in developmentally appropriate ways beneficial to
children and also can be misused, just as any tool can.
Developmentally appropriate software offers opportunities for
45 collaborative play, learning, and creation. Educators must use
professional judgment in evaluating and using this learning tool
appropriately, applying the same criteria they would to any
other learning tool or experience.
Char Soucy (a primary school teacher) mentions: "Reading
50 books, handling real books, learning to take care of books,
turning pages, and interacting with human beings about
literature are still vital for learning to read." There are
electronic books, but they are really not the same thing as real
books. There must be a balance between the two. Computers
55 are highly motivating to today's students, who come to school
with plenty of visual stimulation from TV, video games, and
other technological sources, but it is not a good idea to go all
electronic or to let technology replace what teachers have
done for a long time with learning how to read or write.
(Retrieved and adapted from http://pearsonclassroomlink.com /articles/0711/0711_0102.htm on June 10th, 2014)
The underlined word in “using this learning tool” (line 46) is a(n)
Read text I and answer questions 41 to 55:
Text I
Technology for children in the classroom
Attitudes to technology
Many people are afraid of new technology, and, with the
increasing presence of the Internet and computers, the term
technophobe has appeared to refer to those of us who might
5 be wary of these new developments. More recently, the term
digital native has been invented to refer to someone who
grows up using technology, and who therefore feels
comfortable and confident with it – typically today’s children.
Their parents, on the other hand, tend to be digital
10 immigrants, who have come late to the world of technology, if
at all. In many cases, teachers are the digital immigrants and
our younger students are the digital natives.
What about you? How confident do you feel about using
the Internet and computers? Although there is a tendency to
15 call computer users either technophobes or technogeeks (a
term for a technology enthusiast), the truth is that most of us
probably fall somewhere between the two extremes.
Technology and young learners
Modern technologies are very powerful because they rely
20 on one of the most powerful genetic biases we have — the
preference for visually presented information. Television,
movies, videos, and most computer programs are very visually
oriented and therefore attract and maintain the attention of
young children.
25 The problem with this is that many of the modern
technologies are very passive. Because of this they do not
provide children with the quality and quantity of crucial
emotional, social, cognitive, or physical experiences they
require when they are young.
30 On the other hand, there are many positive qualities to
modern technologies. The technologies that benefit young
children the greatest are those that are interactive and allow
the child to develop their curiosity, problem solving and
independent thinking skills.
35 Computers allow interaction. Children can control the pace
and activity and make things happen on computers. They can
also repeat an activity again and again if they choose.
In practice, computers supplement and do not replace highly
valued early childhood activities and materials, such as art,
40 blocks, sand, water, books, exploration with writing materials,
and dramatic play. Research indicates that computers can be
used in developmentally appropriate ways beneficial to
children and also can be misused, just as any tool can.
Developmentally appropriate software offers opportunities for
45 collaborative play, learning, and creation. Educators must use
professional judgment in evaluating and using this learning tool
appropriately, applying the same criteria they would to any
other learning tool or experience.
Char Soucy (a primary school teacher) mentions: "Reading
50 books, handling real books, learning to take care of books,
turning pages, and interacting with human beings about
literature are still vital for learning to read." There are
electronic books, but they are really not the same thing as real
books. There must be a balance between the two. Computers
55 are highly motivating to today's students, who come to school
with plenty of visual stimulation from TV, video games, and
other technological sources, but it is not a good idea to go all
electronic or to let technology replace what teachers have
done for a long time with learning how to read or write.
(Retrieved and adapted from http://pearsonclassroomlink.com /articles/0711/0711_0102.htm on June 10th, 2014)
The answer to the question “How confident do you feel about using the Internet and computers?” (lines 13 and 14) will necessarily involve a
Read text I and answer questions 41 to 55:
Text I
Technology for children in the classroom
Attitudes to technology
Many people are afraid of new technology, and, with the
increasing presence of the Internet and computers, the term
technophobe has appeared to refer to those of us who might
5 be wary of these new developments. More recently, the term
digital native has been invented to refer to someone who
grows up using technology, and who therefore feels
comfortable and confident with it – typically today’s children.
Their parents, on the other hand, tend to be digital
10 immigrants, who have come late to the world of technology, if
at all. In many cases, teachers are the digital immigrants and
our younger students are the digital natives.
What about you? How confident do you feel about using
the Internet and computers? Although there is a tendency to
15 call computer users either technophobes or technogeeks (a
term for a technology enthusiast), the truth is that most of us
probably fall somewhere between the two extremes.
Technology and young learners
Modern technologies are very powerful because they rely
20 on one of the most powerful genetic biases we have — the
preference for visually presented information. Television,
movies, videos, and most computer programs are very visually
oriented and therefore attract and maintain the attention of
young children.
25 The problem with this is that many of the modern
technologies are very passive. Because of this they do not
provide children with the quality and quantity of crucial
emotional, social, cognitive, or physical experiences they
require when they are young.
30 On the other hand, there are many positive qualities to
modern technologies. The technologies that benefit young
children the greatest are those that are interactive and allow
the child to develop their curiosity, problem solving and
independent thinking skills.
35 Computers allow interaction. Children can control the pace
and activity and make things happen on computers. They can
also repeat an activity again and again if they choose.
In practice, computers supplement and do not replace highly
valued early childhood activities and materials, such as art,
40 blocks, sand, water, books, exploration with writing materials,
and dramatic play. Research indicates that computers can be
used in developmentally appropriate ways beneficial to
children and also can be misused, just as any tool can.
Developmentally appropriate software offers opportunities for
45 collaborative play, learning, and creation. Educators must use
professional judgment in evaluating and using this learning tool
appropriately, applying the same criteria they would to any
other learning tool or experience.
Char Soucy (a primary school teacher) mentions: "Reading
50 books, handling real books, learning to take care of books,
turning pages, and interacting with human beings about
literature are still vital for learning to read." There are
electronic books, but they are really not the same thing as real
books. There must be a balance between the two. Computers
55 are highly motivating to today's students, who come to school
with plenty of visual stimulation from TV, video games, and
other technological sources, but it is not a good idea to go all
electronic or to let technology replace what teachers have
done for a long time with learning how to read or write.
(Retrieved and adapted from http://pearsonclassroomlink.com /articles/0711/0711_0102.htm on June 10th, 2014)
The term “parents” in “Their parents, on the other hand, tend to be digital immigrants” (lines 9 and 10) corresponds to the children’s
Read text I and answer questions 41 to 55:
Text I
Technology for children in the classroom
Attitudes to technology
Many people are afraid of new technology, and, with the
increasing presence of the Internet and computers, the term
technophobe has appeared to refer to those of us who might
5 be wary of these new developments. More recently, the term
digital native has been invented to refer to someone who
grows up using technology, and who therefore feels
comfortable and confident with it – typically today’s children.
Their parents, on the other hand, tend to be digital
10 immigrants, who have come late to the world of technology, if
at all. In many cases, teachers are the digital immigrants and
our younger students are the digital natives.
What about you? How confident do you feel about using
the Internet and computers? Although there is a tendency to
15 call computer users either technophobes or technogeeks (a
term for a technology enthusiast), the truth is that most of us
probably fall somewhere between the two extremes.
Technology and young learners
Modern technologies are very powerful because they rely
20 on one of the most powerful genetic biases we have — the
preference for visually presented information. Television,
movies, videos, and most computer programs are very visually
oriented and therefore attract and maintain the attention of
young children.
25 The problem with this is that many of the modern
technologies are very passive. Because of this they do not
provide children with the quality and quantity of crucial
emotional, social, cognitive, or physical experiences they
require when they are young.
30 On the other hand, there are many positive qualities to
modern technologies. The technologies that benefit young
children the greatest are those that are interactive and allow
the child to develop their curiosity, problem solving and
independent thinking skills.
35 Computers allow interaction. Children can control the pace
and activity and make things happen on computers. They can
also repeat an activity again and again if they choose.
In practice, computers supplement and do not replace highly
valued early childhood activities and materials, such as art,
40 blocks, sand, water, books, exploration with writing materials,
and dramatic play. Research indicates that computers can be
used in developmentally appropriate ways beneficial to
children and also can be misused, just as any tool can.
Developmentally appropriate software offers opportunities for
45 collaborative play, learning, and creation. Educators must use
professional judgment in evaluating and using this learning tool
appropriately, applying the same criteria they would to any
other learning tool or experience.
Char Soucy (a primary school teacher) mentions: "Reading
50 books, handling real books, learning to take care of books,
turning pages, and interacting with human beings about
literature are still vital for learning to read." There are
electronic books, but they are really not the same thing as real
books. There must be a balance between the two. Computers
55 are highly motivating to today's students, who come to school
with plenty of visual stimulation from TV, video games, and
other technological sources, but it is not a good idea to go all
electronic or to let technology replace what teachers have
done for a long time with learning how to read or write.
(Retrieved and adapted from http://pearsonclassroomlink.com /articles/0711/0711_0102.htm on June 10th, 2014)
The opposite of “many” in “Many people are afraid” (line 2) is
Read text I and answer questions 41 to 55:
Text I
Technology for children in the classroom
Attitudes to technology
Many people are afraid of new technology, and, with the
increasing presence of the Internet and computers, the term
technophobe has appeared to refer to those of us who might
5 be wary of these new developments. More recently, the term
digital native has been invented to refer to someone who
grows up using technology, and who therefore feels
comfortable and confident with it – typically today’s children.
Their parents, on the other hand, tend to be digital
10 immigrants, who have come late to the world of technology, if
at all. In many cases, teachers are the digital immigrants and
our younger students are the digital natives.
What about you? How confident do you feel about using
the Internet and computers? Although there is a tendency to
15 call computer users either technophobes or technogeeks (a
term for a technology enthusiast), the truth is that most of us
probably fall somewhere between the two extremes.
Technology and young learners
Modern technologies are very powerful because they rely
20 on one of the most powerful genetic biases we have — the
preference for visually presented information. Television,
movies, videos, and most computer programs are very visually
oriented and therefore attract and maintain the attention of
young children.
25 The problem with this is that many of the modern
technologies are very passive. Because of this they do not
provide children with the quality and quantity of crucial
emotional, social, cognitive, or physical experiences they
require when they are young.
30 On the other hand, there are many positive qualities to
modern technologies. The technologies that benefit young
children the greatest are those that are interactive and allow
the child to develop their curiosity, problem solving and
independent thinking skills.
35 Computers allow interaction. Children can control the pace
and activity and make things happen on computers. They can
also repeat an activity again and again if they choose.
In practice, computers supplement and do not replace highly
valued early childhood activities and materials, such as art,
40 blocks, sand, water, books, exploration with writing materials,
and dramatic play. Research indicates that computers can be
used in developmentally appropriate ways beneficial to
children and also can be misused, just as any tool can.
Developmentally appropriate software offers opportunities for
45 collaborative play, learning, and creation. Educators must use
professional judgment in evaluating and using this learning tool
appropriately, applying the same criteria they would to any
other learning tool or experience.
Char Soucy (a primary school teacher) mentions: "Reading
50 books, handling real books, learning to take care of books,
turning pages, and interacting with human beings about
literature are still vital for learning to read." There are
electronic books, but they are really not the same thing as real
books. There must be a balance between the two. Computers
55 are highly motivating to today's students, who come to school
with plenty of visual stimulation from TV, video games, and
other technological sources, but it is not a good idea to go all
electronic or to let technology replace what teachers have
done for a long time with learning how to read or write.
(Retrieved and adapted from http://pearsonclassroomlink.com /articles/0711/0711_0102.htm on June 10th, 2014)
The plural of “child” is “children”. All the options below offer correct forms except for
Read text I and answer questions 41 to 55:
Text I
Technology for children in the classroom
Attitudes to technology
Many people are afraid of new technology, and, with the
increasing presence of the Internet and computers, the term
technophobe has appeared to refer to those of us who might
5 be wary of these new developments. More recently, the term
digital native has been invented to refer to someone who
grows up using technology, and who therefore feels
comfortable and confident with it – typically today’s children.
Their parents, on the other hand, tend to be digital
10 immigrants, who have come late to the world of technology, if
at all. In many cases, teachers are the digital immigrants and
our younger students are the digital natives.
What about you? How confident do you feel about using
the Internet and computers? Although there is a tendency to
15 call computer users either technophobes or technogeeks (a
term for a technology enthusiast), the truth is that most of us
probably fall somewhere between the two extremes.
Technology and young learners
Modern technologies are very powerful because they rely
20 on one of the most powerful genetic biases we have — the
preference for visually presented information. Television,
movies, videos, and most computer programs are very visually
oriented and therefore attract and maintain the attention of
young children.
25 The problem with this is that many of the modern
technologies are very passive. Because of this they do not
provide children with the quality and quantity of crucial
emotional, social, cognitive, or physical experiences they
require when they are young.
30 On the other hand, there are many positive qualities to
modern technologies. The technologies that benefit young
children the greatest are those that are interactive and allow
the child to develop their curiosity, problem solving and
independent thinking skills.
35 Computers allow interaction. Children can control the pace
and activity and make things happen on computers. They can
also repeat an activity again and again if they choose.
In practice, computers supplement and do not replace highly
valued early childhood activities and materials, such as art,
40 blocks, sand, water, books, exploration with writing materials,
and dramatic play. Research indicates that computers can be
used in developmentally appropriate ways beneficial to
children and also can be misused, just as any tool can.
Developmentally appropriate software offers opportunities for
45 collaborative play, learning, and creation. Educators must use
professional judgment in evaluating and using this learning tool
appropriately, applying the same criteria they would to any
other learning tool or experience.
Char Soucy (a primary school teacher) mentions: "Reading
50 books, handling real books, learning to take care of books,
turning pages, and interacting with human beings about
literature are still vital for learning to read." There are
electronic books, but they are really not the same thing as real
books. There must be a balance between the two. Computers
55 are highly motivating to today's students, who come to school
with plenty of visual stimulation from TV, video games, and
other technological sources, but it is not a good idea to go all
electronic or to let technology replace what teachers have
done for a long time with learning how to read or write.
(Retrieved and adapted from http://pearsonclassroomlink.com /articles/0711/0711_0102.htm on June 10th, 2014)
The question that is answered by the sentence “Modern technologies are very powerful because they rely on one of the most powerful genetic biases we have” (lines 19 and 20) is
Read text I and answer questions 41 to 55:
Text I
Technology for children in the classroom
Attitudes to technology
Many people are afraid of new technology, and, with the
increasing presence of the Internet and computers, the term
technophobe has appeared to refer to those of us who might
5 be wary of these new developments. More recently, the term
digital native has been invented to refer to someone who
grows up using technology, and who therefore feels
comfortable and confident with it – typically today’s children.
Their parents, on the other hand, tend to be digital
10 immigrants, who have come late to the world of technology, if
at all. In many cases, teachers are the digital immigrants and
our younger students are the digital natives.
What about you? How confident do you feel about using
the Internet and computers? Although there is a tendency to
15 call computer users either technophobes or technogeeks (a
term for a technology enthusiast), the truth is that most of us
probably fall somewhere between the two extremes.
Technology and young learners
Modern technologies are very powerful because they rely
20 on one of the most powerful genetic biases we have — the
preference for visually presented information. Television,
movies, videos, and most computer programs are very visually
oriented and therefore attract and maintain the attention of
young children.
25 The problem with this is that many of the modern
technologies are very passive. Because of this they do not
provide children with the quality and quantity of crucial
emotional, social, cognitive, or physical experiences they
require when they are young.
30 On the other hand, there are many positive qualities to
modern technologies. The technologies that benefit young
children the greatest are those that are interactive and allow
the child to develop their curiosity, problem solving and
independent thinking skills.
35 Computers allow interaction. Children can control the pace
and activity and make things happen on computers. They can
also repeat an activity again and again if they choose.
In practice, computers supplement and do not replace highly
valued early childhood activities and materials, such as art,
40 blocks, sand, water, books, exploration with writing materials,
and dramatic play. Research indicates that computers can be
used in developmentally appropriate ways beneficial to
children and also can be misused, just as any tool can.
Developmentally appropriate software offers opportunities for
45 collaborative play, learning, and creation. Educators must use
professional judgment in evaluating and using this learning tool
appropriately, applying the same criteria they would to any
other learning tool or experience.
Char Soucy (a primary school teacher) mentions: "Reading
50 books, handling real books, learning to take care of books,
turning pages, and interacting with human beings about
literature are still vital for learning to read." There are
electronic books, but they are really not the same thing as real
books. There must be a balance between the two. Computers
55 are highly motivating to today's students, who come to school
with plenty of visual stimulation from TV, video games, and
other technological sources, but it is not a good idea to go all
electronic or to let technology replace what teachers have
done for a long time with learning how to read or write.
(Retrieved and adapted from http://pearsonclassroomlink.com /articles/0711/0711_0102.htm on June 10th, 2014)
As regards the author’s opinion, analyse the assertions below:
I. Computers will replace all other materials in the future.
II. Electronic books are much more effective than paper books.
III. New technology should be evaluated like any other pedagogical tool.
Choose the correct answer.
Read text I and answer questions 41 to 55:
Text I
Technology for children in the classroom
Attitudes to technology
Many people are afraid of new technology, and, with the
increasing presence of the Internet and computers, the term
technophobe has appeared to refer to those of us who might
5 be wary of these new developments. More recently, the term
digital native has been invented to refer to someone who
grows up using technology, and who therefore feels
comfortable and confident with it – typically today’s children.
Their parents, on the other hand, tend to be digital
10 immigrants, who have come late to the world of technology, if
at all. In many cases, teachers are the digital immigrants and
our younger students are the digital natives.
What about you? How confident do you feel about using
the Internet and computers? Although there is a tendency to
15 call computer users either technophobes or technogeeks (a
term for a technology enthusiast), the truth is that most of us
probably fall somewhere between the two extremes.
Technology and young learners
Modern technologies are very powerful because they rely
20 on one of the most powerful genetic biases we have — the
preference for visually presented information. Television,
movies, videos, and most computer programs are very visually
oriented and therefore attract and maintain the attention of
young children.
25 The problem with this is that many of the modern
technologies are very passive. Because of this they do not
provide children with the quality and quantity of crucial
emotional, social, cognitive, or physical experiences they
require when they are young.
30 On the other hand, there are many positive qualities to
modern technologies. The technologies that benefit young
children the greatest are those that are interactive and allow
the child to develop their curiosity, problem solving and
independent thinking skills.
35 Computers allow interaction. Children can control the pace
and activity and make things happen on computers. They can
also repeat an activity again and again if they choose.
In practice, computers supplement and do not replace highly
valued early childhood activities and materials, such as art,
40 blocks, sand, water, books, exploration with writing materials,
and dramatic play. Research indicates that computers can be
used in developmentally appropriate ways beneficial to
children and also can be misused, just as any tool can.
Developmentally appropriate software offers opportunities for
45 collaborative play, learning, and creation. Educators must use
professional judgment in evaluating and using this learning tool
appropriately, applying the same criteria they would to any
other learning tool or experience.
Char Soucy (a primary school teacher) mentions: "Reading
50 books, handling real books, learning to take care of books,
turning pages, and interacting with human beings about
literature are still vital for learning to read." There are
electronic books, but they are really not the same thing as real
books. There must be a balance between the two. Computers
55 are highly motivating to today's students, who come to school
with plenty of visual stimulation from TV, video games, and
other technological sources, but it is not a good idea to go all
electronic or to let technology replace what teachers have
done for a long time with learning how to read or write.
(Retrieved and adapted from http://pearsonclassroomlink.com /articles/0711/0711_0102.htm on June 10th, 2014)
When one says that people “are afraid” (line 2) they mean they are
Read text I and answer questions 41 to 55:
Text I
Technology for children in the classroom
Attitudes to technology
Many people are afraid of new technology, and, with the
increasing presence of the Internet and computers, the term
technophobe has appeared to refer to those of us who might
5 be wary of these new developments. More recently, the term
digital native has been invented to refer to someone who
grows up using technology, and who therefore feels
comfortable and confident with it – typically today’s children.
Their parents, on the other hand, tend to be digital
10 immigrants, who have come late to the world of technology, if
at all. In many cases, teachers are the digital immigrants and
our younger students are the digital natives.
What about you? How confident do you feel about using
the Internet and computers? Although there is a tendency to
15 call computer users either technophobes or technogeeks (a
term for a technology enthusiast), the truth is that most of us
probably fall somewhere between the two extremes.
Technology and young learners
Modern technologies are very powerful because they rely
20 on one of the most powerful genetic biases we have — the
preference for visually presented information. Television,
movies, videos, and most computer programs are very visually
oriented and therefore attract and maintain the attention of
young children.
25 The problem with this is that many of the modern
technologies are very passive. Because of this they do not
provide children with the quality and quantity of crucial
emotional, social, cognitive, or physical experiences they
require when they are young.
30 On the other hand, there are many positive qualities to
modern technologies. The technologies that benefit young
children the greatest are those that are interactive and allow
the child to develop their curiosity, problem solving and
independent thinking skills.
35 Computers allow interaction. Children can control the pace
and activity and make things happen on computers. They can
also repeat an activity again and again if they choose.
In practice, computers supplement and do not replace highly
valued early childhood activities and materials, such as art,
40 blocks, sand, water, books, exploration with writing materials,
and dramatic play. Research indicates that computers can be
used in developmentally appropriate ways beneficial to
children and also can be misused, just as any tool can.
Developmentally appropriate software offers opportunities for
45 collaborative play, learning, and creation. Educators must use
professional judgment in evaluating and using this learning tool
appropriately, applying the same criteria they would to any
other learning tool or experience.
Char Soucy (a primary school teacher) mentions: "Reading
50 books, handling real books, learning to take care of books,
turning pages, and interacting with human beings about
literature are still vital for learning to read." There are
electronic books, but they are really not the same thing as real
books. There must be a balance between the two. Computers
55 are highly motivating to today's students, who come to school
with plenty of visual stimulation from TV, video games, and
other technological sources, but it is not a good idea to go all
electronic or to let technology replace what teachers have
done for a long time with learning how to read or write.
(Retrieved and adapted from http://pearsonclassroomlink.com /articles/0711/0711_0102.htm on June 10th, 2014)
The label “digital natives” has been used to define people who
Read text I and answer questions 41 to 55:
Text I
Technology for children in the classroom
Attitudes to technology
Many people are afraid of new technology, and, with the
increasing presence of the Internet and computers, the term
technophobe has appeared to refer to those of us who might
5 be wary of these new developments. More recently, the term
digital native has been invented to refer to someone who
grows up using technology, and who therefore feels
comfortable and confident with it – typically today’s children.
Their parents, on the other hand, tend to be digital
10 immigrants, who have come late to the world of technology, if
at all. In many cases, teachers are the digital immigrants and
our younger students are the digital natives.
What about you? How confident do you feel about using
the Internet and computers? Although there is a tendency to
15 call computer users either technophobes or technogeeks (a
term for a technology enthusiast), the truth is that most of us
probably fall somewhere between the two extremes.
Technology and young learners
Modern technologies are very powerful because they rely
20 on one of the most powerful genetic biases we have — the
preference for visually presented information. Television,
movies, videos, and most computer programs are very visually
oriented and therefore attract and maintain the attention of
young children.
25 The problem with this is that many of the modern
technologies are very passive. Because of this they do not
provide children with the quality and quantity of crucial
emotional, social, cognitive, or physical experiences they
require when they are young.
30 On the other hand, there are many positive qualities to
modern technologies. The technologies that benefit young
children the greatest are those that are interactive and allow
the child to develop their curiosity, problem solving and
independent thinking skills.
35 Computers allow interaction. Children can control the pace
and activity and make things happen on computers. They can
also repeat an activity again and again if they choose.
In practice, computers supplement and do not replace highly
valued early childhood activities and materials, such as art,
40 blocks, sand, water, books, exploration with writing materials,
and dramatic play. Research indicates that computers can be
used in developmentally appropriate ways beneficial to
children and also can be misused, just as any tool can.
Developmentally appropriate software offers opportunities for
45 collaborative play, learning, and creation. Educators must use
professional judgment in evaluating and using this learning tool
appropriately, applying the same criteria they would to any
other learning tool or experience.
Char Soucy (a primary school teacher) mentions: "Reading
50 books, handling real books, learning to take care of books,
turning pages, and interacting with human beings about
literature are still vital for learning to read." There are
electronic books, but they are really not the same thing as real
books. There must be a balance between the two. Computers
55 are highly motivating to today's students, who come to school
with plenty of visual stimulation from TV, video games, and
other technological sources, but it is not a good idea to go all
electronic or to let technology replace what teachers have
done for a long time with learning how to read or write.
(Retrieved and adapted from http://pearsonclassroomlink.com /articles/0711/0711_0102.htm on June 10th, 2014)
In relation to the use of technology in the classroom as presented in the text, mark the statements below as true (T) or false (F).
( ) Children tend to be more at ease with it than adults.
( ) Not all technologies promote student interaction.
( ) Everybody is eager to deal with new technology.
The statements are, respectively,
Bertrand Russell once predicted that the socialization of reproduction — the supersession of the family by the state — would “make sex love itself more trivial,” encourage “a certain triviality in all personal relations,” and “make it far more difficult to take an interest in anything after one’s own death.” At first glance, recent developments appear to have refuted the first part of this prediction. Americans today invest personal relations, particularly the relations between men and women, with undiminished emotional importance. The decline of childrearing as a major preoccupation has freed sex from its bondage to procreation and made it possible for people to value erotic life for its own sake. As the family shrinks to the marital unit, it can be argued that men and women respond more readily to each other’s emotional needs, instead of living vicariously through their offspring. The marriage contract having lost its binding character, couples now find it possible, according to many observers, to ground sexual relations in something more solid than legal compulsion. In short, the growing determination to live for the moment, whatever it may have done to the relations between parents and children, appears to have established the preconditions of a new intimacy between men and women. This appearance is an illusion. The cult of intimacy conceals a growing despair of finding it. Personal relations crumble under the emotional weight with which they are burdened. The inability “to take an interest in anything after one’s own death,” which gives such urgency to the pursuit of close personal encounters in the present, makes intimacy more elusive than ever. The same developments that have weakened the tie between parents and children have also undermined relations between men and women. Indeed the deterioration of marriage contributes in its own right to the deterioration of care for the young. This last point is so obvious that only a strenuous propaganda on behalf of “open marriage” and “creative divorce” prevents us from grasping it. It is clear, for example, that the growing incidence of divorce, together with the ever-present possibility that any given marriage will end in collapse, adds to the instability of family life and deprives the child of a measure of emotional security. Enlightened opinion diverts attention from this general fact by insisting that in specific cases, parents may do more harm to their children by holding a marriage together than by dissolving it. More often the husband abandons his children to the wife whose company he finds unbearable, and the wife smothers the children with incessant yet perfunctory attentions. This particular solution to the problem of marital strain has become so common that the absence of the father impresses many observers as the most striking fact about the contemporary family. Under these conditions, a divorce in which the mother retains custody of her children merely ratifies the existing state of affairs — the effective emotional desertion of his family by the father. But the reflection that divorce often does no more damage to children than marriage itself hardly inspires rejoicing.
Christopher Lasch. The Cult of Narcissism. Abacus, Londres, 1980 p. 320-322 (adapted)
Based on the text, decide if the following statement is correct (C) or wrong (E).
Living one’s children’s lives and dreams used to be a far more widespread feature of traditional families in the US than it is nowadays.
Men and women in the US have become increasingly aware that it takes money to improve their personal relations.
Based on the text, decide whether the following statement about the author's position on the trivialization of personal relationships is right (C) or wrong (E).
He is non-committal about it, assuming this is an inescapable trend in contemporary American life.
Conheça nossos planos