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Read the following text and answer question.
Introduction to Climate change
Many people make Climate Change and Global Warming a scary and difficult thing to understand, _______ it’s not.
Scientists have warned that the world's climate has changed a lot, and has affected many living and non-living things. Many places _______ were warmer are now getting colder, and many colder regions are getting much colder or even warmer nown as Global Warming).
For example, _________ 1901 and 2012, it is believed that the earth's temperature has risen by 0.89 °C. Rainfall amounts have also risen in the mid-latitudes of the northern hemisphere since the beginning of the 20th Century. It is also believed that sea levels have risen up to about 19cm globally, with lots of glaciers melting in addition.
Some people do not believe that these are caused by human activities. They think it is all political actions and falsehood intended to cause panic among humans.
Well, whatever it is, we would like to know more, and take a few good points from this confusion, and
use them to make our world a better place to live.
(Adapted from: https://goo.gl/xQnjzZ. Access: 01/22/2018)
The verb TO BROIL means the same as:
QUESTION
Technological change – from consumers to producers
Chris Pim
Over the last 20 years, there has been a tremendous shift in the way that users integrate technology into their personal lives. These changes have taken time to filter down into the educational sector, but slowly teachers have realised the need to adapt their practice in order to reflect the changing nature of technological use in the wider world.
In the past, technology has predominately been used to source and consume information, whereas today‟s learners have become particularly adept at creating and collaboratively developing content for a wide variety of purposes, for example so-called Web 2.0 tools such as blogs, forums and wikis. Moreover, children and young people are now becoming increasingly interested in the concept of „content curation‟ –selecting, sifting, showcasing and sharing content with friends, family and peers.
The change from a „read Web‟ to a „read/write Web‟ has encouraged teachers to become increasingly inventive in their approach to engaging technologically savvy learners who want to publish their work within an ever expanding arena.
(…)
PIM, Chris. Emerging Technologies, emerging minds:
digital innovations within the primary sector. In
MOTTERAM, Gary (Ed.) Innovations in learning
technologies for English language teaching.
London: British Council, 2013.
QUESTION
Technological change – from consumers to producers
Chris Pim
Over the last 20 years, there has been a tremendous shift in the way that users integrate technology into their personal lives. These changes have taken time to filter down into the educational sector, but slowly teachers have realised the need to adapt their practice in order to reflect the changing nature of technological use in the wider world.
In the past, technology has predominately been used to source and consume information, whereas today‟s learners have become particularly adept at creating and collaboratively developing content for a wide variety of purposes, for example so-called Web 2.0 tools such as blogs, forums and wikis. Moreover, children and young people are now becoming increasingly interested in the concept of „content curation‟ –selecting, sifting, showcasing and sharing content with friends, family and peers.
The change from a „read Web‟ to a „read/write Web‟ has encouraged teachers to become increasingly inventive in their approach to engaging technologically savvy learners who want to publish their work within an ever expanding arena.
(…)
PIM, Chris. Emerging Technologies, emerging minds:
digital innovations within the primary sector. In
MOTTERAM, Gary (Ed.) Innovations in learning
technologies for English language teaching.
London: British Council, 2013.
QUESTION
Technological change – from consumers to producers
Chris Pim
Over the last 20 years, there has been a tremendous shift in the way that users integrate technology into their personal lives. These changes have taken time to filter down into the educational sector, but slowly teachers have realised the need to adapt their practice in order to reflect the changing nature of technological use in the wider world.
In the past, technology has predominately been used to source and consume information, whereas today‟s learners have become particularly adept at creating and collaboratively developing content for a wide variety of purposes, for example so-called Web 2.0 tools such as blogs, forums and wikis. Moreover, children and young people are now becoming increasingly interested in the concept of „content curation‟ –selecting, sifting, showcasing and sharing content with friends, family and peers.
The change from a „read Web‟ to a „read/write Web‟ has encouraged teachers to become increasingly inventive in their approach to engaging technologically savvy learners who want to publish their work within an ever expanding arena.
(…)
PIM, Chris. Emerging Technologies, emerging minds:
digital innovations within the primary sector. In
MOTTERAM, Gary (Ed.) Innovations in learning
technologies for English language teaching.
London: British Council, 2013.
QUESTION
Source: https://www.offthemark.com/cartoon/medicalhealth/psychology/2007-12-13 Accessed on
19/06/2018
QUESTION
Source: https://www.offthemark.com/cartoon/medicalhealth/psychology/2007-12-13 Accessed on
19/06/2018
QUESTION
Source: http://www.glasbergen.com/educationcartoons/education-technology/nggallery/page/2
Accessed on: 21/06/2018
QUESTION
Source: https://br.pinterest.com/pin/523332419172769962/
Accessed on 18/06/2018
QUESTION
Source: https://br.pinterest.com/pin/523332419172769962/
Accessed on 18/06/2018
QUESTION
https://br.pinterest.com/pin/413979390740412979/?lp=
true Accessed on: 22/06/2018
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