Questões de Concurso Sobre interpretação de texto | reading comprehension em inglês

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REFERS TO QUESTION

The Literary Influences of Superstar Musician David Bowie

BY JOHN O'CONNELL ON 10/31/19 AT 5:00 AM EDT

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REFERS TO QUESTION

Available in: https://www.gocomics.com, accessed on February 18th, 2020. Garfield by Jim Davis

Read the text below in order to answer the question.

Chapter 3

CYBER-SCHOOLING AND TECHNOLOGICAL CHANGE

Multiliteracies for new times

Carmen Luke

Introduction: technological innovation and dissemination

   In the last few years, talk about the information superhighway has saturated the media, the marketplace, and the public imagination. Social critics and commentators tell us we are in the midst of a technological and information revolution which will change for ever the way we communicate and conduct our everyday affairs. But what is the information revolution? How do the new technologies impact on our lives now and what might these changes mean for the future? What might all this mean for education, for teachers and students, for teaching and learning?

   My aim in this chapter is to provide a guided tour of a range of issues currently being raised about new information technologies (IT) and computer mediation communications (CMC), in relation to schooling and literacy. What is interesting in current debates is that researchers and social commentators are looking at much broader and more long-term social and cultural consequences of the impact of CMC. Even among educators, concerns are not confined exclusively to pedagogical and curriculum issues. It seems that questions about the significant and permanent social changes seeping into every crevice of our everyday work and private lives are on everyone's mind. Many of the issues that are being raised today, and which I will sketch out here, deal with abstract notions about the virtual and 'real'; about time and space; about 'body-less' interactions and comunities of learners; about global access, global culture, and so forth. But despite what appears to be a highly abstract debate, it nonetheless has concrete implications for schooling as we know it and all the traditional industrial model precepts and practices developed within that model. And yet the radical technological changes we now hear about in the media - most of which are framed in either a technophobic 'crisis' or else protechnology 'panacea' rhetoric - have been with us for quite some time.

   Of all the innovations in communications technologies over the past two decades, the video cassette recorder (VCR), computer, and now the global network of the Internet have had the most profound effect on home entertainment, education, and workplace practice.

[...]

   Today, the Internet is generating equally profound changes in the way we communicate, and how we access, produce, and distribute information and knowledge. Yet the Internet too is generating virulent responses from the public and social critics about its 'anarchic' nature: the inability to control it, to censor it, to manage and limit it. The Internet gets a lot of bad press particularly in relation to that age-old concern over various forms of pornography, privacy and sexual harassment, issues concerning 'electronic stalking', and questions of ownership, monopoly, and unequal access. By the same token, the huge educational (and entrepreneurial) potential of the Internet - popularised as the information superhighway - often gets lauded to the point of blind faith.

   Literacy requirements have changed and will continue to change as new technologies come on the marketplace and quickly blend into our everyday private and work lives.

[...] 

Read the text below in order to answer the question.

Chapter 3

CYBER-SCHOOLING AND TECHNOLOGICAL CHANGE

Multiliteracies for new times

Carmen Luke

Introduction: technological innovation and dissemination

   In the last few years, talk about the information superhighway has saturated the media, the marketplace, and the public imagination. Social critics and commentators tell us we are in the midst of a technological and information revolution which will change for ever the way we communicate and conduct our everyday affairs. But what is the information revolution? How do the new technologies impact on our lives now and what might these changes mean for the future? What might all this mean for education, for teachers and students, for teaching and learning?

   My aim in this chapter is to provide a guided tour of a range of issues currently being raised about new information technologies (IT) and computer mediation communications (CMC), in relation to schooling and literacy. What is interesting in current debates is that researchers and social commentators are looking at much broader and more long-term social and cultural consequences of the impact of CMC. Even among educators, concerns are not confined exclusively to pedagogical and curriculum issues. It seems that questions about the significant and permanent social changes seeping into every crevice of our everyday work and private lives are on everyone's mind. Many of the issues that are being raised today, and which I will sketch out here, deal with abstract notions about the virtual and 'real'; about time and space; about 'body-less' interactions and comunities of learners; about global access, global culture, and so forth. But despite what appears to be a highly abstract debate, it nonetheless has concrete implications for schooling as we know it and all the traditional industrial model precepts and practices developed within that model. And yet the radical technological changes we now hear about in the media - most of which are framed in either a technophobic 'crisis' or else protechnology 'panacea' rhetoric - have been with us for quite some time.

   Of all the innovations in communications technologies over the past two decades, the video cassette recorder (VCR), computer, and now the global network of the Internet have had the most profound effect on home entertainment, education, and workplace practice.

[...]

   Today, the Internet is generating equally profound changes in the way we communicate, and how we access, produce, and distribute information and knowledge. Yet the Internet too is generating virulent responses from the public and social critics about its 'anarchic' nature: the inability to control it, to censor it, to manage and limit it. The Internet gets a lot of bad press particularly in relation to that age-old concern over various forms of pornography, privacy and sexual harassment, issues concerning 'electronic stalking', and questions of ownership, monopoly, and unequal access. By the same token, the huge educational (and entrepreneurial) potential of the Internet - popularised as the information superhighway - often gets lauded to the point of blind faith.

   Literacy requirements have changed and will continue to change as new technologies come on the marketplace and quickly blend into our everyday private and work lives.

[...] 

Read the text and choose the correct answer.

 English learners and the four skills

When it comes to English language skills, reading is the most frequent activity - among those that already study and those that intend to, 76% read frequently. Many however, report difficulties with conversation and listening - even among those that have already studied or are studying English. The respondents' selfassessments show that the greatest difference between those that have studied or are currently studying English and those that intend to in the future is the skill of 'listening'. Those intending to study English considered this the area that they are least proficient in. The perception that their speaking ability is insufficient led the participants to cite speaking (50% of respondents) and listening (37% of respondents) among the skills that are most important to develop in a course. This is perceived to be more important than grammar. The preferred methods of teaching tend to be those that stimulate conversation; respondents prefer classes in English that "force" the development of the students' abilities. Respondents tended to think that this conversation should be stimulated before going in-depth into language and grammar rules. To them, the best way of practicing this is discussing current affairs directly relevant to their professional and personal lives. The reduced importance placed on writing and reading relative to speaking is also attributable to the availability of tools for written communication.

Frequency of use of English skill 

BRITISH COUNCIL. Learning English in Brazil: Understanding the aims and expectations of the Brazilian emerging middle classes. 1 st Edition, São Paulo. 2014 (p.22)

UNEARTHED: REMAINS OF THE EARLIEST KNOWN TSUNAMI VICTIM

By Charles Choi | October 25, 2017 1:00 pm

Paragraph 1 Tsunamis have claimed hundreds of thousands of lives in the past two decades. Now a new study finds that a 6,000-year-old skull may come from the earliest known victim of these killer waves.

Paragraph 2 The partial human skull was discovered in 1929 buried in a mangrove swamp outside the small town of Aitape Papua New Guinea, about 500 miles north of Australia. Scientists originally thought it belonged to an ancient extinct human species, Homo erectus. However, subsequent research dated it to about 5,000 or 6,000 years in age, suggesting that it instead belonged to a modern human. 

A Rare Specimen

Paragraph 3 The skull is one of just two examples of ancient human remains found in Papua New Guinea after more than a century of work there. As such, archaeologists wanted to learn more about this skull to elucidate how people settled this region.

Paragraph 4 The scientists went back to where this skull was found and sampled the soil in which it was discovered. They focused on details such as sediment grain size and composition.

Paragraph 5 In the sediment, the researchers discovered a range of microscopic organisms from the ocean known as diatoms. These were similar to ones found in the soil after a 1998 tsunami killed more than 2,000 people in Papua New Guinea — for instance, their shells of silica were broken, likely by extremely powerful forces. 

Paragraph 6 These diatom shells, combined with the chemical compositions and the size ranges of the grains, all suggest that a tsunami occurred when the skull was buried. The researchers suggested the catastrophe either directly killed the person or ripped open their grave.

Paragraph 7 Tsunamis, which are giant waves caused by earthquakes, volcanic eruptions or underwater landslides, are some of the deadliest natural disasters known. The 2004 tsunami in the Indian Ocean killed more than 230,000 people, a higher death toll than any fire or hurricane.

Paragraph 8 The site where the skull was found is currently about 7.5 miles away from the coast. Still, the researchers noted that back when whoever the skull belonged to was alive, sea levels were higher, and the area would have been just behind the shoreline.

Paragraph 9 The waves of the tsunami that hit Papua New Guinea in 1998 reached more than 50 feet high and penetrated up to three miles inland. “If the event we have identified resulted from a similar process, it could have also resulted in extremely high waves,” study co-lead author Mark Golitko, an archaeologist at the University of Notre Dame in Indiana and the Field Museum in Chicago.

Paragraph 10 These results show “that coastal populations have been vulnerable to such events for thousands of years,” Golitko said. “People have managed to live with such unpredictable and destructive occurrences, but it highlights how vulnerable people living near the sea can be. Given the far larger populations that live along coastlines today, the potential impacts are far more severe now.”

Paragraph 11 Golitko plans to return to the area over the next few years “to further study the frequency of such events, how the environment changed over time, and how people have coped with the environmental challenges of living in that environment.” He and his colleagues detailed their findings Wednesday in the journal PLOS O.

Retrieved and adapted from:

<http://blogs.discovermagazine.com/d-brief/2017/10/25/first-tsunami-victim/#.WfYiYmhSzIU>  Accessed on October, 29th, 2017