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Read text III and answer questions 60 to 70:
Text III
The use of music and songs in the EFL classroom
There are quite a lot of positive sides of learning English via
the medium music. First of all it is a very positive way of
learning English. Music is a part of our everyday life and
especially young people are very familiar with music. If the
5 teacher provides the possibility of a positive access to a new
topic, the kids will learn the new things easier and with more
fun and readiness. I am sure that the one or the other pupil
turns out to be a little “music-expert”. This can strengthen the
self-consciousness of students who are not so good at other
10 areas because now they have the opportunity to show what
they know about a special artist or band. Another pro of
teaching language by using songs and music is that it is
something different for the students – it is an alternation to
the common methods of language learning, because it is not
15 only interested in input. Learning with music speaks more than
other language-learning-methods to the audio-channel of the
learner, which has the positive effect of training listening and
comprehending language which is modified in terms of
intonation, pronunciation and articulation. Music in the
20 classroom can also be arranged in corporation with teachers of
other subjects, so that kids have the opportunity to use and
practise the new knowledge in more than one subject.
Teachers of English could not only work together with teachers
of music, but also with teachers of German, religion, ethics and
25 history. There is a variety of different thematic blocks which
can be taught with the help of songs, for example cultural or
social studies, to name only two areas.
However, using music and songs as a method of language
teaching can also have negative effects. Not every student likes
30 singing, acting or working with music and songs. Some find it
embarrassing and childish, especially older students. If the
majority of a class consists of students who feel like that about
working with music and songs in the classroom, the teacher
should be aware of the problem that it will be hard to motivate
35 the pupils. It can also be that some pupils protest and even
refuse to do several activities given by the teacher. […] Another
problem for teachers is the question of the right choice of
songs. Nowadays the kids are crazy about music which is called
“Death Metal”, “Hip Hop” or “Acid House”. So, many teachers
40 think that it is hard to fill the pupils of today with enthusiasm
by using Oldies.
Despite the fact that there are more positive effects of
learning a second language with songs and music than negative
ones, most teachers look at this method with mixed emotions.
45 Some are of the opinion that this is no real teaching and a
waste of time with some senseless activities. This is not true, of
course. Out of my own pupil-experience I can say that I have
learned quite a lot with the help of songs. I have acquired not
only a plenty of new words and vocabulary, but also several
50 idioms and many ways to express feelings.
(From http://www.grin.com/en/e-book/122444/the-use-of-music-and-songs-in-theefl-classroom)
The verb strengthen in “This can strengthen” (line 8) is related to the adjective
Read text III and answer questions 60 to 70:
Text III
The use of music and songs in the EFL classroom
There are quite a lot of positive sides of learning English via
the medium music. First of all it is a very positive way of
learning English. Music is a part of our everyday life and
especially young people are very familiar with music. If the
5 teacher provides the possibility of a positive access to a new
topic, the kids will learn the new things easier and with more
fun and readiness. I am sure that the one or the other pupil
turns out to be a little “music-expert”. This can strengthen the
self-consciousness of students who are not so good at other
10 areas because now they have the opportunity to show what
they know about a special artist or band. Another pro of
teaching language by using songs and music is that it is
something different for the students – it is an alternation to
the common methods of language learning, because it is not
15 only interested in input. Learning with music speaks more than
other language-learning-methods to the audio-channel of the
learner, which has the positive effect of training listening and
comprehending language which is modified in terms of
intonation, pronunciation and articulation. Music in the
20 classroom can also be arranged in corporation with teachers of
other subjects, so that kids have the opportunity to use and
practise the new knowledge in more than one subject.
Teachers of English could not only work together with teachers
of music, but also with teachers of German, religion, ethics and
25 history. There is a variety of different thematic blocks which
can be taught with the help of songs, for example cultural or
social studies, to name only two areas.
However, using music and songs as a method of language
teaching can also have negative effects. Not every student likes
30 singing, acting or working with music and songs. Some find it
embarrassing and childish, especially older students. If the
majority of a class consists of students who feel like that about
working with music and songs in the classroom, the teacher
should be aware of the problem that it will be hard to motivate
35 the pupils. It can also be that some pupils protest and even
refuse to do several activities given by the teacher. […] Another
problem for teachers is the question of the right choice of
songs. Nowadays the kids are crazy about music which is called
“Death Metal”, “Hip Hop” or “Acid House”. So, many teachers
40 think that it is hard to fill the pupils of today with enthusiasm
by using Oldies.
Despite the fact that there are more positive effects of
learning a second language with songs and music than negative
ones, most teachers look at this method with mixed emotions.
45 Some are of the opinion that this is no real teaching and a
waste of time with some senseless activities. This is not true, of
course. Out of my own pupil-experience I can say that I have
learned quite a lot with the help of songs. I have acquired not
only a plenty of new words and vocabulary, but also several
50 idioms and many ways to express feelings.
(From http://www.grin.com/en/e-book/122444/the-use-of-music-and-songs-in-theefl-classroom)
The underlined word in “learning English via the medium music” can be replaced by
Read text III and answer questions 60 to 70:
Text III
The use of music and songs in the EFL classroom
There are quite a lot of positive sides of learning English via
the medium music. First of all it is a very positive way of
learning English. Music is a part of our everyday life and
especially young people are very familiar with music. If the
5 teacher provides the possibility of a positive access to a new
topic, the kids will learn the new things easier and with more
fun and readiness. I am sure that the one or the other pupil
turns out to be a little “music-expert”. This can strengthen the
self-consciousness of students who are not so good at other
10 areas because now they have the opportunity to show what
they know about a special artist or band. Another pro of
teaching language by using songs and music is that it is
something different for the students – it is an alternation to
the common methods of language learning, because it is not
15 only interested in input. Learning with music speaks more than
other language-learning-methods to the audio-channel of the
learner, which has the positive effect of training listening and
comprehending language which is modified in terms of
intonation, pronunciation and articulation. Music in the
20 classroom can also be arranged in corporation with teachers of
other subjects, so that kids have the opportunity to use and
practise the new knowledge in more than one subject.
Teachers of English could not only work together with teachers
of music, but also with teachers of German, religion, ethics and
25 history. There is a variety of different thematic blocks which
can be taught with the help of songs, for example cultural or
social studies, to name only two areas.
However, using music and songs as a method of language
teaching can also have negative effects. Not every student likes
30 singing, acting or working with music and songs. Some find it
embarrassing and childish, especially older students. If the
majority of a class consists of students who feel like that about
working with music and songs in the classroom, the teacher
should be aware of the problem that it will be hard to motivate
35 the pupils. It can also be that some pupils protest and even
refuse to do several activities given by the teacher. […] Another
problem for teachers is the question of the right choice of
songs. Nowadays the kids are crazy about music which is called
“Death Metal”, “Hip Hop” or “Acid House”. So, many teachers
40 think that it is hard to fill the pupils of today with enthusiasm
by using Oldies.
Despite the fact that there are more positive effects of
learning a second language with songs and music than negative
ones, most teachers look at this method with mixed emotions.
45 Some are of the opinion that this is no real teaching and a
waste of time with some senseless activities. This is not true, of
course. Out of my own pupil-experience I can say that I have
learned quite a lot with the help of songs. I have acquired not
only a plenty of new words and vocabulary, but also several
50 idioms and many ways to express feelings.
(From http://www.grin.com/en/e-book/122444/the-use-of-music-and-songs-in-theefl-classroom)
In the last paragraph, the author states that songs have helped him to
Read text III and answer questions 60 to 70:
Text III
The use of music and songs in the EFL classroom
There are quite a lot of positive sides of learning English via
the medium music. First of all it is a very positive way of
learning English. Music is a part of our everyday life and
especially young people are very familiar with music. If the
5 teacher provides the possibility of a positive access to a new
topic, the kids will learn the new things easier and with more
fun and readiness. I am sure that the one or the other pupil
turns out to be a little “music-expert”. This can strengthen the
self-consciousness of students who are not so good at other
10 areas because now they have the opportunity to show what
they know about a special artist or band. Another pro of
teaching language by using songs and music is that it is
something different for the students – it is an alternation to
the common methods of language learning, because it is not
15 only interested in input. Learning with music speaks more than
other language-learning-methods to the audio-channel of the
learner, which has the positive effect of training listening and
comprehending language which is modified in terms of
intonation, pronunciation and articulation. Music in the
20 classroom can also be arranged in corporation with teachers of
other subjects, so that kids have the opportunity to use and
practise the new knowledge in more than one subject.
Teachers of English could not only work together with teachers
of music, but also with teachers of German, religion, ethics and
25 history. There is a variety of different thematic blocks which
can be taught with the help of songs, for example cultural or
social studies, to name only two areas.
However, using music and songs as a method of language
teaching can also have negative effects. Not every student likes
30 singing, acting or working with music and songs. Some find it
embarrassing and childish, especially older students. If the
majority of a class consists of students who feel like that about
working with music and songs in the classroom, the teacher
should be aware of the problem that it will be hard to motivate
35 the pupils. It can also be that some pupils protest and even
refuse to do several activities given by the teacher. […] Another
problem for teachers is the question of the right choice of
songs. Nowadays the kids are crazy about music which is called
“Death Metal”, “Hip Hop” or “Acid House”. So, many teachers
40 think that it is hard to fill the pupils of today with enthusiasm
by using Oldies.
Despite the fact that there are more positive effects of
learning a second language with songs and music than negative
ones, most teachers look at this method with mixed emotions.
45 Some are of the opinion that this is no real teaching and a
waste of time with some senseless activities. This is not true, of
course. Out of my own pupil-experience I can say that I have
learned quite a lot with the help of songs. I have acquired not
only a plenty of new words and vocabulary, but also several
50 idioms and many ways to express feelings.
(From http://www.grin.com/en/e-book/122444/the-use-of-music-and-songs-in-theefl-classroom)
In relation to the use of music in the classroom as discussed in the text, analyse the assertions below:
I. Teaching songs helps improve listening skills.
II. Old songs are better suited for classroom activities.
III. Everybody agrees that students learn faster with music.
Choose the correct answer.
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 phrase “our tropical oceans” means that the tropical oceans belong to
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/)
Fight in “Fight the destructive harvesting” is in the
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.
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