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Using my BrainShark
I have been making use of myBrainShark over the last three years and it has been a really successful tool to work with. Students can produce their own PowerPoint slides, load them up onto myBrainShark, and then add their voices to their slides. myBrainShark then packs the PowerPoint presentation with the audio and creates a link to a file that can easily be shared with the teacher. So, students can create PowerPoints on a given topic, record and re-record their voice until they are happy with their recording, and then share their work at the click of a button. Students and teachers can listen to the recordings and add notes/comments as feedback. I have used this tool with great success. I recently got students to create PowerPoint presentations of six to eight slides where they provided personal information about their families, friends, interests, and hobbies. They then added their voice to the PowerPoint presentations and shared them over the internet. I played back their recordings, took notes, and provided them with feedback on the work. In class, I played back some of the best examples and asked the students why they thought I had selected them. myBrainShark is particularly useful because there is no need to share big files and it is an online tool. Once the students have uploaded their presentations and added their voices, they simply share the link. The teacher can click on the link and listen to the recordings directly from the myBrainShark server. This tool can also make an excellent contribution to eportfolios. This tool is especially good for English for Academic Purposes students and those doing Business English. Many of these students will be expected to give PowerPoint presentations during their course and this is a great way of getting them to practice. Students are not limited to PowerPoint. They can load up PDF documents, Word files, pictures, and even videos, and then add their own voice narration. Students can also share their recordings with other students and in this way get peer
feedback.
(Adapted from SHRESTHA, P. Book review: Innovations in Learning Technologies for English Language Teaching, 2014)
Who wrote the text?
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Read the following descriptions. Then, match each one of them to the Reading Comprehension Process listed below.
( ) Comprehension involves breathing life experiences into the abstract language of written texts
( ) Proficient readers watch themselves as they read and expect to make adjustments in their strategies to ensure that they are able to achieve a satisfactory understanding of a text
( ) Much of what is to be understood in a text must be inferred. Proficient readers read between the lines to discern implicit meanings, make predictions, and read with a critical eye.
( ) Reading comprehension results when readers can match what they already know (their schema) with new information and ideas in a text.
( ) Our memories quickly overload unless we can pare down a text to its essential ideas. Texts contain key ideas and concepts amidst much background detail
( ) Comprehension is, to a significant degree, a process of inquiry. Asking questions is the art of carrying on an inner conversation with an author, as well as an internal dialogue within one’s self.
( ) Effective comprehension leads to new learning and the development of new schema. Proficient readers make evaluations, construct generalizations, and draw conclusions from a text
Reading Comprehension Process:
1. Make connections to prior knowledge.
2. Generate questions.
3. Visualize and create sensory mental images.
4. Make inferences.
5. Determine importance.
6. Synthesize
7. Monitor reading and apply fix-up strategies.
(Adapted from BUEHL, D. Classroom Strategies for Interactive Learning. Portland: Stenhouse Publishers, 2017)
Check the alternative that presents the CORRECT sequence, from top to bottom.:
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Read the text and answer question.
Brainstorming Prior Knowledge
What do you know about Antarctica, earthworms, ultraviolet light, and Elizabeth I of England? Chances are, if you were going to read a passage about any of these topics, you would spend a few moments reconnoitering in your mind what you already know. You would take stock of your prior knowledge.
Suppose you are paging through a magazine and chance upon an article entitled “Lasers: The Promise of a 21st-Century Technology.” What do you anticipate this author will talk about? Laser tools? Laser surgery? Laser scanners and printers? Laser treatments? Laser light displays? Laser weapons? The principles behind a laser as a beam of light?
Like any proficient reader, you predict the article’s content by recalling your pertinent prior knowledge that might relate to new material in the article. In the classroom, teachers need to assess what students already know about a topic and help them access this useful knowledge as a necessary precursor to comprehension. Frontloading activities that help students connect to prior knowledge jump-start learning about a topic.
Brainstorming strategies provide a promising framework for eliciting students’ prior knowledge before learning. Several classroom variations may be used: LINK (list, inquire, note, and know), Knowledge Mapping, Knowledge Ladders, and Alphabet Brainstorming. With the ubiquity of handheld technology, a brief proviso about the use of these strategies needs to be mentioned: They are intended to engage students in brainstorming what they know and have learned, and should not devolve into “look it up” googling activities.
(Adapted from BUEHL, D. Classroom Strategies for Interactive Learning. Portland: Stenhouse Publishers, 2017)
In the sentence: “In the classroom, teachers need to assess what students already know about a topic”, the word “assess” could be replaced, without changing of meaning, EXCEPT by
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Read the text and answer question.
Brainstorming Prior Knowledge
What do you know about Antarctica, earthworms, ultraviolet light, and Elizabeth I of England? Chances are, if you were going to read a passage about any of these topics, you would spend a few moments reconnoitering in your mind what you already know. You would take stock of your prior knowledge.
Suppose you are paging through a magazine and chance upon an article entitled “Lasers: The Promise of a 21st-Century Technology.” What do you anticipate this author will talk about? Laser tools? Laser surgery? Laser scanners and printers? Laser treatments? Laser light displays? Laser weapons? The principles behind a laser as a beam of light?
Like any proficient reader, you predict the article’s content by recalling your pertinent prior knowledge that might relate to new material in the article. In the classroom, teachers need to assess what students already know about a topic and help them access this useful knowledge as a necessary precursor to comprehension. Frontloading activities that help students connect to prior knowledge jump-start learning about a topic.
Brainstorming strategies provide a promising framework for eliciting students’ prior knowledge before learning. Several classroom variations may be used: LINK (list, inquire, note, and know), Knowledge Mapping, Knowledge Ladders, and Alphabet Brainstorming. With the ubiquity of handheld technology, a brief proviso about the use of these strategies needs to be mentioned: They are intended to engage students in brainstorming what they know and have learned, and should not devolve into “look it up” googling activities.
(Adapted from BUEHL, D. Classroom Strategies for Interactive Learning. Portland: Stenhouse Publishers, 2017)
The phrasal verb “look it up” means,
Provas
Read the text and answer question.
Brainstorming Prior Knowledge
What do you know about Antarctica, earthworms, ultraviolet light, and Elizabeth I of England? Chances are, if you were going to read a passage about any of these topics, you would spend a few moments reconnoitering in your mind what you already know. You would take stock of your prior knowledge.
Suppose you are paging through a magazine and chance upon an article entitled “Lasers: The Promise of a 21st-Century Technology.” What do you anticipate this author will talk about? Laser tools? Laser surgery? Laser scanners and printers? Laser treatments? Laser light displays? Laser weapons? The principles behind a laser as a beam of light?
Like any proficient reader, you predict the article’s content by recalling your pertinent prior knowledge that might relate to new material in the article. In the classroom, teachers need to assess what students already know about a topic and help them access this useful knowledge as a necessary precursor to comprehension. Frontloading activities that help students connect to prior knowledge jump-start learning about a topic.
Brainstorming strategies provide a promising framework for eliciting students’ prior knowledge before learning. Several classroom variations may be used: LINK (list, inquire, note, and know), Knowledge Mapping, Knowledge Ladders, and Alphabet Brainstorming. With the ubiquity of handheld technology, a brief proviso about the use of these strategies needs to be mentioned: They are intended to engage students in brainstorming what they know and have learned, and should not devolve into “look it up” googling activities.
(Adapted from BUEHL, D. Classroom Strategies for Interactive Learning. Portland: Stenhouse Publishers, 2017)
According to the text, check the CORRECT statement.
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Leia o texto para responder à questão.
Seventeen of 34 types of cancer have become more common in younger generations in the United States, the broadest study of its kind to date has found. The analysis, published in August 2024 in The Lancet Public Health, examined data from 23.7 million people born between 1920 and 1990 and diagnosed with cancer between 2000 and 2019. It found, for example, that people born in 1990 were 2.6 to 3.6 times more likely to develop cancers of the small intestine, kidney, and pancreas than those born in 1955, and 2.6 times more likely to develop endometrial cancer than someone born in 1930. The findings suggest people are increasingly being exposed to carcinogens during early life or young adulthood. However, younger birth cohorts were at the same or lower risk of death from most types of cancer than older ones.
(www.science.org. Agosto de 2024. Adaptado)
No trecho do texto – However, younger birth cohorts were at the same or lower risk... –, o termo destacado em negrito pode ser substituído, sem alteração de sentido, por:
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Leia o texto para responder à questão.
Seventeen of 34 types of cancer have become more common in younger generations in the United States, the broadest study of its kind to date has found. The analysis, published in August 2024 in The Lancet Public Health, examined data from 23.7 million people born between 1920 and 1990 and diagnosed with cancer between 2000 and 2019. It found, for example, that people born in 1990 were 2.6 to 3.6 times more likely to develop cancers of the small intestine, kidney, and pancreas than those born in 1955, and 2.6 times more likely to develop endometrial cancer than someone born in 1930. The findings suggest people are increasingly being exposed to carcinogens during early life or young adulthood. However, younger birth cohorts were at the same or lower risk of death from most types of cancer than older ones.
(www.science.org. Agosto de 2024. Adaptado)
O estudo, publicado no periódico The Lancet Public Health, descobriu que
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In a study of more than 100,000 people, researchers found that those with less healthy lifestyles were more likely to reduce their risk of colorectal cancer with regular aspirin use than those with healthier behaviors (JAMA Oncol 2024 Aug 1). Regular aspirin use was defined as two or more 325 mg tablets a week or a daily 81 mg dose; less healthy lifestyles were characterized by higher body mass index, smoking, greater alcohol consumption, less physical activity, and poorer diet. Those with the unhealthiest lifestyles had a 3.4% chance of developing colorectal cancer if they didn’t take aspirin regularly, whereas those who did had a 2.1% chance of developing the disease. In contrast, people with the healthiest lifestyles had a 1.5% chance of developing colorectal cancer if they took aspirin regularly and a 1.6% chance if they didn’t. This result suggests that physicians can pursue a nuanced approach when prescribing aspirin for disease prevention.
(https://aacrjournals.org. 26 de julho a 01 de agosto 2024. Adaptado)
No trecho do texto – ... whereas those who did had a 2.1% chance of developing the disease... –, o termo destacado em negrito, no contexto, expressa
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Leia o texto para responder à questão.
In a study of more than 100,000 people, researchers found that those with less healthy lifestyles were more likely to reduce their risk of colorectal cancer with regular aspirin use than those with healthier behaviors (JAMA Oncol 2024 Aug 1). Regular aspirin use was defined as two or more 325 mg tablets a week or a daily 81 mg dose; less healthy lifestyles were characterized by higher body mass index, smoking, greater alcohol consumption, less physical activity, and poorer diet. Those with the unhealthiest lifestyles had a 3.4% chance of developing colorectal cancer if they didn’t take aspirin regularly, whereas those who did had a 2.1% chance of developing the disease. In contrast, people with the healthiest lifestyles had a 1.5% chance of developing colorectal cancer if they took aspirin regularly and a 1.6% chance if they didn’t. This result suggests that physicians can pursue a nuanced approach when prescribing aspirin for disease prevention.
(https://aacrjournals.org. 26 de julho a 01 de agosto 2024. Adaptado)
According to the study described in the text,
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Leia o texto para responder à questão.
In a study of more than 100,000 people, researchers found that those with less healthy lifestyles were more likely to reduce their risk of colorectal cancer with regular aspirin use than those with healthier behaviors (JAMA Oncol 2024 Aug 1). Regular aspirin use was defined as two or more 325 mg tablets a week or a daily 81 mg dose; less healthy lifestyles were characterized by higher body mass index, smoking, greater alcohol consumption, less physical activity, and poorer diet. Those with the unhealthiest lifestyles had a 3.4% chance of developing colorectal cancer if they didn’t take aspirin regularly, whereas those who did had a 2.1% chance of developing the disease. In contrast, people with the healthiest lifestyles had a 1.5% chance of developing colorectal cancer if they took aspirin regularly and a 1.6% chance if they didn’t. This result suggests that physicians can pursue a nuanced approach when prescribing aspirin for disease prevention.
(https://aacrjournals.org. 26 de julho a 01 de agosto 2024. Adaptado)
The text is mainly about
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