Questões de EFAF Inglês - Verbs -

Directions: Answer question according to the text.

 

TEXT

 

    Many parents are concerned with their child’s
seemingly obsessive video game play. Fortnite, the
most recent gaming phenomenon, has taken the world
by storm and has parents asking if the shooter game is
[5] okay for kids. The short answer is yes, Fortnite is
generally fine. Furthermore, parents can breathe easier
knowing that research suggests gaming (on its own)
does not cause disorders like addiction.
    However, there’s more to the story. A
[10] comprehensive answer to the question of whether video
games are prejudicial must take into account other
factors, and parents need to understand why kids play,
as well as when to worry and when to relax.
    The word “addiction” gets tossed around quite
[15] a bit these days, but if it isn’t causing serious harm and
disorder to daily function, it isn’t an addiction. Parents
may worry that their kids are addicted, but if the children
can pull themselves away from a game to join the family
for a conversation over dinner and shows interest in
[20] other activities, like sports or socializing with friends,
then they are not addicted.
    Generally, parents panic when their kid’s video
game playing comes at the expense of doing other
things, like studying or helping around the house. But
[25] let’s be honest, kids have been avoiding these activities
for ages. Equally true is the fact that parents have been
complaining about their unhelpful children well before the
first video game was plugged into its socket.
    In fact, moderate video game play has been
[30] shown to be beneficial. A study conducted at Oxford by
Dr. Andrew Przybylski revealed that playing about one
hour per day improved psychological well-being, while
when taken to an extreme, playing over three hours per
day, was correlated with less well-being.
[35]    The real question should be what is it about
the special attraction of gaming that makes it the
preferred pastime of so many millions of kids? What
makes it so difficult for even non-addicted kids to step
away from video games sometimes? The answer has to
[40] do with the way games address basic psychological
needs.
    Fortnite, like any well-designed video game,
satisfies what we are all looking for. According to Drs.
Edward Deci and Richard Ryan, people need three
[45] things to flourish. We look for competence — the need
for mastery, progression, achievement, and growth. We
seek autonomy — the need for volition and freedom of
control over our choice. And finally, we look for
relatedness — the need to feel like we matter to others,
[50] and that others matter to us. Unfortunately, when
considering the state of modern childhood, many kids
aren’t getting enough of these three essential elements.
    School, where kids spend most of their waking
hours, is in many ways the antithesis of a place where
[55] kids feel competence, autonomy, and relatedness.
There, kids are told what to do, where to be, what to
think, what to wear, and what to eat. While some argue
that discipline and control provide structure, it’s clear
why teachers and students might struggle with
[60] motivation in the classroom.
    Gamers feel competence when they practice
strengths to reach their goals. In a game, players have
the autonomy to call the shots, do what they want, and
experiment with creative strategies to solve problems.
[65] Games are also social outlets where players can feel
relatedness. In Fortnite, for example, players often
meet in the virtual environment to chat and socialize,
because doing so in the real world is often inconvenient
or off limits.
[70]    Of course, none of this is to say video games
are a good substitution — quite the opposite. No game

can give a child the feeling of competence that comes
from accomplishing a difficult task or learning a new
skill on their own accord. Fortnite can’t compete with
[75] the exhilaration that comes from the autonomy of
exploring reality, where a child is free to ask questions
and unlock mysteries in the real world. No social media
site can give a kid the sense of relatedness, safety, and
warmth that comes from an adult who loves that child
[80] unconditionally just the way they are, no matter what,
and takes the time to tell them so.
    Some kids suffer from gaming disorders, but
such dependencies are often combined with preexisting
conditions, including problems with impulse control. For
[85] most children, however, parents understanding the
deeper truth behind what kids are getting out of games
empowers them to take steps to give their children
more of what they need. Video games are this
generation’s outlet, and some kids use them as a tool to
[90] escape the same way some of us use our own flavor of
dissociative devices to tune out reality for a while.

(Adapted from https://www.psychologytoday.com. Access on March 25^th, 2021)

 

Glossary:
1. to toss around – to discuss possibilities or new ideas
2. to step away – to not become involved with something
3. to flourish – to grow or develop successfully
4. volition – the power to make your own decision
5. exhilaration – excitement and happiness
6. to call the shots – to be in position to decide
7. outlet – a way in which emotions, energy or abilities can be expressed or made use of
8. to tune out – to stop paying attention to something or someone

The underlined word in the passage Many parents are concerned with their child’s seemingly obsessive video game play (ℓ. 1 - 2), is closest in meaning to

Suzy: Have you ever _____ to New York?

Jane: No, I _____ been there. Why?

Suzy: im planning a trip and Id like some tips about what
kind of clothes to take.

Jane: Oh really? My friend Josh _____ there for
a year. | think he can _____ You.

Suzy: Thats amazing.

 

Choose the best option to complete the dialogue.

Read text to answer question.

 

TEXT

 

Like students throughout California (USA), students in the West Contra Costa Unified school district, in Richmond, have coped with distance learning instituted this year in response to the coronavirus pandemic. Today, we are bringing you these students! reflections on their current experiences with distance learning and being out of school - what worked and what didn't. Students' remarks have been edited in some instances for clarity.

 

Nayeli Mercado, 15, sophomore, Richmond High

Before distance learning, my mental health was never great, but it was controllable. However, once quarantine
started, I have felt way more mentally exhausted because I can't go out. Also, I've been really emotional. I get really sad over little things or angry at things I shouldn't get angry about. I used to complain about school a lot but I kind of miss it now. I miss my friends, teachers, attending class. I miss school in general.

 

I Alizei De Leon, 15, sophomore, Middle College High I have about the same amount of homework, or maybe a little less in this second year since some teachers are trying to make this easier. Additionally, I don't have to study as much for tests anymore since some teachers have cancelled tests for the rest of the year... I spend about three to four hours on homework per day unless l've - already finished all my work that week. I'm getting through my classes, but I know that I will forget most of this information throughout the summer.

 

Ricardo Castillo, 17, senior, Richmond High At first, when this distance learning started, I thought the work was going to be easier. But then, as time passed, everything just fell apart. I'm behind in all of my classes and it's nearly impossible to catch up. I can't do the work on my own. I want to learn with my classmates. Distance learning changed a lot of things for me. I wasn't able to spend time with my friends and my last year of high school hasn't been what I expected at all.

 

Yashika Joshi, 17, senior, Aspire College Prep Academy Distance learning has been difficult. Its been hard to manage, teaching yourself through assignments... I try to do my work when everybody is asleep at night. If I was at school, I would've learned much more due to a teacher paying more attention. Teachers are assigning work on a daily basis, with 45 minutes to hour-long assignments for each class, all due at the end of the week. The workload has increased a lot. Some teachers have reached out (checked in) but not often.

 

Dana Reyes, 18, senior, Middle College High

My classes are all being taught virtually, through email, or through Google Classroom. I have pushed my self- determination to the max and I'm experiencing somethingvery strange. I am still receiving the content  but now I have to work twice as hard to understand the material. Sometimes, it is discouraging, and I get unmotivated, but I still try my best to finish early even though teachers and staff have been very flexible and understanding with due dates.

 

Mekayla Saechao, 16, junior, Richmond High

Distance learning for me so far has been difficult but manageable. Most of my classes consist of completing work that is posted on Google Classroom with a Zoom meeting every other week. I don't believe I'm learning as much as I would have in school because I'm not getting a lesson from my teachers every day. My teachers have helped a lot by answering questions about assignments quickly... To tell you the truth, it is a lot to manage since Im not physically at school, working with my classmates andteachers. But being at home in my comfort zone has
helped me become more organized with my works.

 

Monishila Maharaj, 18, senior, Richmond High

Although I have assignments from almost all of my classes every day, almost back-to-back, I always feel like I can do the work whenever I want to... It's like fighting with my brain daily to do the work or not to do the work. As much as I wouldn't want to do online learning, I know it benefits everyone by preventing them from getting sick from the virus.

 

Sarahi Yupit, 16, sophomore, Richmond High

tis hard to concentrate at home during distance learning because I don't feel motivated to do the work since there is nobody my age whereas at school, I feel motivated. It seems like its easier to do the tasks and stay on task. There are teachers who teach the actual material. They also motivate you to do your best.

Adapted from https://edsource.org/, posted on June 3

All students below are in the last year of their courses, EXCEPT for 

Which sequence of verbs completes the sentences below?

I- The house ______ much more attractive by the new owners.
II- John ______ as a sort of clown.
III- Politics ______ the art of the possible.
IV- Nobody understood why she ______ their engagement.
V- She’s worried about ______ careful enough with her translation.

Choose the word that correctly completes the sentence.

 

I am not worried about the test. I ______ enough to pass.

Directions: Answer question according to the text.

 

TEXT

 

    Many parents are concerned with their child’s
seemingly obsessive video game play. Fortnite, the
most recent gaming phenomenon, has taken the world
by storm and has parents asking if the shooter game is
[5] okay for kids. The short answer is yes, Fortnite is
generally fine. Furthermore, parents can breathe easier
knowing that research suggests gaming (on its own)
does not cause disorders like addiction.
    However, there’s more to the story. A
[10] comprehensive answer to the question of whether video
games are prejudicial must take into account other
factors, and parents need to understand why kids play,
as well as when to worry and when to relax.
    The word “addiction” gets tossed around quite
[15] a bit these days, but if it isn’t causing serious harm and
disorder to daily function, it isn’t an addiction. Parents
may worry that their kids are addicted, but if the children
can pull themselves away from a game to join the family
for a conversation over dinner and shows interest in
[20] other activities, like sports or socializing with friends,
then they are not addicted.
    Generally, parents panic when their kid’s video
game playing comes at the expense of doing other
things, like studying or helping around the house. But
[25] let’s be honest, kids have been avoiding these activities
for ages. Equally true is the fact that parents have been
complaining about their unhelpful children well before the
first video game was plugged into its socket.
    In fact, moderate video game play has been
[30] shown to be beneficial. A study conducted at Oxford by
Dr. Andrew Przybylski revealed that playing about one
hour per day improved psychological well-being, while
when taken to an extreme, playing over three hours per
day, was correlated with less well-being.
[35]    The real question should be what is it about
the special attraction of gaming that makes it the
preferred pastime of so many millions of kids? What
makes it so difficult for even non-addicted kids to step
away from video games sometimes? The answer has to
[40] do with the way games address basic psychological
needs.
    Fortnite, like any well-designed video game,
satisfies what we are all looking for. According to Drs.
Edward Deci and Richard Ryan, people need three
[45] things to flourish. We look for competence — the need
for mastery, progression, achievement, and growth. We
seek autonomy — the need for volition and freedom of
control over our choice. And finally, we look for
relatedness — the need to feel like we matter to others,
[50] and that others matter to us. Unfortunately, when
considering the state of modern childhood, many kids
aren’t getting enough of these three essential elements.
    School, where kids spend most of their waking
hours, is in many ways the antithesis of a place where
[55] kids feel competence, autonomy, and relatedness.
There, kids are told what to do, where to be, what to
think, what to wear, and what to eat. While some argue
that discipline and control provide structure, it’s clear
why teachers and students might struggle with
[60] motivation in the classroom.
    Gamers feel competence when they practice
strengths to reach their goals. In a game, players have
the autonomy to call the shots, do what they want, and
experiment with creative strategies to solve problems.
[65] Games are also social outlets where players can feel
relatedness. In Fortnite, for example, players often
meet in the virtual environment to chat and socialize,
because doing so in the real world is often inconvenient
or off limits.
[70]    Of course, none of this is to say video games
are a good substitution — quite the opposite. No game

can give a child the feeling of competence that comes
from accomplishing a difficult task or learning a new
skill on their own accord. Fortnite can’t compete with
[75] the exhilaration that comes from the autonomy of
exploring reality, where a child is free to ask questions
and unlock mysteries in the real world. No social media
site can give a kid the sense of relatedness, safety, and
warmth that comes from an adult who loves that child
[80] unconditionally just the way they are, no matter what,
and takes the time to tell them so.
    Some kids suffer from gaming disorders, but
such dependencies are often combined with preexisting
conditions, including problems with impulse control. For
[85] most children, however, parents understanding the
deeper truth behind what kids are getting out of games
empowers them to take steps to give their children
more of what they need. Video games are this
generation’s outlet, and some kids use them as a tool to
[90] escape the same way some of us use our own flavor of
dissociative devices to tune out reality for a while.

(Adapted from https://www.psychologytoday.com. Access on March 25^th, 2021)

 

Glossary:
1. to toss around – to discuss possibilities or new ideas
2. to step away – to not become involved with something
3. to flourish – to grow or develop successfully
4. volition – the power to make your own decision
5. exhilaration – excitement and happiness
6. to call the shots – to be in position to decide
7. outlet – a way in which emotions, energy or abilities can be expressed or made use of
8. to tune out – to stop paying attention to something or someone

Mark the option that shows a structure in the passive voice.