Questões de Inglês

Leia o texto que se segue para responder à questão.

 

Creating a Learning Revolution

[1]       Children are the future. If we hope to solve the world's major problems – achieving world peace,
healthy lives, economic development, and global sustainability – we must provide richer learning
opportunities for the world's children. An educated and creative population is, without a doubt, the best path
to global health, wealth, and peace.
[5]        But throughout today's world, educational practices are woefully outdated. Even as scientific and
technological advances have radically transformed agriculture, medicine, and industry, the way children
learn has remained largely unchanged, based on ideas inherited from previous centuries.
       New digital technologies are now providing an historic opportunity for fundamental and global-scale
changes in children's learning and education. Just as advances in biotechnologies made possible the "green
[10]   revolution" in agriculture, digital technologies are making possible a "learning revolution" in education. We
believe that these new digital technologies can (and should) transform not only how children learn, but also
what children learn, and who they learn with.
  • How children learn. Digital technologies can enable children to become more active and
independent learners, taking charge of their own learning through direct exploration, expression, and
[15]   experience. The focus shifts from "being taught" to "learning."
  • What children learn. Much of what children learn in schools today was designed for the era of
paper-and-pencil. With new digital technologies, children can undertake projects (and learn
concepts) that were seen as too complex for children in the pre-digital era.
  • Who children learn with. Global connectedness can enable new “knowledge-building
[20]   communities” in which children (and adults) around the globe collaborate on projects and learn from
one another. These efforts require new multicultural, multilingual, and multimodal approaches to
learning.

(http://llk.media.mit.edu/papers/opinion8.htm - adaptado)

“... and who they learn with.” (Linha 12)

De acordo com o contexto em que se insere, ‘they”, em destaque acima, faz referência a

According to this cartoon, the man

TEXTO:
 

A class apart, long way home
    A few years ago the residents of San Juan
Comalapa, a small town in Guatemala’s highlands, didn’t
know anything about recycling: they tended to throw
their garbage in the river. But Comalapa, a primarily
[5] Mayan community of farmers, had another problem: most
children ended their education after primary school to
help their families survive. Matt Paneitz, a former Peace
Corps volunteer here, and his organization Long Way
Home are working with residents to tackle both issues.
[10] Long Way Home’s first project was building a soccer
field (Paneitz sold his car to help fund it). Next, it turned
to the waste and education problems. The ingenious
solution: Build a school out of recycled rubbish,
particularly old tires, which make excellent walls. The
[15] school’s not finished yet (though some classes are being
offered), but when it’s done it will serve some 400
students, offering academic coursework and vocational
workshops in carpentry, masonry, welding and other
crafts that will help turn the cycle of poverty around.
A class apart, long way home. Newsweek, New York, Dec 27,2010/ Jan 3, 2011, ENCARTE, p.14.

Considering language use in the text, it’s correct to say:

TEXTO:
 

A class apart, long way home
    A few years ago the residents of San Juan
Comalapa, a small town in Guatemala’s highlands, didn’t
know anything about recycling: they tended to throw
their garbage in the river. But Comalapa, a primarily
[5] Mayan community of farmers, had another problem: most
children ended their education after primary school to
help their families survive. Matt Paneitz, a former Peace
Corps volunteer here, and his organization Long Way
Home are working with residents to tackle both issues.
[10] Long Way Home’s first project was building a soccer
field (Paneitz sold his car to help fund it). Next, it turned
to the waste and education problems. The ingenious
solution: Build a school out of recycled rubbish,
particularly old tires, which make excellent walls. The
[15] school’s not finished yet (though some classes are being
offered), but when it’s done it will serve some 400
students, offering academic coursework and vocational
workshops in carpentry, masonry, welding and other
crafts that will help turn the cycle of poverty around.
A class apart, long way home. Newsweek, New York, Dec 27,2010/ Jan 3, 2011, ENCARTE, p.14.

About the people of San Juan Comalapa, it’s correct to say that they

TEXTO:
 

China’s homeowner fever
    As China roars into 2011, analysts are keeping a wary eye on property prices. The National Bureau of Statistics
reported a 7.7 percent hike in prices over the past year, and many experts believe that the actual
increase was far higher. Property investment and construction both shot up by about a third during 2010, despite government
policies to restrict mortgage lending and cool the market. At the same time, home prices remained unaffordable for most
[5] Chinese. The combination has prompted a tense bubble watch.
    Nevertheless, a powerful cultural component could keep the real-estate market flourishing. Homeownership has
traditionally been a mark of status in China, and the growing middle class is maintaining that tradition with a vengeance.
A recent opinion survey found that most Chinese women wouldn’t consider marrying a man who doesn’t own a home. As
a result, families often loan or give money to help their sons buy one. That, along with rural residents migrating by the tens
[10] of millions to the city, means China’s real-estate hunger is unlikely to be appeased soon.
FISH, Isac Stone. China’s Homeowner fever. Newsweek, New York, Jan 10 & 17, 2011, p.8

The author of this article thinks that China’s real-estate hunger

TEXTO:
 

China’s homeowner fever
    As China roars into 2011, analysts are keeping a wary eye on property prices. The National Bureau of Statistics
reported a 7.7 percent hike in prices over the past year, and many experts believe that the actual
increase was far higher. Property investment and construction both shot up by about a third during 2010, despite government
policies to restrict mortgage lending and cool the market. At the same time, home prices remained unaffordable for most
[5] Chinese. The combination has prompted a tense bubble watch.
    Nevertheless, a powerful cultural component could keep the real-estate market flourishing. Homeownership has
traditionally been a mark of status in China, and the growing middle class is maintaining that tradition with a vengeance.
A recent opinion survey found that most Chinese women wouldn’t consider marrying a man who doesn’t own a home. As
a result, families often loan or give money to help their sons buy one. That, along with rural residents migrating by the tens
[10] of millions to the city, means China’s real-estate hunger is unlikely to be appeased soon.
FISH, Isac Stone. China’s Homeowner fever. Newsweek, New York, Jan 10 & 17, 2011, p.8

________property prices ________ in China.

According to the text, the alternative that completes these blanks correctly is