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. Accessed on January 11, 2016.

“Technology and industry have distanced people from nature and magic and human values.”



Laura Esquivel, Mexican novelist, essayist and screenwriter

Available at . Accessed on February 1, 2016.

“Technology should be an important ingredient. It may be and should be a tool for social development.”

Aleksander Kwaśniewski, Polish politician and journalist

Available at . Accessed on January 16, 2016.


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“I enjoy privacy. I think it’s nice to have a little mystery. I think because of technology a lot of the mystery is gone in life, and I’d like to preserve some of that.”



Maggie Q, American actress and model

Available at .


Accessed on February 1, 2016.

a Which quotes do you agree with? Why?



Respostas pessoais.

b What views of technology do the quotes hold? Are they positive, negative or both?



Professor/a, espera-se que os/as estudantes consigam relacionar as citações com duas visões sobre tecnologia: por um lado, sua utilidade e contribuição para a sociedade e, por outro, os perigos que ela oferece. A citação de Aleksander Kwasniewski, ´ por exemplo, refere-se à tecnologia como uma ferramenta a favor do desenvolvimento social; as citações de Laura Esquivel e Maggie Q, por sua vez, enfatizam seus aspectos negativos, apontando que ela distancia as pessoas da realidade e de valores intrinsecamente humanos, além de estar relacionada à perda de privacidade; por fim, a citação de Christian Lous Lange remete a aspectos positivos e negativos da tecnologia, pois a considera uma ferramenta importante, mas que pode ser utilizada para fins perigosos.

c Do you think technology can be a tool for social development? How?



Respostas pessoais. Professor/a, espera-se que os/as estudantes reflitam sobre o uso da tecnologia para o progresso da sociedade, exemplificando como isso é/pode ser feito (por exemplo, na descoberta da cura para doenças; na indústria, otimizando a produção e melhorando a qualidade dos produtos; na exploração de fontes alternativas de energia renovável etc.).

d In your opinion, has technology distanced people from human values? How?



Respostas pessoais. Professor/a, aqui podem ser discutidas algumas questões referentes à relação entre tecnologia e valores humanos, como o individualismo, a construção de laços fragilizados e pouco duradouros, a necessidade exacerbada de consumo, o reforço da inclusão de alguns/algumas em detrimento da exclusão de muitos/as, entre outros.

7 Go over these statements and discuss with a partner: what are some possible pros and cons of technology?



Respostas pessoais. Professor/a, recomenda-se aceitar as contribuições dos/as estudantes, orientando-os/as a justificá-las tendo em mente as questões éticas relacionadas ao tema e conscientizando-os/as delas.

a The availability of different fertilizers and rural machinery.

b The production of genetically modified foods.

c The manufacturing of weapons of mass destruction, like nuclear bombs.

d E-learning, which allows people to learn from the comfort of their homes.

e Medical advances, such as cures for diseases like cancer or heart transplants.

f Mass production, in which goods are produced in large quantities (e.g. the production of millions of bottles a day).

g Standardized medicines, which allow people to live longer.



AUDIO LITERACY

Bionic technology

Ciências da Natureza

Professor/a, sugestão de atividade extra para esta seção encontra-se no Guia Didático, página 233.

Before listening

1 Some people are born with physical disabilities and some lose their mobility due to accidents or illnesses. Is there anything they can do to regain mobility?



Respostas pessoais. Professor/a, esta atividade traz à tona o tema da mobilidade de pessoas com alguma deficiência física congênita ou adquirida. Sugere-se que a discussão seja conduzida de modo que os/as estudantes percebam que deficientes físicos podem ter acesso à mobilidade por meio de muletas, cadeiras de rodas, exoesqueletos etc.

2 Look back at picture “b” on page 8. What information can you draw from it?



Respostas pessoais. Professor/a, espera-se que os/as estudantes descrevam a imagem, explorando o fato de a pessoa poder caminhar, embora seja portadora de necessidades especiais.

3 Do you know the meaning of “bionic technology” and “exoskeleton”? Match the words to their corresponding definitions.



Professor/a, tecnologia biônica compreende vários aparatos tecnológicos, sendo o exoesqueleto um deles.

a exoskeletons II

b bionic technology I

I “[…] any tech that melds with the human body to enhance or restore its capacities. […]”

II “[…] devices that fit outside the body to restore or augment movement. […]”

Extracts from the texts available at ; . Accessed on January 11, 2016.


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4 Read this text about a podcast you are going to listen to. Then, choose the correct alternatives to complete the statements in your notebook. Justify your choices.



Professor/a, não há necessidade de corrigir as respostas dos/as estudantes aqui, pois isso será feito na primeira atividade da subseção “After listening”, a seguir. Em relação às justificativas solicitadas, é possível inferir que a alternativa “I” é a melhor resposta para o item “a”, uma vez que o texto traz o trecho “we’ll talk to her”, sugerindo uma conversa com alguém, uma entrevista, enquanto a alternativa “II” é a melhor resposta para o item “b”, podendo ser deduzida pelo uso da preposição about, que introduz o assunto da entrevista (“regaining the ability to walk through a bionic exoskeleton”). As informações das outras alternativas do item “b”, apesar de estarem presentes no texto, referem-se apenas a detalhes e, portanto, não poderiam compor o título. Informações adicionais sobre Amanda Boxtel encontram-se no Guia Didático, página 233.

“Amanda Boxtel is one of the 6 million people nationwide who suffers from some form of paralysis. This hour, we’ll talk to her about regaining the ability to walk through a bionic exoskeleton, which she writes about in the current issue of Scientific American.”

Available at . Accessed on January 11, 2016.

a The recording is…

I an interview.

II a lecture.

III a commercial.

Resposta:I

b A good title for this text would be…

I “Amanda Boxtel writes for Scientific American”.

II “How a bionic suit helped Amanda walk again”.

III “Some form of paralysis strikes 6 million people nationwide”.

Resposta:II

5 Read what Amanda said about the accident that left her paralyzed. Then match the underlined words in the text to their corresponding meaning.



DAN KITWOOD/GETTY IMAGES

“I was 24, and I felt invincible. I taught aerobics. I was a sprinter, a long jumper, the former athletics captain of my school and a ballet dancer. I loved to twirl in space, run on the beach and hike through the wilderness. All of that changed in a split second. In a freak somersault while downhill skiing, I shattered four vertebrae, along with the illusions of my immortality. An electric current zapped through my legs, and then I lost all movement and sensation below my pelvis. I was paralyzed.”

Available at . Accessed on January 11, 2016.

a “a forward roll in which the head is placed on the ground and the trunk and legs are turned over it” somersault

b “[moved] quickly; [rushed]” zapped

c “[caused] to break or burst suddenly into pieces, as with a violent blow” shattered

d “an extremely small period of time; instant” split second

Available at ; ; ; . Accessed on January 26, 2016. Occasional linguistic adjustments to fit standard language marked with [ ].

6 Based on what you read, which part of Amanda’s body was badly injured: heart, spine or lungs?



Spine.
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Listening

1 - Introduction

2 7 Listen to the first part of the podcast. What is it mainly about?

a Amanda’s paralysis.

b Amanda’s recovered mobility.

c Amanda’s writing in the current issue of Scientific American.



Resposta: a

Extract from the audio available at . Accessed on January 11, 2016.



2 8 Listen to the podcast again and copy this text in your notebook, choosing the appropriate alternatives to complete it.

The accident happened in (A) January 1992/February 1992/February 1982 and it paralyzed Amanda’s (B) whole/lower/upper body. Some health complications from that include (C) decreased circulation/sore arms/headache, among others.

AMANDA SAVOINI

Extract from the audio available at . Accessed on January 11, 2016.



Sublinhado: February 1992

2 9 Listen to the podcast once more. Read these statements and, in your notebook, choose the best alternatives to complete them.

a When Amanda says “I’m not really an early riser. I’ve learned to be over the years”, she means…

I she likes getting up early in the morning.

II she doesn’t like getting up early in the morning and she will never be an early riser.

III she doesn’t like getting up early in the morning, but she has learned to do so.

Resposta: III

b Amanda uses the comparison “[…] as if a light switch had been turned off” to say that…

I she lost any sensation on her legs.

II she got an electric shock. through her body.

III an electric current ran continuously

Resposta: I

c The expression “crack of noon” indicates that Amanda’s accident happened…

I early in the morning.

II late in the afternoon.

III around midday.

Extract from the audio available at . Accessed on January 11, 2016.



Resposta: III

3 10 Now listen to the second part of the podcast. Then decide whether these statements are true or false. Write the answers in your notebook, correcting the false ones.

a The second part of the podcast is mainly about how exoskeleton technology makes it possible for people with disabilities to walk. True

b Until the interview, Amanda had been paralyzed for 24 years.

False. Amanda had been paralyzed for 23 years until the interview.

c Augmenting human potential, strength and mobility has always been a reality.



False. Augmenting human potential, strength and mobility was once a stretch of the imagination, a dream.

d Doctors were positive about Amanda regaining mobility.



False. Doctors were not positive about Amanda regaining mobility and even told her she would never walk again.

e Amanda does not agree with the idea that mobility is unattainable by people with disabilities. True

Extract from the audio available at . Accessed on January 11, 2016.
Página 14

11 How has technology improved Amanda’s life?



With the advent of exoskeleton technology, Amanda was able to walk again and to overcome some paralysis-related complications.

After listening

12 Go back to activity 4 on page 12 and check your answers. Did you guess them correctly?



Respostas pessoais.

13 What would you list as advantages and disadvantages of exoskeleton technology? You may consider factors such as weight, cost, accessibility, reduction of the risk of falling, necessity of individual customization and improvement of functionality.



Respostas pessoais. Professor/a, podem ser listadas como vantagens o fato de os exoesqueletos poderem devolver a mobilidade às pessoas e ajudá-las a superar algumas complicações de saúde e, entre as desvantagens, o fato de eles serem pesados, terem custo alto e precisarem de customização.

14 In groups, answer these questions.

a In the podcast it was said that “Walking means power, independence”. What does it mean? What about people with disabilities who cannot walk? Their condition does not automatically mean that they do not have power or independence, however some people believe that it does. Why is that so?

Professor/a, recomenda-se problematizar o discurso de que caminhar representa poder e independência, chamando a atenção dos/as estudantes para o preconceito e a discriminação sofridos por quem tem algum tipo de deficiência e estimulando-os/as a refletir a respeito de práticas inclusivas e não discriminatórias. Também é importante orientá-los/as a desvincular a ideia de poder da habilidade de fazer algo, guiando-os/as na busca de formas alternativas de empoderamento e independência para quem sofre, por exemplo, de paralisia. Cadeiras de rodas e exoesqueletos são instrumentos de mobilidade para deficientes físicos e podem representar independência, inclusão e empoderamento.

b What lessons can be learned from Amanda’s story?



Respostas pessoais. Professor/a, é possível que as respostas dos/as estudantes girem em torno da temática sobre apoio, superação e sucesso. Recomenda-se problematizar essa questão em termos da (des)igualdade de oportunidades, como propõe o item “c”.

c Would Amanda be able to overcome her difficulties in a similar way if she lived in a country where that kind of technology was scarcely available, not available at all or just available for those who could afford it? Would she still be able to have an exoskeleton?



Professor/a, é interessante ressaltar que o sucesso de Amanda está relacionado a uma série de fatores contextuais. Ela é australiana, de classe média-alta e mora nos Estados Unidos. Nesse contexto, o acesso de Amanda à tecnologia biônica é facilitado. Possivelmente, esse acesso seria mais difícil, ou mesmo negado, se seu contexto fosse outro (por exemplo, se ela tivesse pouco ou nenhum recurso financeiro, fosse sem instrução, oriunda de um país subdesenvolvido ou em desenvolvimento etc.). Portanto, diferentes contextos proveem acessos e oportunidades diferentes, impactando no sucesso e na superação das dificuldades.

15 Read the introduction to chapter 1 (“Understanding disability”) of the World Report on Disability, published by the World Health Organization. Then answer the questions.



1. Understanding disability

Disability is part of the human condition. Almost everyone will be temporarily or permanently impaired at some point in life, and those who survive to old age will experience increasing difficulties in functioning. Most extended families have a disabled member, and many non-disabled people take responsibility for supporting and caring for their relatives and friends with disabilities […]. Every epoch has faced the moral and political issue of how best to include and support people with disabilities. This issue will become more acute as the demographics of societies change and more people live to an old age […].

Responses to disability have changed since the 1970s, prompted largely by the selforganization of people with disabilities […], and by the growing tendency to see disability as a human rights issue […]. Historically, people with disabilities have largely been provided for through solutions that segregate them, such as residential institutions and special schools […]. Policy has now shifted towards community and educational inclusion, and medically-focused solutions have given way to more interactive approaches recognizing that people are disabled by environmental factors

WHO.INT/REPRODUCTION


Página 15

as well as by their bodies. National and international initiatives – such as the United Nations Standard Rules on the Equalization of Opportunities of Persons with Disabilities […] – have incorporated the human rights of people with disabilities, culminating in 2006 with the adoption of the United Nations Convention on the Rights of Persons with Disabilities (CRPD).

This World Report on Disability provides evidence to facilitate implementation of the CRPD. It documents the circumstances of persons with disabilities across the world and explores measures to promote their social participation, ranging from health and rehabilitation to education and employment. This first chapter provides a general orientation about disability, introducing key concepts – such as the human rights approach to disability, the intersection between disability and development, and theInternational Classification of Functioning, Disability and Health (ICF) – and explores the barriers that disadvantage persons with disabilities.

WORLD HEALTH ORGANIZATION. World Report on Disability. Geneva, 2011, p. 3. Available at . Accessed on April 5, 2016.

a What are some of the problems people with disabilities may face?

Respostas possíveis: They may face problems related to transportation, accessibility, mobility and discrimination. For example, they may have difficulties to go to places that are not adapted for wheelchair users, which might make it hard for them to engage in social activities; they may also suffer some discrimination (for example, the way some people represent people with disabilities as incapable).

b What could be done in order to solve some of these problems?



Respostas possíveis: There are some possible ways to try to solve these problems: transportation should be adapted for wheelchair users and staff should be trained in order to help them get on and off if needed; places should have ramps or elevators; there should be accessible sidewalks, with curb ramps; public campaigns should educate society on the rights of people with disabilities etc.

Discuss
• What are some ways to ensure people their mobility rights?
• Does your city take mobility seriously? Explain.
• How can urban mobility be improved?

Professor/a, os/as estudantes podem discutir aqui algumas formas de garantir às pessoas o direito à mobilidade. Por exemplo, leis poderiam ser criadas para garantir tais direitos a pessoas com deficiência; também seria importante que essas pessoas estivessem conscientes de seus direitos para que pudessem exigir o cumprimento deles; outra ideia seria educar a sociedade sobre os direitos das pessoas com deficiência e sobre como incluí-las e empoderá-las.

16 Read this excerpt from “Lei Brasileira de Inclusão da Pessoa com Deficiência”, sanctioned by the Brazilian government. Then, relate it to the previous discussion about bionic technology and Amanda’s case while you and your classmates judge whether the following statements conform to the statute or not.

“CAPÍTULO II

DA IGUALDADE E DA NÃO DISCRIMINAÇÃO

[...]

Art. 4º Toda pessoa com deficiência tem direito à igualdade de oportunidades com as demais pessoas e não sofrerá nenhuma espécie de discriminação.



§ 1º Considera-se discriminação em razão da deficiência toda forma de distinção, restrição ou exclusão, por ação ou omissão, que tenha o propósito ou o efeito de prejudicar, impedir ou anular o reconhecimento ou o exercício dos direitos e das liberdades fundamentais de pessoa com deficiência, incluindo a recusa de adaptações razoáveis e de fornecimento de tecnologias assistivas.

[...]
Página 16

Art. 8º É dever do Estado, da sociedade e da família assegurar à pessoa com deficiência, com prioridade, a efetivação dos direitos referentes à vida, à saúde, à sexualidade, à paternidade e à maternidade, à alimentação, à habitação, à educação, à profissionalização, ao trabalho, à previdência social, à habilitação e à reabilitação, ao transporte, à acessibilidade, à cultura, ao desporto, ao turismo, ao lazer, à informação, à comunicação, aos avanços científicos e tecnológicos, à dignidade, ao respeito, à liberdade, à convivência familiar e comunitária, entre outros decorrentes da Constituição Federal, da Convenção sobre os Direitos das Pessoas com Deficiência e seu Protocolo Facultativo e das leis e de outras normas que garantam seu bem-estar pessoal, social e econômico”.

BRASIL. Lei nº 3.146, de 6 de julho de 2015. “Lei Brasileira de Inclusão da Pessoa com Deficiência”. Diário Oficial da República Federativa do Brasil, Brasília, 2015. Disponível em . Acesso em 11 de março de 2016.

a The rights mentioned in the statute are guaranteed to people with mobility impairments only.

No. The rights mentioned in the statute are guaranteed to those who have any kind of disabilities, such as mobility, visual, hearing and mental.

b Curb ramps and pedestrian crosswalks on streets are examples of assistive technology. Yes

c The government is the only one responsible for ensuring the rights of people with disabilities.

No. Besides government, society and family are also responsible for ensuring the rights of people with disabilities.

d Charging half price for concerts, plays and general events is a way of securing people with disabilities their right to culture and leisure. Yes

e The government can deny technology such as the exoskeleton to people with mobility impairment, claiming that it is costly.

No. According to the statute, it is the government’s duty to ensure people with disabilities the right to scientific and technological advancements, as well as to supply them with assistive technologies.

f According to the statute, if someone with hearing impairment cannot find a job due to his/her disability, he/she is being discriminated. Yes



Discuss

Choose three rights from Article 8º of “Lei Brasileira de Inclusão da Pessoa com Deficiência” and discuss how they can be ensured.



READING LITERACY

Science in the next 50 years

Matemática

Before reading

1 Answer these questions in groups.



a How has technology evolved over time? What contributions has it made to society? Look at these pictures and spot the differences regarding old and modern technologies.

Respostas pessoais. Professor/a, espera-se que os/as estudantes percebam o desenvolvimento tecnológico ao longo dos anos, apontando as diferenças entre as tecnologias antigas e as mais recentes. Na primeira imagem estão as mais antigas, como telefone de disco, máquina de escrever mecânica, calendário em papel, agenda, caneta, envelope e máquina fotográfica mecânica, com rolo de filme. Na segunda imagem há menos objetos, uma vez que um único aparelho agrega várias funções (por exemplo, o computador e o tablet reúnem tecnologias relacionadas à máquina de escrever, ao calendário impresso, à agenda e ao envelope – que foi substituído pelo e-mail; o telefone celular, possivelmente, também já agrega algumas dessas funções, como calendário, agenda e editor de texto, além de, obviamente, telefone; a máquina fotográfica de filme foi substituída pela câmera digital, pelo telefone celular e pelo tablet). Na última imagem, por sua vez, restaram apenas o telefone celular, que reúne todas as tecnologias anteriores, e os óculos, que são exemplos de uma tecnologia antiga que permanece na modernidade. É importante que os/as estudantes observem que, nas últimas décadas, o desenvolvimento tecnológico trouxe mais agilidade para o desempenho de tarefas (por exemplo, em relação à edição de textos), a comunicação foi otimizada por meio da mensagem eletrônica (que permite uma comunicação quase instantânea, a despeito da distância dos interlocutores), o registro de imagens fotográficas se tornou mais prático e econômico (a câmera digital possibilita tirar e excluir um grande número de fotos sem que haja gastos com filme e com revelação) e, por fim, com o advento da tecnologia de telefonia móvel, pode-se ter acesso a todas essas tecnologias em praticamente qualquer lugar.
Página 17





ILLUSTRATIONS: ELENABSL/SHUTTERSTOCK

b Can you predict how different society will be in the next 50 years in terms of technological and scientific developments? What scientific technologies do you think will emerge?

Respostas pessoais.

c What are some possible consequences of the futuristic technological advancements on society?



Respostas pessoais.
Página 18

2 In your notebook, answer this survey, which oriented a study conducted by the U.S. government.



Respostas pessoais. Professor/a, as porcentagens indicadas como resposta pertencem à pesquisa original, as quais os/as estudantes usarão na atividade 13 desta seção.

Survey questions

1 Now I have a few questions about the future. Some books and movies portray a future where technology provides products and services that make life better for people. Others portray a future where technology causes environmental and social problems that make life worse for people. How about you? Over the long term, do you think that technological changes will lead to a future where people’s lives are mostly better or to a future where people’s lives are mostly worse?

Mostly better 59%

Mostly worse 30%

Don’t know 10%

Refused 1%

2 Now I’m going to read you a list of things that may or may not happen in the next 50 years. Please tell me how likely you think it is that each will happen. First, how likely do you think it is that…

a Computers will be as effective as people at creating important works of art such as music, novels, movies or paintings.

Definitely happen 16%

Probably happen 35%

Probably NOT happen 25%

Definitely NOT happen 20%

Already happened 1%

Don’t know 2%

Refused *



b People in need of an organ transplant will have new organs custom-made for them in a lab.

Definitely happen 22%

Probably happen 60%

Probably NOT happen 10%

Definitely NOT happen 5%

Already happened 2%

Don’t know 2%

Refused 0

AMANDA SAVOINI
Página 19

c Humans will build colonies on another planet that can be lived in for long periods.

Definitely happen 5%

Probably happen 28%

Probably NOT happen 39%

Definitely NOT happen 25%

Already happened *

Don’t know 3%

Refused *



d Humans will be able to control the weather.

Definitely happen 6%

Probably happen 13%

Probably NOT happen 33%

Definitely NOT happen 44%

Already happened 2%

Don’t know 2%

Refused *



e Scientists will have developed a way to teleport objects – that is, moving objects from one location to another without physically touching them.

Definitely happen 7%

Probably happen 32%

Probably NOT happen 34%

Definitely NOT happen 22%

Already happened 1%

Don’t know 4%

Refused *



3 Next, here are some other things that might happen in the next 50 years. For each, tell me if you think it would be a change for the better or a change for the worse if this happens. How about... ______ ?

a If lifelike robots become the primary caregivers for the elderly and people in poor health.

Change for the better 28%

Change for the worse 65%

Both good and bad 4%

Don’t know 3%

Refused *

AMANDA SAVOINI
Página 20

b If personal and commercial drones are given permission to fly through most U.S. airspace.

Change for the better 22%


Change for the worse 63%
Both good and bad 7%
Don’t know 7%
Refused 1%

c If most people wear implants or other devices that constantly show them information
about the world around them.

Change for the better 37%


Change for the worse 53%
Both good and bad 6%
Don’t know 5%
Refused *

d If prospective parents can alter the DNA of their children to produce smarter, healthier,
or more athletic offspring.

Change for the better 26%


Change for the worse 66%
Both good and bad 5%
Don’t know 3%
Refused *

4 Next, here are some things that people might be able to do in the next 50 years. For
each, tell me if this were possible, would YOU PERSONALLY do this? Would you... ______?

a Eat meat that was grown in a lab
Yes, would do this 20%
No, would not do this 78%
Don’t know 2%
Refused *

b Ride in a driverless car
Yes, would do this 48%
No, would not do this 50%
Don’t know 2%
Refused *

c Get a brain implant to improve your memory or mental capacity
Yes, would do this 26%
No, would not do this 72%
Don’t know 2%
Refused 0

AMANDA SAVOINI


Página 21

5 Science fiction writers have always imagined new inventions that would change the world of the future. How about you? If there was one futuristic invention that you could own, what would it be? [DO NOT READ; PRECODED OPEN-END; ACCEPT FIRST RESPONSE ONLY]

Improved health and longevity/Cure for diseases 9%


Time machine/Time travel 9%
Flying car/Flying bike 6%
Personal robot/Robot servants 4%
Personal space craft 4%
Self-driving car 3%
Teleporter/Teleportation/Transporter 3%
World peace/Stop wars/Improved understanding/Better planet 2%
New energy source/Efficient cars/Other environment 2%
Invention to make household tasks easier 1%
Ability to live forever/Immortality 1%
Jetpack 1%
Money/Scheme to get rich/Ability to read future 1%
Brain implant/Improve memory 1%
Hovercar/Hoverboard 1%
Hologram/Holodeck *
Remote communications (via device or ESP) *
Other 9%
None/Nothing/Not interested in futuristic inventions 11%
Don’t know 28%
Refused *

Available at . Accessed on January 11, 2016.

AMANDA SAVOINI

3 With your teacher’s help, put together the results of the survey. What did you find out? Use your math skills to calculate the percentage accordingly.



Respostas pessoais. Professor/a, recomenda-se anotar as respostas dos/as estudantes no quadro para que calculem as porcentagens e as utilizem para analisar a visão da turma sobre os possíveis avanços tecnológicos nos próximos cinquenta anos.

4 Compare your answers to your classmates’. Are your views on the next 50 years of science and technology similar? Is there any striking difference in your answers? Respostas pessoais.

5 Read the title and subheadings of the text in activity 6. What do you think the text is about?

a It is a report about how U.S. citizens see technological developments in the future.

b It is an interview with U.S. citizens about their views on technology and the future.

c It is a review of past studies on futuristic technology.



Resposta: a
Página 22

Reading

6 Now read the text and check your answer to activity 5.



Professor/a, a presença de nomes de empresas comerciais no texto se justifica de acordo com o Parecer CNE/CEB nº 15/2000, que diz que “o uso didático de imagens comerciais identificadas pode ser pertinente desde que faça parte de um contexto pedagógico mais amplo, conducente à apropriação crítica das múltiplas formas de linguagem presentes em nossa sociedade, submetido às determinações gerais da legislação nacional e às específicas da educação brasileira, com comparecimento módico e variado”. Mais informações podem ser obtidas no próprio Parecer – disponível em


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