Texto: A Influência da Mídia e das Redes Sociais

A Influência da Mídia e das Redes Sociais

 

Warm-up

A influência das redes sociais no comportamento dos jovens 

Redes sociais e jovens: como elas podem influenciá-los? 

 
Todos sabemos que, nos dias de hoje, os jovens não conseguem mais viver sem o uso da internet. É nessa ferramenta que estão as famosas redes sociais, atrativos para deixar os adolescentes ainda mais conectados ao mundo virtual. Os jovens, tanto no trabalho quanto na hora de estudar, acabam dando uma olhada no seu Facebook, e, quando, veem já estão ali parados há tempo.
 

A produtividade dos jovens no trabalho pode ser afetada devido a essas espiadinhas nas redes sociais durante o horário de serviço. E não é nem preciso que essa pessoa trabalhe na frente de um computador, pois o acesso à internet ficou bem mais fácil com o uso dos smartphones.
 
Mas, uma das consequências mais graves desse vício é o sedentarismo. Os adolescentes não querem mais praticar esportes ao ar livre, com a família e os amigos, para poder ficar ali, conectado. Dessa maneira, surgem mais pessoas obesas ou com sobrepeso, o que algumas vezes acarreta uma futura depressão, considerada o mal do século. Além disso, há o afastamento das pessoas mais próximas, fazendo com que o jovem se isole no seu mundo e se torne antissocial, não querendo ter contato com outras pessoas.
 
Também podemos destacar a exposição excessiva nas redes sociais. Esse critério já está sendo avaliado pelo mercado de trabalho, que procura o Facebook dos candidatos à vaga para olhar o que eles postam nos seus perfis. Existem pessoas que divulgam informações confidenciais de empresas que já trabalharam, publicam conteúdos pessoais da sua vida ou falam mal de colegas de trabalho ou do próprio chefe. Esses estão arriscados a não serem escolhidos, pois possuem publicações desnecessárias sobre o próprio emprego ou mesmo da intimidade na sua rede social.
Portanto, todo cuidado é pouco para que os jovens não se prejudiquem por causa da internet. Sempre pense antes de postar qualquer coisa em seu perfil. A internet é uma ferramenta muito boa para o ser humano, mas é preciso usá-la de forma correta e a seu favor.
 
 
 
 

Reading time

Leia as informações abaixo e analise os dados relevantes.

 

Media’s Positive & Negative Influence on Teenagers

Media is a vast form of communication that permeates nearly every aspect of modern culture. Teenagers are exposed to all sorts of media outlets, from television, movies and advertising to social media sites such as Facebook and Instagram. Media isn’t inherently positive or negative; however, teens should have a healthy balance between exposure to media and other, intellectually and physically stimulating activities, says the Palo Alto Medical Foundation.
 
 
Image and Beauty Standards: Negative
It’s no secret that media has had an increasingly negative impact on the way teenage girls measure their personal image and beauty standards. The sizes of supermodels and actresses often influence teenage girls − who are actively seeking to find an identity − to believe they have to be thin to exemplify beauty. Magazine advertisements encourage teenage girls to think their hair needs to be long or short, red, blond or brunette − whatever the flavor of the month − in order to be considered beautiful. In order to minimize the effect of these messages, Boise State University psychology professor, Mary Pritchard, writing for The Huffington Post, praises parents who limit their teens’ exposure to various media outlets. Teens should be taught to value their own definitions of beauty above all else.
 
 

Glorifying Negative Behaviors: Negative
Movies and television programs often show characters using drugs and alcohol and engaging in violent behaviors. At a developmental stage when teens seek greater freedom and independence, the glorification of drugs, alcohol, risky sexual and violent behaviors in the media make it challenging for teens to make responsible behavioral choices. Still, media cannot solely be blamed for teens’ consumption of drugs and alcohol, or involvement in sexual activities; ultimately it’s up to parents to teach their teens about the negative consequences associated with risky behaviors, and the false images often perpetuated in the media for financial gain. Palo Alto Medical Foundation suggests that teens learn to use their critical thinking skills − and parents can help them in this area − by distinguishing fantasy from reality, and analyzing the agendas and target audiences of various advertisements.
 
 
Cultural and Political Awareness: Positive
The Raising Children Network says that teens can benefit from media exposure by developing cultural and political awareness. Television, films, magazines and social media sites expose teens − who may otherwise be limited to interactions with people from their own cultural and ethnic backgrounds − to an array of different people. While family members and peers may perpetuate stereotypes of different cultural groups, media outlets can offer a diverse display of cultural or ethnic groups − such as Asian, Latino and Black Americans − that encourage teens to think critically and question cultural stereotypes. News outlets, such as CNN, Fox News and Al-Jazeera English, provide teens with an opportunity to develop a political stance. Exposure to news and information about events occurring around the world also allow teens to participate in charitable acts or consider other ways to engage in benevolent deeds.
 
 
Social Skills Development: Positive
Teens can learn to enhance social interactions with their peers through involvement in social media, says the Raising Children Network. Quite often, friendships on social media sites are merely offline extensions of existing, face-to-face relationships. Social media also allows teens to cultivate new friendships, which brings them access to wider networks and provides even greater learning and social opportunities. Other benefits for teens engaged in social media include increased social confidence, more social support and heightened media literacy. Social media diversifies teens’ social skills, which will help them navigate through a technologically astute society.
 
 
 
 

Teens and Social Media

Published: Sunday, 4 Aug 2013 - 11:01 AM ET
By: Mary Noonan, Senior Producer 
 
When a group of teenagers says Facebook “confuses and scares” them and makes their eyes hurt, there may be a problem. Though Facebook is still considered the most popular social network among teens, their enthusiasm seems to be waning. Some of them blame it on the ads and the games, but they also say it’s become too popular with their parents. 
 
A recent Pew Research Center report found that 77 percent of online teens are still on Facebook compared with 24 percent on Twitter, but the latter number is up 16 percent since 2011. 
 
Carl Quintanilla interviewed a group of students from Torrington High School in Connecticut and at least anecdotally, they were on par with the Pew study. 

Senior Austin Kelson considers himself a big tweeter. 
 
“One of the things I love about Twitter is that whatever you wanna say, say it in a couple words and that’s it,” Kelson said. He and his friends say that, in addition to their friends, they follow celebrities, musicians and athletes such as LeBron James. 
 
As reflected in the Pew study, the number of ads on Facebook has been a turnoff to the Torrington students. 
 
But when asked about Twitter’s approach to advertising, Brianna Cole said, “The way the ads are done on Twitter I think is actually pretty clever. I mean, they’re done in the form of tweets. So it’s not something that is an eyesore. It’s just another tweet to scroll past.” 
 
When pressed, the Torrington kids admit they probably could live without Twitter but Kelson prefers not to. “I could live, but I don’t know − I’d be pretty bored”, he said. 
 
With teens being the most fickle online users, their current attachment offers no guarantees for the future, according to Cole. 
“There was Myspace before Facebook, and then Facebook happened and everybody thought that was the next best thing, and then Twitter happened”, she said; “I mean, there’s always going to be something.” 
 
CNBC tells the story behind the rise of Twitter, the social media giant whose 200 million active users have made it a fixture at home and around the world.
 
 
 
 

Reading Analisys

 

Top 10 Vocabulary

1 - awareness = knowledge or understanding of a particular subject or situation.
2 - development = the process of becoming bigger, stronger, more advanced, or more severe.
3 - it’s up to (somebody) = depending on someone and what they decide to do.
4 - outlet = a store, company, organization, etc. through which products are sold; (outros significados: válvula de escape; ponta de estoque) ≠ on sale = available to be bought at a lower price than usual.
5 - news = information about something has happening recently; reports of recent events in the newspaper or on television or the radio.
6 - deeds = something that you do, especially something that is very good or bad.
7 - enhance = to make something such as a taste, feeling, or ability better.
8 - eyesore = something that is very ugly, especially a building surrounded by other things that are not ugly.
9 - pretty = fairly, but not completely, very.
10 - fickle = someone who is fickle is always changing their opinions or feelings about what they like or want, so that you cannot depend on them.
 
 
 
 

False Friends (Be Careful!)

 
  • actually = used when you are giving an opinion or adding new information to what you have just said ≠ nowadays = in the present, compared with what happened in the past.
 
  • attachment = a feeling that you like or love someone or something and that you would be unhappy without them ≠ attack = the act of using weapons against an enemy in a war.
 
  • media = all the organizations, such as television, radio, and newspapers that provide news and information for the public, or the people who report the news stories ≠ average = the usual level or amount for most people or things in a group; the amount calculated by adding together several quantities, and then dividing this amount by the total number of quantities.
 
  • sort = a group or class of people, things, etc. that have similar qualities or features (characteristics) ≠ luck = the good things that happen to someone by chance, not through their work or effort.
 
  • advertising = the activity or business of advertising things on television, in newspapers, etc ≠ warning = something, especially a statement, that tells you that something bad, annoying, or dangerous might happen.
 
  • character = person in a book, play (theater performance), movie, etc. ≠ character (honesty) = a combination of qualities such as courage, loyalty, and honesty that are admired and regarded as valuable. 
 
  • audience = a group of people who watch and listen to a concert, speech, movie, etc ≠ audience (meeting) = a formal meeting with a very important person.
 
  • display (arrangement) = an arrangement of things for people to look at ≠ display (on equipment) = a part of a piece of equipment that shows changing information, for example the screen of a computer.
 
  • parents = the father or mother of a person or animal ≠ relatives = a member of your family.
 
  • report = a written or spoken description of a situation or event, giving people the information they need ≠ reporter = someone whose job is to write about events for a newspaper or to tell people about events on television or the radio.
 
  • current = happening or existing now, but not likely to last for a long time ≠ flowing = if a liquid flows, it moves in a steady continuous stream.

 

Words Often Confused

 
  • indoor = interno, interior (adjetivo) ≠ outdoor
 
  • indoors = dentro, do lado de dentro (advérbio) ≠ outdoors
 
  • kidnap = sequestrar pessoas
 
  • hijack = sequestrar veículos
 
  • last = último, final
 
  • latest = o mais recente, último
 
  • least = mínimo (advérbio)

 

Vocabulary Flashback 

(Parts of the House) 

 
 
 

Disponível em: www.shertonenglishpt.com/pt/gramatica/vocabulario-em-ingles. Acesso em 02 dez. 2013

 

Pronunciation Analisys

 
  • inherently = “inrrírentli”
 
  • increasingly = “incrísinli”
 
  • heightened = “ráitend”
 
  • anecdotally  = “anícdoutli”
 
  • fixture = “fikstchâr”
 
 

Spelling Analisys

O sufixos -able/-ible são acrescentados a verbos ou substantivos para formar adjetivos, significando “que pode ser”. Observe:
 
 
  • to avoid (evitar) → avoidABLE (evitável, que pode ser evitado)
 
  • to access (acessar) → accessIBLE (acessível, que pode ser acessado)
 
  • to consider (considerar) → considerABLE (considerável, que pode ser considerado)
 
  • to contempt (desprezar) → contemptIBLE (desprezível, que pode ser desprezado)
 
 
A forma -ible j á está incorporada a algumas palavras em inglês, como em possible, visible, legible.
 
 

Grammar Analisys

Continuous Tenses − Past, Present, Future (Affirmative, Interrogative, and Negative Sentences)

O Past Continuous (lê-se contíniuâs, com a força no “i” e um “a” fechado no final) é usado para se referir a uma situação que estava em andamento em um determinado momento do passado. Observe a estrutura:
 
 
Sujeito + WAS / WERE (verbo to be no passado) + VERB + ING + complemento.
 
 
  • She was working yesterday night. (Ela estava trabalhando ontem à noite.)
 
  • He was working at the college. (Ele estava trabalhando na universidade.)
 
  • The dog was barking a lot yesterday night. (O cachorro estava latindo muito na noite passada.)
 
 
Para a forma negativa, basta acrescentar o not após o passado do verbo to be (was/were):
 
 
  • They were not studying when I arrived home. (Eles não estavam estudando quando eu cheguei em casa.)
 
  • I was not traveling last week. (Eu não estava viajando na semana passada.)
 
  • We were not playing cards during the class. (Nós não estávamos jogando baralho durante a aula.)
 
 
Para elaborar uma frase interrogativa é necessário colocar o passado do verbo to be (was/were) no início da frase:
 
 
  • Was Lisa copying Marianne’s exercises? (A Lisa estava copiando os exercícios da Marianne?)
 
  • Was Bob riding a horse with his friends on the farm yesterday? (O Bob estava andando a cavalo com seus amigos na fazenda ontem?)
 
  • Were you two dancing during the P.E. class yesterday? (Vocês dois estavam dançando durante a aula de Educação Física ontem?)
 
 
 
Seria oportuno relembrar as conjugações do verbo to be (ser/estar), o verbo mais difícil da língua inglesa! Irregular, o único com três conjugações diferentes no presente e com duas traduções importantes para português. Não pode ser negligenciado.

O Present Continuous deve ser usado para expressar uma situação que está em progresso, ou seja, uma ação que ainda está acontecendo. Todo nosso -ando, -endo e -indo dos verbos em português devem ser trocados em inglês por -ing.
 
 
 
 
A construção do presente contínuo deve ser dada segundo a forma:
 
 
Sujeito + AM / IS / ARE (verbo to be no presente) + VERB + ING + complemento
 
 
  • She is studying English now. (Ela está estudando inglês agora.)
 
 
Para a forma negativa, basta acrescentar o not após o verbo to be (am, is e are):
 
 
  • He is not playing the electric guitar at this moment. (Ele não está tocando guitarra neste exato momento.)
 
  • She is not listening to music. (Ela não está ouvindo música.)
 
  • They are not helping their mother. (Eles não estão ajudando a mãe deles.)
 
 
Para elaborar uma frase interrogativa é necessário colocar o verbo to be no início da frase:
 
  • Is Marianne talking to Bob? (A Marianne está conversando com o Bob?)
 
  • Is Susan watching the soap opera? (A Susan está assistindo a novela?)
 
  • Are the kids playing on the back yard? (As crianças estão brincando no quintal?)
 
 
Atenção para algumas especificidades ortográficas relativas ao sufixo -ing:
 

1- Deve-se retirar o “e” dos verbos terminados com essa letra, antes de se acrescentar o -ing:
 
to ride (andar) = riding (andar - de bicicleta, moto...)
to dance (dançar) = dancing
 
  • She is riding a bike now. (Ela está andando de bicicleta agora.)
 
  • She is dancing ballet. (Ela está dançando balé.)
 
2- Deve-se dobrar a última letra dos verbos terminados em CVC (consoante, vogal, consoante) antes de se acrescentar o -ing, porém, somente se a última sílaba for a tônica, OK?
 
 
to swim ( nadar) = swim m ing
 
to put ( colocar) = put t ing
 
to open ( abrir − “ ôpen”) = ope n ing 
(“ ôpenin” − não pronunciamos o “g”)
 
 
  • He is swimming in the lake. (Ele está nadando no lago.)
 
  • She is putting the folders in the drawer. (Ela está colocando as pastas na gaveta.)
 
  • They are opening the store right now! (Eles estão abrindo a loja neste exato momento!)
 
O Future Continuous é usado para expressar ações (normalmente prolongadas) que estarão acontecendo em um momento particular no futuro. A construção do futuro contínuo deve ser dada segundo a forma:
 
 
Sujeito + WILL + BE+ VERB + ING + complemento
 
 
  • I will be studying at 4 p.m. tomorrow.
 
 
Perceba que, como se usa o auxiliar de futuro − will−, a construção repete-se para todas as pessoas do discurso:
 
 
  • I will be studying at 4 p.m. tomorrow. Alice will be studying with me, too.
 
  • Na negativa temos:
 
  • I will NOT be playing at 6 p.m. tomorrow.
 
    
E, na interrogativa:
 
 
  • Noney, by the time I arrive, will you be sleeping?
 
 

Did you Know That?

A palavra “wanna” é a contração (junção) do verbo to want com a preposição to, que forma o infinitivo dos verbos em inglês, ou seja, wanna say... = want to say.... Contrações são permitidas em situações informais, isto é, diálogos com familiares, colegas, salas de bate-papo na internet, etc.
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