PRÁTICA DE PROVAS R
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TABLE OF CONTENTS | PRÁTICA DE PROVAS R
TABLE OF CONTENTS PRÁTICA DE PROVAS 2020/3
UPF 6 FUVEST 25 UnB 59 UFSC 68 UFRGS 85 PUC-RS 125 UCS 147 ENEM 171 Gabaritos 225
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UPF 2020 - VERÃO
Amazon rainforest res 2019 GEORGIA CHAMBERS - Tuesday 27 August, 2019.
01. Thousands of new res have been started in the Amazon rainforest over the weekend as blazes continue to devastate 02. huge parts of the region. The National Institute for Space Research (INPE), which monitors deforestation in Brazil, said some 03. 1,113 new res were ignited across Saturday and Sunday. Video footage of the res has gone viral on social media over 04. the past few weeks, while millions fear the impact the ongoing destruction of the world’s largest rainforest may have on 05. the climate change crisis. According to the INPE, there have been 72,843 res in Brazil this year, with more than half in the 06. Amazon region – an increase of more than 80 percent compared with the previous year. Brazil’s president, Jair Bolsonaro, 07. and his environmental policies have come under scrutiny, with critics saying he favours development over conservation. 08. NASA's Aqua satellite shows several res burning in the Brazilian states of Amazonas. The European Union Earth 09. Observation Program’s Sentinel satellites also captured images of “signi cant amounts of smoke” over Amazonas, Rondonia 10. and other areas. 11. The scale of the res is so huge that they can be seen from space, NASA has said. According to the INPE, more than 1 ½ 12. football elds of Amazon rainforest are being destroyed every minute of every day. “This is without question one of only 13. two times that there have been res like this in the Amazon,” ecologist Thomas Lovejoy told National Geographic. “There’s 14. no question that it’s a consequence of the recent uptick in deforestation.” 15. The res have caused mass devastation across the Amazonian region. The Amazon rainforest is considered vital in the 16. slowing of global warming, thanks to its plethora of habitable species of fauna and ora. It generates about 20 percent 17. of the world’s oxygen and 10 percent of the world’s known biodiversity. Often referred to as “the lungs of the planet,” it 18. plays a signi cant role in regulating the climate. This means that the destruction of the Amazon rainforest would have 19. a devastating impact on everything from the air we breathe to the water we drink. The res are also causing millions of 20. people indigenous to the Amazon to be displaced. An estimated 500 tribes live within the Amazon. 21. According to NASA, res in the Amazonian area often occur during the dry season, which typically starts around July 22. and August. Peak “activity” is said to happen by early September and ceases by mid-November. Blazes are also started 23. deliberately by a way of deforestation – people clearing out the land for farming or ranches. The INPE has now ruled out 24. natural phenomena being responsible for the surge in forest res. Alberto Setzer, a senior scientist at INPE, told CNN that 25. he believes 99% of the res result ______human actions “either ______purpose or by accident. Retrieved and adapted from: https://www.standard.co.uk/news/world/amazon-rainforest- re-2019-cause-jair-bolsonaro-a4222031.html. Access on September 1st, 2019
Answer the questions 1 to 6 according to Text 1.
1) The text provides information on:
a) The Brazilian president’s latest policies towards the protection of the Amazon. b) The vast devastation the Amazon has been su ering lately due to res. c) The tribes that have been displaced due to res in the Amazon and their future. d) The impact of the Amazon deforestation on the Brazilian economy and environment. e) The world leaders’ responses to res in the Amazon, criticizing Bolsonaro’s policies.
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2) Consider the following questions about the res: 5) From the fragment “This is without question one of only two times that there have been res like I. How much damage have they caused? this in the Amazon” (lines 12 and 13), it is possible to II. What areas have been a ected by the res? understand that the dense situation reviewed in the III. What caused the re? article is something that IV. How big are the res? a) has been registered for the rst time. The sequence in which the related information b) has already occurred several times before. is addressed in the text is correctly revealed by the c) has been occurring in a recurrent way. alternative: d) has never happened before. e) has already happened once before. a) I – IV – II – III. b) II – III – I – IV. 6) Among the several consequences of the ongoing c) II – IV – I – III. Amazon deforestation, it is possible to infer that the d) II – III – IV – I. main concern of the article is its impact on the e) III – I – IV – II. a) water quality. 3) The words scrutiny (line 07), uptick (line 14) b) biodiversity conservation. and plethora (line 16), without any changes in their c) indigenous people areas. meanings, can be replaced by: d) climate regulation. e) farming or ranches areas. a) observation – decrease – lack of. b) attention – decrement – overabundance. c) negotiation – reduction – abundance. d) disregard – intensity – excess. e) investigation – increase – abundance.
4) Consider the following statements:
I. The pronoun which (line 21) refers to res. II. The prepositions from and in complete correctly the gaps in line 25, in this order. III. According to (line 05) can not be replaced by As understated by.
The alternative which incorporates the correct sentence(s) is:
a) I, II and III. b) Only I and II. c) Only I. d) Only III. e) Only I and III.
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Retrieved from http://eqwnews.com/news/view/25880. Access on September 10th, 2019
Answer the questions 7 and 8 according to Text 2.
7) The main purpose of the infographic is to highlight the a) increasing rainforest destruction rate. b) bene ts of having rainforests in our planet. c) factors of the loss of rainforests across the globe. d) upcoming advantages of rainforests to humankind. e) harmful threats rainforests are exposed to.
8) The expression “at least”, in the rst box after the title, refers to the a) smallest amount. b) largest amount. c) exact amount. d) wrong amount. e) last amount.
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UPF 2019 - INVERNO
UK patient 'free' of HIV after stem cell treatment 5 March 2019 By BBC Online Health Editor, Michelle Roberts
01. A UK patient's HIV has become "undetectable" following a stem cell transplant - in only the second case of its 02. kind, doctors report in Nature. 03. The London patient, under a cancer treatment, has now been in remission from HIV for 18 months and is no longer 04. taking HIV drugs. The researchers say it is too early to say the patient is "cured" of HIV. Experts say the approach is not 05. practical for treating most people with HIV but may one day help nd a cure. 06. The male London patient, who has not been named, was diagnosed with HIV in 2003 and advanced Hodgkin's lymphoma 07. in 2012. He had chemotherapy to treat the Hodgkin's cancer and, in addition, stem cells were implanted into the patient 08. from a donor resistant to HIV, leading to both his cancer and HIV going into remission. Researchers from University College 09. London, Imperial College London, Cambridge and Oxford Universities were all involved in the case. 10. 'Not an anomaly' 11. This is the second time a patient treated this way has ended up in remission from HIV. Ten years ago, another patient in 12. Berlin received a bone-marrow transplant from a donor with natural immunity to the virus. Timothy Brown, said to be the 13. rst person to "beat" HIV/Aids, was given two transplants and total body irradiation (radiotherapy) for leukaemia - a much 14. more aggressive treatment. "By achieving remission in a second patient using a similar approach, we have shown that the 15. Berlin patient was not an anomaly and that it really was the treatment approaches that eliminated HIV in these two people," 16. said lead study author Prof Ravindra Gupta, from UCL. 17. Hope of a cure? 18. ______the nding is exciting, it is not o ering up a new treatment for the millions of people around the world 19. living with HIV. The aggressive therapy was primarily used to treat the patient's cancer, not his HIV. 20. Current HIV therapies are really e ective, meaning people with the virus can live long and healthy lives. But the reason 21. this case is so signi cant is that it could help experts who are looking for new ways to tackle HIV and achieve a cure. 22. Understanding how the body can naturally resist the infection does o er up hope of this, even if it is still a long way o . 23. Prof Eduardo Olavarria, also involved in the research, from Imperial College London, said the success of stem cell 24. transplantation o ered hope that new strategies could be developed to tackle the virus. But he added: "The treatment is 25. not appropriate as a standard HIV treatment because of the toxicity of chemotherapy, which in this case was required to 26. treat the lymphoma." 27. How does it work? 28. CCR5 is the most commonly used receptor by HIV-1 - the virus strain of HIV that dominates around the world - to enter 29. cells. But a very small number of people who are resistant to HIV have two mutated copies of the CCR5 receptor. This means 30. the virus cannot penetrate cells in the body that it normally infects. 31. The London patient received stem cells from a donor with this mutation, which made him resistant to HIV as well. But a 32. reservoir of cells carrying HIV can still remain in the body, in a resting state, for many years. The UK researchers say it may be 33. possible to use gene therapy to target the CCR5 receptor in people with HIV, now they know the Berlin patient's recovery 34. was not a one-o . 35. Prof Graham Cooke, National Institute for Health Research research professor and reader in infectious diseases from 36. Imperial College London, said the results were "encouraging". "If we can understand better why the procedure works in 37. some patients and not others, we will be closer to our ultimate goal of curing HIV. "At the moment the procedure still carries 38. too much risk to be used in patients who are otherwise well."
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39. 'Potentially signi cant' 40. Dr Andrew Freedman, reader in infectious diseases and honorary consultant physician at Cardi University, said it was 41. an "interesting and potentially signi cant report". But he said much longer follow-up would be needed to ensure the virus 42. did not re-emerge at a later stage. "______this type of treatment is clearly not practical to treat the millions of people 43. around the world living with HIV, reports such as these may help in the ultimate development of a cure for HIV." 44. In the meantime, he said the focus needed to be on diagnosing HIV promptly and starting patients on lifelong 45. combination antiretroviral therapy (cART). This can prevent the virus being transmitted to others and give people with HIV 46. a near-normal life expectancy. Retrieved and adapted from https://www.bbc.com/news/health-47421855. Access on April 2nd, 2019
Answer the questions 1 to 6 according to Text 1. 3) In the fragment “The UK researchers say it may be possible to use gene therapy to target the CCR5 1) In general, the article brings information on receptor in people with HIV, now they know the Berlin patient's recovery was not a one-o .” (lines 32 to 34), the a) the patients’ necessary health conditions to be expression one-o can be understood as something bene ted from the new nding. b) the betterment of therapies that have been used a) occurring once in a while. to treat cancer patients. b) taking place in a recurrent way. c) the advances and the perspectives in the battle c) recurring at regular intervals. against HIV. d) emerging repeatedly from time to time. d) the increase of HIV patients’ life expectancy in e) happening only once, not repeated. the world. e) the way HIV attacks and infects different types 4) The words that complete the gaps in the text of cells. appropriately, considering lines 18 and 42, are:
2) According to the research nding, it is possible to a) in addition to – when. infer that b) although – while. c) according to – as well as. a) the donor of the stem cells presented a particular d) in addition to – whenever. genetic condition. e) therefore – while. b) the transplant is seen as an e cient treatment to every HIV patient. 5) In the article, the acronyms UK / UCL / cART / BBC c) the rst and second patients received the same refer to, respectively: kind of treatment. d) not all researchers are excited about its results up a) place / university / treatment / press media. to now. b) press media / place / virus / university. e) the UK patient was rst treated to beat the severe c) university / virus / treatment / place. symptoms of HIV. d) researcher / university / place / virus. e) place / researcher / virus / press media.
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6) The authors of the study warn that the research nding o ers a) a new treatment for the millions of people living with HIV. b) a way of stopping the virus transmission promptly. c) the evidence that the beaten virus could not re-emerge at a later stage. d) the HIV cure. e) hope for the development of new strategies to tackle HIV.
Retrieved from https://www.who.int/hiv/data/2017_summary-global-hiv-epidemic.png?ua=1. Access on March 30th, 2019
Answer the questions 7 and 8 according to Text 2.
7) The chart provides an overview of 8) The only question that cannot be answered with the information from the image is: a) present-day data on countries’ HIV epidemic. b) pediatric HIV statistics. a) Are the HIV cases restricted to grown-ups? c) number of people living under current HIV treatment. b) Is the epidemic controlled? d) demographic and epidemiological HIV data. c) Which is the most infected gender? e) information on mother-to-child HIV transmission. d) How are HIV policies being spread globally? e) What is the source of the publishing?
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UPF 2019 - VERÃO
After wreaking havoc in Africa, 'impossible to kill' crop-destroying worm reaches Asia By Swati Gupta, CNN August 14, 2018
01. After leaving a trail of ruined crops in Africa and the Americas, an invasive worm has been found in India, prompting 02. concern that it could have a devastating e ect on the country's agriculture. 03. Fall armyworm, a pest which feeds on maize and other key crops, has been detected in the state of Karnataka, according 04. to o cials. In neighboring Tamil Nadu, about 15% to 20% of the maize crops on the campus of Tamil Nadu Agricultural 05. University showed evidence of the worm. 06. It has already ravaged a dozen or so countries in Africa, with some areas of Zimbabwe su ering up to 70% crop 07. destruction. According to the Center for Agriculture and Bioscience International (CABI) and the UK's Department for 08. International Development, African nations stand to lose between $2.4 billion and $6.1 billion due to the worm. 09. Indian o cials and observers are fearing a similar e ect on the subcontinent. "This will certainly spread to India's 10. neighbors to the east," said Roger Day, program executive of Action on Invasives at CABI. He said that East and Southeast 11. Asia has plenty of "environmentally suitable" areas where the pest can thrive, including Bangladesh, Myanmar, Laos, 12. Thailand, Vietnam, Philippines, Indonesia, and China. And there's little anyone can do about it. Previous and costly attempts 13. to stop the worm have been largely unsuccessful. With the worm detected in at least two states so far, SK Jalali, a scientist 14. at the Indian Council of Agricultural Research (ICAR), said he and his colleagues are bracing themselves for the worst. "How 15. the worm will spread, we do not know yet," Jalali said. Labs across India have been alerted and told to do surveys of their 16. own, but it may be too late to stop the worm's expansion. 17. "It looks like that it has already been present for a while. I would not be surprised if it has already spread past Karnataka," 18. said Day. The Indian infestation is being monitored by multiple international organizations, including CABI and the United 19. Nations' Food and Agricultural Organization. 20. The goal, Day said, should be control rather than eradication. Scientists and researchers have formulated ways to slow 21. the spread or to ght the infestation using bio-pesticides. However, Jalali warned that with the infestation still in its early 22. stages, "we don't know what will work on it." Due to the speed at which the pest multiplies, India will have to move faster 23. in evaluating the impact and helping farmers. Retrieved and adapted from: https://edition.cnn.com/2018/08/14/asia/india-armyworm-crop-infestation-intl/index.html?utm_content=2018-08- 15T11%3A30%3A08&utm_source=fbCNNi&utm_term=link&utm_medium=social. Access on August 18th, 2018.
Answer the questions 1 to 4 according to Text 1.
1) The main goal of the text is 2) About the “armyworm”, it is possible to a rm that
a) to give details on how e ciently scientists are a) it has already reached some important countries getting rid of worms on plants. in Asia, such as China. b) to make people aware of the impact of worms on b) it has left a trace of destruction on plantations not the environment in India. only in Africa. c) to inform about a pest which has been devastating c) some initiatives to prevent it have had signi cant crops in some continents. results so far. d) to alert people about the decrease of maize d) scientists and authorities on agriculture are plantations in Africa and India. positive towards its combat. e) to discuss the negative aspects of using pesticides e) the Indian government has been acting as fast as to stop crop-destroying worms. the worm’s infestation in order to stop it.
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3) Without a change in meaning, the expression “or 4) Consider the questions below. so” in “It has already ravaged a dozen or so countries in Africa […]” (line 6), can be replaced by I. Have Indian laboratories been advised to investigate the worm? a) approximately. II. How much have Indian organizations spent so far b) naturally. on bio-pesticides? c) impartially. III. In which continents has the pest been found up d) exactly. to now? e) precisely. IV. What kind of support are farmers getting from agriculture authorities?
The questions which can be answered by the content of the text are
a) I and II. d) II and III. b) II and IV. e) I and III. c) III and IV.
Why you should care that Greenpeace found microplastics and chemicals in remote Antarctic waters Amanda Froelich August 1, 2018
01. After reviewing water and snow samples from Antarctica, obtained during a recent expedition, a Greenpeace group 02. found the presence of microplastics and persistent chemicals in the majority of samples tested. Considering there is little 03. data for microplastics in Antarctic waters, this latest analysis provides valuable information concerning the presence of 04. such contamination in the region. 05. As Frida Bengtsson of Greenpeace said, most people imagine the Antarctic as a “remote and pristine wilderness.” But, 06. due to mankind’s unsustainable habits and lack of regard for the environment, the remote habitat is now contaminated 07. with microplastic waste and hazardous chemicals. “We need action at source, to stop these pollutants ending up in the 08. Antarctic in the rst place, and we need an Antarctic Ocean Sanctuary to give space for penguins, whales and the entire 09. ecosystem to recover from the pressures they’re facing,” said Bengtsson. 10. Microplastics and toxic chemicals weren’t the only o enders observed _____ the environment. The team also found 11. waste ______the shing industry. “Buoys, nets and tarpaulins drifted in ______icebergs, which was really sad to see,” 12. Bengtsson continued. “We took them out of the water, but it really made clear to me how we need to put vast parts of this 13. area o -limits to human activity if we’re going to protect the Antarctic’s incredible wildlife.” 14. As a result of this nding, it is now a fact that plastic has been found in all corners of Earth’s oceans. To protect marine 15. life and the health of the oceans, pollution in all forms needs to be curbed. 16. The Truth About Plastic Pollution 17. It’s easy to grab an iced latte from your favorite co ee shop in the morning, then discard it without a second thought. 18. But what’s not easy is comprehending how the simple action can adversely a ect wildlife, the environment, and even 19. present and future generations. 20. Believe it or not, approximately 80 percent of the plastic which is discarded on land makes its way to the oceans. Once 21. the debris is oating at sea, it gets swept into giant converges of oating rubbish. The greatest is twice the size of Texas and 22. is known as the Great Paci c Garbage Patch.
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23. Over time, the friction of the waves breaks down the plastic trash. Once the plastic wears down to about ve millimeters 24. (or about the size of a sesame seed), it is considered to be a “microplastic”. This term encompasses the tiny particles of trash 25. that are being ingested by wildlife, leaching hazardous chemicals into the environment, and traveling into remote recesses 26. of the planet. If there was ever a time to take action, that time is now. Retrieved and adapted from http://www.onegreenplanet.org/environment/care-greenpeace-found-microplastics- chemicals-remote-antarctic-waters/. Access on August 20th, 2018
Answer the questions 5 to 8 according to Text 2.
5) The text points out the problems caused by 7) The expressions we (line 07); they (line 09) and mankind to the environment considering, particularly, them (line 12), respectively, refer to
a) garbage disposal, deforestation and slaughter a) the Greenpeace activists / penguins, whales and of animals. the entire ecosystem / icebergs. b) global warming in the planet's glaciers. b) the mankind / penguins, whales / icebergs. c) plastic waste disposal. c) the Antartic population / pressures / buoys, nets d) predatory shing and exploitation of marine and tarpaulins. resources. d) the mankind / penguins, whales and the entire e) Antarctic melting, such as the rising sea level and ecosystem / buoys, nets and tarpaulins. the death of whales. e) the Greenpeace activists / these pollutants / Antarctic’s incredible wildlife. 6) According to the text, it is possible to a rm that 8) The correct prepositions to complete the gaps a) the plastic discarded in the sea can be dismantled (lines 10 to 11) of the text are by the friction with the waves, so the microplastic that emerges does not endanger wildlife. a) in – from – between. b) Greenpeace is investigating what happens to all b) on – from – below. the plastic and waste which is discarded on Earth, in c) in – for – above. order to know whether it goes to the sea or it is eaten d) on – for – across. by wildlife. e) from – of – between. c) the friction of plastic with the waves generates the microplastic, which is ingested by the animals, leading to a contaminated planet by dangerous chemical substances. d) the plastic has not been found in all Earth’s oceans yet, thus mankind still has some time to plan actions to protect marine life and the health of the oceans. e) the Antarctic is still a remote and pristine wilderness, but mankind’s unsustainable habits and lack of regard for the environment will contaminate the remote habitat in a few years.
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UPF 2018 - INVERNO
Heartache and Su ering: Slavery in Brazil By Matt Sandy
01. There is a journey across the north of Brazil that few who make it ever forget. It goes from farms often without basic 02. necessities of life and villages of the country’s northeast along disintegrating freeways and across the waters of the River 03. Araguaia on rusting ferry boats. It arrives at the ruined periphery of the Amazon rainforest, where the voyage ends. 04. This is the slavery road, along which thousands of poor workers are tra cked, threatened, beaten and made to work 05. without pay on farms or down coalmines or deforesting the jungle. It has happened for decades and — despite e orts to 06. combat it — is still commonplace in the world’s eighth-largest economy. 07. [1]______2003, the government has rescued 44,483 workers from what it calls conditions analogous to slavery. But 08. the numbers of slaves is unknown.“It is an invisible crime,” said Luiz Machado of the International Labor Organization. “The 09. victims are threatened and stay silent. It is impossible to say.” 10. Globally, it is estimated there are as many as 36 million slaves, according to leading nongovernmental organizations. 11. A 1956 U.N. convention de nes “slavery” as “debt bondage, serfdom, forced marriage and the delivery of a child for 12. exploitation”. In Brazil, slavery is de ned as forced labor, debt bondage, degrading conditions that violate human rights 13. or overwork that threatens life or health. This wider de nition, which is based on protecting dignity as well as freedom, is 14. supported by the Human Rights Council of the UN and the International Labor Organization. 15. Slavery is reported [2]______the country, [3]______farms in the wealthy south [4]______ve-star hotels in Rio de 16. Janeiro and factories in São Paulo. But for decades, the heart of the problem has been this repeated route. It leads from 17. northeastern states such as Maranhão and Piauí, known for their poverty and political corruption, to Pará, a vast state in 18. northern Brazil encompassing much of the Amazon rain forest. 19. It is a problem that is entrenched into the feudal culture of many of Brazil’s remotest areas. It is estimated that as many 20. as 4.9 million people, overwhelmingly African, were enslaved in Brazil after it was colonized in 1500. For more than two 21. centuries, vast areas of the country were ruled by all-powerful captains appointed by Lisbon who had the right to exploit 22. natural resources — and slaves — at will. 23. Slavery was abolished in 1888, but land reforms forced the poor to continue to be exploited in terrible conditions on 24. the same farms, historians say. It was only after the widespread exploitation of the Amazon began 40 years ago and Brazil’s 25. return to democracy in 1988 that the problem was acknowledged. Retrieved and adapted from http://www.mattsandy.net/?p=1999#comment-1474. Access on March 1st, 2018
Answer the questions 1 to 4 according to Text 1.
1) According to the text, it is true to a rm:
a) Slavery in Brazil ended with abolition in the 18th century, and today's society is still struggling against the descendants of slaves for a fair and egalitarian country. b) Slavery is a social problem which persists in Brazil due to a feudal culture that reassembles to the colonial period. c) Slavery in Brazil brought undesirable consequences; however, they were overcome in the 20th century, considering all citizens have fair social conditions. d) Slavery is part of the remote history of Brazil and was eradicated from the country with forceful government actions, in the 19th century. e) Slavery abolition in Brazil in the 19th century brought land reform, interrupting the exploitation and terrible conditions of work.
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2) Read the sentences.
I. Today's slavery is an inauspicious phenomenon that is present throughout the country. II. Lots of impoverished laborers are still taken by force, beaten and get no payment for their work. III. The Human Rights Council of the UN and the International Labor Organization are entities that have to protect the impoverished laborers, however, they are not doing their job properly. IV. Drinking and over-spending contribute to the enslavement of workers because they do not have enough money to pay their expenses.
According to the text, it is correct what is said in the sentences:
a) I, II and III. b) III and IV. c) I and II. d) II and III. e) I and IV.
3) Choose the alternative which best completes the sentences.
- [ 1 ] ______2003, the government has rescued 44,483 workers from what it calls conditions analogous to slavery (line 07). - Slavery is reported [ 2 ] ______the country, [ 3 ] ______farms in the wealthy south [ 4 ] ______ve-star hotels in Rio de Janeiro and factories in São Paulo (line 15).
1 2 3 4 a) Since across from to b) In among on to c) In inside from of d) Since among on for e) For across from of
4) The expressions ‘who’ (line 01), ‘which’ (line 04), ‘that’ (line 12) refer, respectively, to:
a) Brazil – thousands of poor workers – human rights. b) few – slavery road – degrading conditions. c) farms and villages – slavery road – human rights. d) Brazil – farms or down coalmines – degrading conditions. e) few – farms or down coalmines – human rights.
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Stephen Hawking's warnings: What he predicted for the future By Paul Rincon Science editor, BBC News website - 15 March 2018
01. Stephen Hawking's fame was founded on the research he did on general relativity and black holes. But he often stepped 02. outside his own eld of research, using his recognition to highlight what he saw as the great challenges and existential 03. threats for humanity in coming decades. His pronouncements drove headlines in the media, which sometimes proved 04. controversial. 05. Leaving Earth 06. Hawking was clearly troubled that we were putting all our eggs in one basket. Hawking's rationale was that humankind 07. would eventually fall victim to an extinction-level catastrophe - perhaps sooner rather than later. What worried him were 08. so-called low-probability, high impact events - a large asteroid striking our planet is the classic example. But Hawking 09. perceived a host of other potential threats: arti cial intelligence, climate change, genetically modi ed viruses and nuclear 10. war to name a few. 11. ______12. Hawking said the primitive forms of arti cial intelligence developed so far had already proved very useful; indeed, 13. the tech he used to communicate incorporated a basic form of AI. But Hawking feared the consequences of advanced 14. forms of machine intelligence that could match or surpass humans. Some academics thought the comments drew on 15. outdated science ction tropes. Others, such as Prof Bradley Love, from UCL, agreed there were risks: "Clever AI will create 16. tremendous wealth for society, but will leave many people without jobs," he told The Conversation. But he added: "If we are 17. going to worry about the future of humanity we should focus on the real challenges, such as climate change and weapons 18. of mass destruction rather than fanciful killer AI robots." 19. ______20. The Cambridge physicist regarded global warming as one of the biggest threats to life on the planet. Hawking was 21. particularly fearful of hitting the moment where global warming would become irreversible. He also expressed concern 22. about America's decision to pull out of the Paris Agreement. 23. ______24. There's a whole eld of science dedicated to listening for signals from intelligent beings elsewhere in the Universe. 25. But Hawking cautioned against trying to actively hail any alien civilisations that might be out there. In 2010, he told the 26. Discovery Channel that aliens might simply raid Earth for resources and then move on. "If aliens visit us, the outcome would 27. be much as when Columbus landed in America, which didn't turn out well for the Native Americans," he said. 28. Controversial headlines 29. The media attention gave him an unprecedented platform. But some in the scienti c community were occasionally less 30. enthusiastic about the resulting headlines than the journalists who wrote them. But many would also argue that, beyond 31. individual statements or headlines, Hawking had a unique ability to connect with the public. It's testament to his success 32. as a communicator that the mourning for this champion of rational thinking extends far beyond the scienti c community. Retrieved and adapted from from http://www.bbc.com/news/science-environment-43408961. Access on March 27th, 2018
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Answer the questions 5 to 8 according to Text 2.
5) According to the content of each paragraph in the text, the appropriate missing subtites, in the lines 11, 19 and 23, are, respectively:
a) Tipping Point / Shhhh, keep it down / Rise of the machines? b) Shhhh, keep it down / Tipping Point / Rise of the machines? c) Tipping Point / Rise of the machines? / Shhhh, keep it down. d) Rise of the machines? / Tipping Point / Shhhh, keep it down. e) Rise of the machines? / Shhhh, keep it down / Tipping Point.
6) Read these statements:
I. Hawking recognized the great opportunities that arose from advances in arti cial intelligence, but also warned about the dangers. II. Hawking was acknowledged by the ability of bringing science to the attention of people who might otherwise have never given it a second thought. III. Hawking’s comments on the media also focused on topics where he had no special expertise.
According to the text:
a) I, II and III are incorrect. b) only I and II are correct. c) only II and III are correct. d) only I is correct. e) I, II and III are correct.
7) ‘Indeed’ (line 12) and ‘occasionally’ (line 29) can be replaced in the sentences without losing the original meaning by a) dubiously – frequently. b) questionably – regularly. c) tentatively – often. d) suspiciously – by ordinary. e) actually – now and then.
8) In the text, the idiom ‘putting all our eggs in one basket’ (line 06) means to make everything
a) organized at the same way. b) joined at the same place. c) guided by the same person. d) dependent on only one thing. e) equal and equivalent.
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UPF 2018 - VERÃO
'I am not afraid': Barcelona holds peace march after terror attacks Angela Dewan, CNN
01. Half a million people took part in a colorful peace protest in Barcelona on Saturday after Spain's Catalonia region was hit 02. with two terror attacks that killed 16 people. 03. The march was organized with the hashtag #NoTincPor -- Catalan for "I am not afraid" a slogan shouted repeatedly 04. by the protesters as they made their way down the Passeig de Gràcia shopping avenue. Spanish King Felipe VI and Prime 05. Minister Mariano Rajoy attended the protest. Protesters held signs saying "No to Islamophobia" as they marched alongside 06. members of the city's Muslim community. 07. Some Muslim marchers held signs reading "I am Muslim. I am not a terrorist," and "Islam is peace." "The solution is peace. 08. Peace is equal for all," one protester told CNN Espanol. Another woman in the crowd looked dejected and said simply, "it's 09. enough already." 10. Marchers handed roses to the police and paramedics to thank them for their response t o the attacks, and some adorned 11. their vehicles with the owers. 12. The Catalan Police con rmed that around 500,000 people attended the protests. On its Twitter account, police posted 13. pictures of the march and wrote: "Today there is only one message and it is the rejection of terrorism. Respect all cultures 14. and let's say #Imnotafraid #Protesters also added their tributes to a mountain of roses laid at Las Ramblas, where a driver 15. plowed a van into crowds on August 17, killing 14 people and leaving more than 100 others injured. 16. Police believe 22 year old Morrocan national Younes Abouyaaqoub was the driver in the attack. He is also accused of 17. killing a man as he hijacked a vehicle to escape the attack scene. Abouyaaqoub was killed during a police operation on 18. Monday. 19. Another victim died in a second attack in the early hours of August 18, when a vehicle mowed down pedestrians in the 20. coastal town of Cambrils. Five assailants in the car were shot dead by police at the scene. They and Abouyaaqoub were 21. wearing fake suicide belts when they were killed, police said. Retrieved and adapted from http://edition.cnn.com/2017/08/27/europe/barcelona demonstration spain attacks/index.html. Access on September 1 st , 2017
Answer the questions 1 to 4 according to Text 1.
1) Based on the article, the reader is able to infer 2) The protest against terrorism in Barcelona also people organized the demonstration represented
a) on social media. a) its people s disapproval concerning diversity. b) on the city hall s website. b) how crowded a Muslim protest should be. c) on the main Spanish newspapers. c) the city s unity and cultural d iversity. d) with the objection of the Spanish police. d) the marchers and the police s disagreement. e) with the approval of worldwide authorities. e) the Muslim support on the police force.
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3) The only piece of information about Younes which 4) From the sentences "I am Muslim. I am not a is not found in the text is terrorist ” (line 07) and "Islam is Peace. Peace.” (line 07), it is possible to a rm that a) the number of people killed and injured by him. b) how he ran away from Las Ramblas. a) not a single Muslim is believed to be a terrorist. c) his participation in another act of terrorism. b) terrorism is highly supported by every Muslim. d) his motivation to get involved with terrorism. c) people barely see a Muslim as a terrorist. e) details of his death. d) people usually associate Muslims with terrorism. e) all a Muslim wants is to ght terrorism and peace.
Brazil has opened a massive swath of the amazon to mining. Ivana Kottasová
01. The government has abolished a reserve that straddles the northern states of Pará and Amapá, a move that opens 02. the vast area to mineral exploration and commercial mining. The reserve, which was established in 1984, is huge: It covers 03. 18,000 square miles, an area twice the size of New Jersey. 04. Brazil said that mineral extraction would only b e allowed in areas where there are no conservation controls or indigenous 05. lands. An o cial report from 2010 said that up to two thirds of the reserve is subject to such protections. 06. The government, which has previously said that the region is rich in min erals, gold and iron, framed the decision as an 07. e ort to bring new investment and jobs to a country that recently emerged from the longest recession in its history. 08. Brazil announced a plan in July to revitalize its mining sector, and increase its share of the economy from 4% to 6%. 09. The industry employs 200,000 people in a country where a record 14 million are out of work. The government wants to 10. encourage more growth, and has announced plans to open 10% of all protected rainforest areas to mining. The true scale 11. of mining in the country is unknown because small, illegal mining operations are di cult to track. 12. The elimination of the reserve sparked an immediate backlash from activists and environmental groups. Opposition 13. politicians called it "the biggest crime against the Amazon forest since the 1970s." World Wildlife Fund Brazil warned that 14. deforestation would result, along with a loss of biodiversity and water resources. It said that even areas that remain under 15. formal protection are at risk. "Opening up these areas for mining without discussing environmental safeguards is a social 16. and environmental international a ront," said Mauricio Voivodic, executive director of WWF Brazil. "A gold rush in the region 17. will create irreversible damage to local cultures as well," he added. 18. Deforestation and mining are destroying the rainforest at a stunning rate. The Rainforest Foundation estimates that 19. about 1 acre is wiped out every second, and an estimated 20% of the rainforest has been destroyed over the past 40 year s. 20. The Amazon covers 1.2 billion acres and produces 20% of the world's oxygen. ---- Vasco Cotovio contributed reporting. Retrieved and adapted from http://money.cnn.com/2017/08/24/investing/amazon brazil mining/index.html. Access on September 6 th , 2017
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Answer the questions 5 to 8 according to Text 2
5) Read these statements:
I. Brazil has created a new environmentally safe area free of trade. II. Brazil has given away an area in the north of the country, allowing the exploitation of minerals, although the government shows concerns about its decision. III. The Brazilian government is worried about the national reserves, especially in the Amazon region, resulting in the prohibition of mine exploration in the area. IV. Some people are against the government's decisions.
According to the text
a) II, III and IV are incorrect. b) II and III are correct. c) I and IV are correct. d) I and II are correct. e) I, II and III are incorrect
6) Basically, the Brazilian government's justi cation for its acts in the Amazon region can be understood as
a) an economic and social matter the government wants to arouse people's interest in living in the Amazon region. b) an economic concern the government desires to spark interest in new ventures and create employment. c) a touristic interest the region has a great touristic potential and can call foreigners’ attention. d) a security issue the government intends to ensure the security of the Amazon region. e) a business subject the government wants to warm shop sales and ensure new work fronts.
7) The expressions 'which’ (line 02); 'which' (line 06); 'its' (line 07) and 'its' (line 08) refer, respectively,
a) Pará and Amapá / region / job / July b) New Jersey / country / decision / mining sector c) reserve / decision / investment / economy d) commercial mining / investment / e ort / industry. e) r eserve / government / country /
8) The expressions 'a massive swath ’ (title) and 'straddles’ (line 01) can be replaced in the sentences without losing the original meaning by
a) a long broad strip crosses b) a narrow ribbon passes c) a cramped stripe cuts d) a tight shred covers e) lengthy portion detaches
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UPF 2017 - INVERNO
Your smartphone is a pain in the neck Jaque Wilson, CNN
01. Chances are you're reading this while leaning over a table or slumped back in a chair. Your head is tilted forward; your 02. shoulders are curved. If you're on a mobile device, your arms are bent by your side and your back hunch is even more 03. profound. Am I right? 04. The position you're in is probably causing you pain, whether you're aware of it yet or not. Don't worry, physical therapists 05. have a diagnosis for the headaches, neck cricks and achy shoulders. They call it "Text Neck." "Text Neck is not just a texting 06. problem," said Dr. Dean Fishman. "Text neck is a gaming problem. Text neck is an e mailing problem." 07. Fishman originally coined the term in 2008 while examining a 17 year old patient. The teen came in complaining of 08. headaches and neck pain. 09. As Fishman was trying to explain to the patient's mother exactly what the problem was, he glanced over and saw her 10. posture. The teen was sitting in a chair, hunched over her smartphone, texting away. 11. A recent study published in Surgical Technology International's 25th edition says texting may be hurting your back. 12. Conducted by New York spine surgeon Kenneth Hansraj, the study found that bending your head to look at your mobile 13. device held in your hands can put up to 60 pounds of pressure on your neck. 14. Hansraj's study includes illustrations of what happens when mobile users bend their heads at 15, 30, 45 and 90 degrees 15. to look at their devices. He advises users be cognizant of their bodies. "We recommend that people should continue to 16. enjoy their smart devices, but that they pay speci c attention to where their head is in space". 17. The average human head weighs 10 pounds in a neutral position when your ears are over your shoulders. For every 18. inch you tilt your head forward, the pressure on your spine doubles. So if you're looking at a smartphone in your lap, your 19. neck is holding up what feels like 20 or 30 pounds. 20. All that extra pressure puts a strain on your spine and can pull it out of alignment. Dr. Tom DiAngelis compared it to 21. bending your nger back all the way and holding it there for an hour. "As you stretch the tissue for a long period of time, it 22. gets sore, it gets in amed," DiAngelis said. "The real question is: 'What are the long term e ects going to be?' ". Retrieve d and adapted from http://edition.cnn.com/2014/11/20/health/texting spine neck study /index.html. Access on April 3 rd , 2017
Answer the questions 1 to 4 according to Text 1.
1) Read the statements
I. Looking down at a mobile device may be harming you. II. Bending your head puts pressure on your spine. III. Keeping head straight while using a smartphone is advised.
According to the text, th e true statements are
a) I, II and III. b) I and III , only c) II and III , only d) I and II , only e) I, only.
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2) About "Text Neck”, it is possible to a rm that it is related to
a) a new app for smartphone texting. b) a new virus for online games and e mailing devices. c) a new health implication for users of mobile devices. d) a new protocol of neck exercises for physical therapists. e) a new treatment for patients with headaches and neck pain.3) The cognizant body posture for the neutral position demands
a) curving the shoulders. b) keeping the head alignment. c) leaning over a table. d) tilting the head. e) bending the head forward.
4) In the text, the words pounds (line 17) and inch (line 18), are used as units of
a) money and length b) money and time c) weight and temperature d) weight and length. e) weight and money
Rick Kirkman and Jerry Scott Tuesday , March 28 th , 2017
01. When longtime friends Rick Kirkman and Jerry Scott rst discussed doing a comic strip about parenthood, Rick, at least, 02. knew what he was talking about. He and his wife had their rst daughter in 1984, and in 1987, their second daughter was 03. born. Jerry, who had no children, thought what Rick was going through as a parent was very funny. So he decided to write 04. about what he saw at the ______home. Temper tantrums. Dirty diapers. Teething pains. When Rick added his 05. superb artwork, Baby Blues was born. 06. By the way, these days, Jerry isn't laughing so hard about ______parental trials. He became a rst time father 07. himself in 1994. No wonder his writing has only gotten better. Retrieved and adapted from https://comicskingdom.com/baby blues . Access on March 30 th , 2017
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Answer the questions 5 to 8 according to Text 2
5) The main purpose of the text about Baby Blues is to a) share information on how to do an interesting comic strip. b) advise on how to create a successful comic strip for parents. c) suggest the best subject for a comic book involving parenthood. d) evaluate the production of a comic strip. e) inform the reader on how the comic strip was conceived.
6) The text doe s not mention information about a) Kids ’ outbursts at somebody s place. b) Jerry s notion of what it is like to have a child. c) Jerry s motivation to write Baby Blues. d) the authors ’ roles in the production of Baby Blues. e) Jerry s opinion on being a parent himself.
7) Select the alternative that adequately lls in the blanks in lines 04 and 06, a) Kirkman's - Ricks. b) Kirkmans' - Rick's. c) Kirkmans - Rick. d) Kirkmans - Rick's. e) Kirkmans's - Ricks'.
8) The comic strip addresses the a) parents’ inability to raise polite kids. b) kids’ amazing intelligence to solve troubles. c) mother's lack of sensitiveness as a driver. d) accelerated pace of contemporary life. e) kids’ capacity to make fun of a situation.
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FUVEST 2020
TEXTO PARA AS QUESTÕES DE 01 A 05
01. It sounds like a power to be boasted of by the XMen, but researchers say humans might have the ability to pick up on 02. Earth’s magnetic eld. 03. Many animals, from pigeons to turtles, use it to navigate, while research has shown cattle prefer to align themselves 04. with the eld when standing in a pasture. 05. But while debates continue about the mechanisms behind such phenomena, it has remained unclear whether humans 06. also have the power of magnetoreception. Now scientists say there are signs that we do. 07. Writing in the journal eNeuro, Prof Joseph Kirschvink and colleagues in the US and Japan describe how they made 08. their discovery after building a six‐sided cage, the walls of which were made of aluminium to shield the setup from 09. electromagnetic interference. These walls also contained coils through which currents were passed to produce magnetic 10. elds of about the same strength as Earth’s. 11. Each participant was asked to enter the cage and sit still on a wooden chair in the dark, facing straight ahead towards 12. the north. During the experiment, the team measured the participant’s brain waves using an electroencephalogram (EEG). 13. In some experiments the applied magnetic elds were xed in one direction, while in others they were rotated. In still 14. others the machines were turned on but no magnetic eld was produced – meaning the participant was only exposed to 15. Earth’s natural magnetic eld. The participant was unaware which experiment was under way. 16. The results, gathered from 34 adult participants, revealed that certain scenarios triggered a drop in participants’ alpha 17. brain waves – a change that is linked to the brain processing information. 18. Kirschvink said the responses are akin to the brain “freaking out” – in other words clocking an unexpected change in the 19. environment. Crucially, he said, it means that humans must be able to detect such changes – although the strength of the 20. response varied hugely among participants. The Guardian UK Edition, 18/03/2019: Disponível em: https://www.theguardian.com/uk. Acessado em 18/03/2019. Adaptado.
1) Segundo o texto, uma pesquisa cientí ca recente que investigou a magnetorecepção
a) revelou os mecanismos cerebrais responsáveis por essa habilidade nos seres humanos. b) constatou que alguns animais são afetados por diferentes campos magnéticos. c) demonstrou que a orientação pelo magnetismo terrestre diferencia seres humanos e animais. d) sugeriu que o cérebro humano pode ser sensível ao magnetismo da Terra. e) contradisse estudos anteriores sobre o mesmo fenômeno.
2) De acordo com o texto, um procedimento metodológico utilizado no experimento conduzido pelo Prof. Kirschvink e equipe consistiu em
a) submeter os participantes a diferentes campos magnéticos, medindo suas ondas cerebrais. b) isolar os voluntários da in uência do campo magnético terrestre. c) utilizar os com pequenas luzes que acendiam para estimular a atividade cerebral. d) produzir campos magnéticos xados na direção norte. e) provocar reações cerebrais independentes da interferência eletromagnética.
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3) O experimento cientí co descrito no texto provocou alterações no meio ambiente. Com isso, os participantes a) tiveram a frequência de suas ondas cerebrais aumentada. b) experimentaram reações cerebrais indicativas de processamento de informação. c) vivenciaram desorientação espacial aguda. d) relataram a ocorrência de sensações físicas estranhas. e) manifestaram percepção distorcida da passagem do tempo.
4) No texto, os itens lexicais “the setup” (L. 08) referem‐se a a) “their discovery” (L. 08). b) “a six‐sided cage” (L. 08). c) “aluminium” (L. 08). d) “eletromagnetic interference” (L. 09). e) “coils” (L. 09).
5) A expressão “akin to” (L. 18) pode ser traduzida para o português, sem prejuízo de sentido do texto, por a) resultantes de. b) especí cas, no caso de. c) causadas por. d) típicas reações a. e) semelhantes a.
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TEXTO PARA AS QUESTÕES DE 06 A 10
01. After an investigation found that degrees issued by Ellenwood Academy were worthless at the state college level, 02. Florida Attorney General Ashley Moody went to court in an e ort to get the organization shut down. 03. On Monday, Moody’s o ce led a complaint in Hillsborough County circuit court against Ellenwood Academy, which 04. marketed itself as a legitimate secondary school with a program that claimed to o er an “accredited online high school 05. diploma.” However, the lawsuit said the organization didn’t employ any teachers, professors or faculty, had no curriculum 06. and was unable to issue a valid high school diploma. 07. “There are no shortcuts to success, yet diploma mills continue to falsely market easy alternatives to the hard work 08. it takes to earn an education,” Moody said. “Students often enroll with the goal of obtaining a diploma to advance their 09. careers, but often leave with a worthless piece of paper.” 10. To receive a diploma, the lawsuit claimed, consumers just had to pay a $195 enrollment fee, take an online exam until 11. they received a passing score and provide their driver’s license or birth certi cate. Between 2015 and 2017, Moody’s o ce 12. said more than 3,000 people enrolled in the program. 13. Consumer Diana Leonard, according to the lawsuit, didn’t realize her diploma wasn’t accredited by the Florida 14. Department of Education until she tried to sign up for classes at Southern Technical College. 15. “An inquiry to the Admissions Director at every university in Florida’s State University System showed unanimously that 16. a high school diploma from Ellenwood would not be considered acceptable for admission to a state university,” the lawsuit 17. said. 18. Along with being useless for gaining admission to college, the lawsuit said the degrees are also not accepted by 19. employers. Despite being worthless for getting a job or a college degree, the lawsuit argued Ellenwood Academy repeatedly 20. gave the impression their diplomas were valid by misrepresenting that the school was accredited and state approved. Newsweek, 25/03/2019. Disponível em: https://www.newsweek.com/. Acessado em 25/03/2019. Adaptado.
6) Conforme o texto, as ilegalidades cometidas pela 8) De acordo com o texto, a consumidora Diana instituição Ellenwood Academy acarretaram Leonard
a) suspensão de nitiva das atividades presenciais. a) teve sua admissão barrada no Southern Technical b) demissão de funcionários e docentes. College. c) ação judicial contra a escola, movida pelo b) ingressou em uma universidade fora do Estado Procurador Geral da Flórida. da Flórida. d) apreensão de diplomas expedidos pelo c) entrou com ação judicial contra a Ellenwood estabelecimento de ensino. Academy. e) revogação da lei que permitia a criação de cursos d) foi desclassi cada em um processo seletivo para a distância. emprego. e) procurou a Secretaria de Educação da Flórida 7) Segundo o texto, as pessoas que se inscreviam na para validar seu diploma. Ellenwood Academy
a) tinham de apresentar certi cado de conclusão do ensino médio. b) desistiam do curso a distância com frequência. c) prestavam um exame pela internet. d) buscavam um curso rápido e de baixo custo. e) obtinham um diploma de nível universitário.
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9) No contexto, o termo “yet” (L. 07) expressa ideia de 10) Considerado o contexto, um possível sinônimo para o verbo “misrepresenting” (L. 20) é a) condição. b) conclusão. a) straightening. c) tempo. b) falsifying. d) causa. c) concealing. e) oposição. d) announcing. e) understating.
TEXTO PARA AS QUESTÕES DE 11 A 15
01. ABSTRACT. There is a growing consensus among scholars and public policy experts that fundamental labor law reform 02. is necessary in order to reduce the nation’s growing wealth gap. According to conventional wisdom, however, a social 03. democratic approach to labor relations is uniquely un‐American—in deep con ict with our traditions and our governing 04. legal regime. This Article calls into question that conventional account. It details a largely forgotten moment in American 05. history: when the early Fair Labor Standards Act (FLSA) established industry committees of unions, business associations, 06. and the public to set wages on an industry‐by‐industry basis. Alongside the National Labor Relations Act, the system 07. successfully raised wages for hundreds of thousands of Americans, while helping facilitate unionization and a more 08. egalitarian form of administration. And it succeeded within the basic framework of contemporary constitutional doctrine 09. and statutory law. 10. By telling the story of FLSA’s industry committees, this Article shows that collective labor law and individual employment 11. law were not, and need not be, understood as discrete regimes—one a labor‐driven vision of collective rights and the 12. other built around individual rights subject to litigation and waiver. It also demonstrates that, for longer than is typically 13. recognized, the nation experimented with a form of administration that linked the substantive ends of empowering 14. particular social and economic groups to procedural means that solicited and enabled those same groups’ participation 15. in governance (to the exclusion of other groups). Ultimately, recovering this history provides inspiration for imagining 16. alternatives to the current approach to worker participation in the American political economy and to administrative 17. governance more broadly. The Yale Law Journal, volume 128, number 3, 01/2019. Disponível em: https://www.yalelawjournal.org/. Acessado em 18/03/2019. Adaptado.
11) De acordo com o texto, cresce o consenso entre 12) Conforme o texto, o artigo referido descreve um especialistas, nos Estados Unidos, de que uma reforma período esquecido da história estadunidense em que das leis do trabalho a) associações empresariais trabalharam em prol da a) permitirá retomar valores tradicionais norte‐ sindicalização de trabalhadores. americanos. b) as principais indústrias do país di cultaram a b) provocará oposição entre peritos em políticas atuação de comissões mistas nas fábricas. públicas e acadêmicos. c) a Lei Nacional de Relações Trabalhistas sucedeu à c) deverá ser de orientação social‐democrata. Lei de Padrões Justos de Trabalho. d) será necessária para reverter a desigualdade na d) formas mais igualitárias de administração distribuição de renda. empresarial con itavam com a doutrina constitucional e) colocará em xeque o regime legal estadunidense. e as leis estatutárias. e) a implantação de um novo sistema de relações dentro das indústrias resultou em aumento salarial para muitos trabalhadores, dentre outros ganhos.
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13) Um dos argumentos do texto em questão é que o direito individual do trabalho e o direito coletivo do trabalho
a) devem ser vistos como relacionados. b) fundamentam‐se em princípios inconciliáveis. c) impulsionam políticas econômicas sólidas. d) são foco de litígio e renúncia. e) necessitam de revisão.
14) O texto informa que a recuperação histórica pretendida pelo artigo tem como objetivo
a) evitar repetir erros do passado em economia política. b) incentivar propostas de mudanças nas relações trabalhistas. c) corrigir falhas na governança corporativa. d) repensar o destino de grupos excluídos da política econômica. e) reforçar novas formas de sindicalização.
15) Considerado o contexto, o pronome “it” (L. 08) refere‐se a
a) “the system” (L. 06). b) “wages” (L. 07). c) “unionization” (L. 07). d) “administration” (L. 08). e) “constitutional doctrine” (L. 08).
TEXTO PARA AS QUESTÕES DE 16 A 20
01. As the world stared in wonder at the rst image of a black hole, a new star was born here on Earth: Katherine Bouman, a 02. 29‐year‐old postdoctoral researcher who developed an algorithm that was key to capturing the stunning visual. 03. On the ugliest corners of the Internet, however, this sudden fame for a young woman in a male‐dominated eld couldn’t 04. stand. A corrective was quickly found in Andrew Chael, another member of the Event Horizon Telescope team, who, not 05. coincidentally, is white and male. On Reddit and Twitter, memes quickly went viral contrasting Bouman with Chael, who — 06. per the viral images — was actually responsible for “850,000 of the 900,000 lines of code that were written in the historic 07. black‐hole image algorithm!” 08. The implication was clear: Bouman, pushed by an agenda‐driven media, was getting all the attention. But Chael had 09. done all the real work. 10. That’s completely wrong, Chael said in a viral Thursday night Twitter thread of his own. “While I appreciate the 11. congratulations on a result that I worked hard on for years, if you are congratulating me because you have a sexist vendetta 12. against Katie, please go away and reconsider your priorities in life,” he tweeted. 13. In truth, singling out any one scientist in a massive, cross‐disciplinary group e ort like the Event Horizon Telescope’s 14. project is bound to create misapprehensions. 15. “No one algorithm or person made this image,” Bouman wrote on Facebook, “it required the amazing talent of a team of 16. scientists from around the globe and years of hard work to develop the instrument, data processing, imaging methods, and 17. analysis techniques that were necessary to pull o this seemingly impossible feat.” Despite having to speak out against the 18. backlash against Bouman, Chael said he’s also been heartened to see Bouman’s work held up as an inspiration and hopes it 19. leads to more women in astrophysics and astronomy departments. The Washington Post, 12/04/2019. Disponível em: https://www.washingtonpost.com/. Acessado em 12/04/2019. Adaptado.
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16) O texto informa que, após a notícia da captura da imagem de um buraco negro no espaço, postagens na internet
a) pretenderam negar a veracidade do acontecimento cientí co. b) viralizaram parte do código escrito no algoritmo da imagem. c) revelaram uma disputa interna entre os pesquisadores do Event Horizon Telescope. d) alegaram ser Chael o autor principal do algoritmo chave para registro da imagem. e) criticaram Katherine Bouman por minimizar o trabalho da equipe.
17) Conforme relatado no texto, Andrew Chael
a) criticou a mídia o cial pela parcialidade na divulgação da notícia. b) divulgou entre colegas as postagens contrastando seu trabalho com o de Bouman. c) queixou‐se do sexismo existente no grupo de cientistas do Event Horizon Telescope. d) postou um tweet parabenizando as mulheres de sua equipe. e) repudiou os comentários dos internautas sobre seu suposto protagonismo.
18) Segundo o texto, na avaliação de Katherine Bouman,
a) mais mulheres deveriam integrar departamentos de astrofísica e astronomia. b) a equipe do Event Horizon Telescope falhou várias vezes na captura da imagem de um buraco negro. c) pesquisas envolvendo grande número de dados e técnicas de análise tendem a ser vistas como prioritárias pelos laboratórios. d) o sucesso do projeto Event Horizon Telescope requereu o trabalho conjunto de muitos cientistas. e) notícias falsas a respeito de estudos cientí cos sobre o universo são comuns.
19) A forma verbal “couldn’t stand” (L. 03-04), empregada no texto, pode ser parafraseada, sem prejuízo de sentido, por
a) had to be endorsed. b) wasn’t sanctioned. c) was di cult to bear. d) shouldn’t be forgotten. e) was hard to disapprove.
20) No texto, a frase “to pull o this seemingly impossible feat” (L. 17) refere‐se
a) à escrita do algoritmo de 900.000 linhas por uma pessoa. b) à captura da imagem do buraco negro. c) ao esforço da equipe multidisciplinar. d) ao desenvolvimento do telescópio usado no projeto. e) à descoberta de uma nova estrela no universo.
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TEXTO PARA AS QUESTÕES DE 21 A 25
01. The Fourth Circuit appellate court unanimously ruled that politicians violate the First Amendment when they ban their 02. constituents from o cial social media pages. Brian Davison, a local constituent, repeatedly posted comments on Loudoun 03. County Board of Supervisors Chair Phyllis J. Randall’s o cial web page, criticizing local education issues. Randall got fed 04. up with it after Davison called the school board corrupt, and blocked Davison. In the rst such ruling by a court of appeals, 05. the justices found that the First Amendment right to Free Speech protects negative commentators, even on social media 06. platforms, such as Facebook. “Randall unconstitutionally sought to ‘suppress’ Davison’s opinion that there was corruption 07. on the school board,” U.S. Circuit Judge James Wynn Jr wrote for the three‐member panel. “That Randall’s action targeted 08. comments critical of the school board members’ o cial actions and tness for o ce renders the banning all the more 09. problematic as such speech “occupies the core of the protection a orded by the First Amendment.” 10. People have greater rights to free speech when it’s being conducted in a public forum. Speci cally, the government can 11. impose reasonable time, place and manner restrictions on speech in both public and nonpublic forums, but has limited 12. ability to impose contentbased restrictions on traditional or designated public forums. Designating Facebook as a public 13. forum, instead of just a platform or publisher, means that the government can only place limited restrictions on comments, 14. and blocking someone is hardly limited. 15. The decision is the rst of its kind at the appellate level, but is along the same lines as one a year ago, when a federal 16. judge in New York ruled it unconstitutional for President Donald Trump to block critics on Twitter. Davison was representing 17. himself in this lawsuit and stated that “banning the speech of constituents only re ects poorly on the public o cial.” FindLaw, 04/2019. Disponível em: https://www. ndlaw.com/. Acessado em 10/05/2019. Adaptado.
21) Na opinião de Brian Davison, coibir a liberdade de expressão dos cidadãos nas mídias sociais
a) re ete a fragilidade de algumas de nossas instituições. b) é desfavorável para a visão que se tem de funcionários públicos. c) reforça a descon ança dos cidadãos face a alguns o ciais de justiça. d) sinaliza a falta de transparência dos órgãos governamentais. e) favorece a propagação de notícias falsas em outras mídias.
22) De acordo com o texto, as críticas de Brian Davison postadas na página o cial da web de Phyllis J. Randall
a) provocaram a revolta de outros eleitores locais. b) levantaram suspeitas com relação à conduta do tribunal de apelação. c) deram início a uma série de investigações judiciais. d) apontaram corrupção no Conselho de Educação local. e) questionaram os critérios de escolha do presidente do Conselho de Supervisores de Loudoun County.
23) O texto informa que a decisão tomada pelo juiz James Wynn Jr. atesta que todo cidadão tem o direito de
a) emitir opiniões em fóruns públicos, mesmo que sejam negativas àqueles que ocupam posições de poder. b) solicitar o bloqueio de determinadas páginas ou contas em plataformas de mídias sociais. c) falar para o público local, apontando sugestões para a melhoria da comunidade. d) protestar publicamente contra os abusos dos políticos, desde que haja divulgação prévia na internet. e) organizar grupos de eleitores contrários às decisões tomadas pelos políticos no poder.
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24) Segundo o texto, o bloqueio de um cidadão em páginas da web de políticos ou do governo, tendo em vista o conteúdo dos textos que posta,
a) deve ser solicitado por quem se sentir atacado. b) pode levar ao seu banimento em outras plataformas. c) é uma possibilidade bastante restrita. d) depende dos administradores do sítio. e) é possível desde que justi cado à plataforma.
25) Considerado o contexto, na frase “(...) renders the banning all the more problematic as such speech (…)” (L. 08‐09), o termo “as” pode ser substituído, sem prejuízo de sentido, por
a) than. b) so. c) that. d) thus. e) since.
TEXTO PARA AS QUESTÕES DE 26 A 30
01. Major international legal instruments commit international law to protect language rights absolutely, irrespective of 02. counter‐pressures toward linguistic uniformity. This unconditional commitment to language rights is echoed in the writing 03. of human rights scholars, who argue that language is a constitutive element of cultural identity. This article contrasts the 04. ideals of language rights with the actual record of their enforcement. It presents a detailed analysis of the 133 cases that 05. have come before the European Court of Human Rights Committee, and the Inter‐American Court of Human Rights dealing 06. with language issues as they arise in (i) education, (ii) court proceedings, and (iii) communications with the government. 07. The analysis demonstrates that the decisions of international judicial or quasi‐judicial bodies in language protection cases 08. have consistently favoured linguistic assimilation, rather than the robust protection of linguistic diversity that is formally 09. espoused. Instead of strong language guarantees, only traditional accommodations are o ered in the public realm for those 10. as yet unable to speak the majority language. This jurisprudence treats minority language not as a valuable cultural asset 11. worthy of perpetual legal protection, but as a temporary obstacle that individuals must overcome in order to participate in 12. society. The legal decisions take a narrowly utilitarian approach to language, forcing the state to accept the use of minority 13. languages only insofar as they facilitate communication with the majority and with the o cial bodies of the state. The paper 14. concludes with a commentary suggesting that treating language interests under the rubric of human rights, however valid 15. and worthy they may be, cannot be normatively defended. Abstract, Harvard International Law Journal, Volume 54, Number 1, Winter 2013, p. 157.
26) O estudo apresentado no texto tem por objetivo fazer uma comparação entre
a) o projeto de direitos linguísticos proposto pela corte internacional e o apresentado pelos comitês de Direitos Humanos. b) os casos julgados pela corte europeia de Direitos Humanos nos dias atuais e os de antigamente. c) a proposta de direitos linguísticos defendida internacionalmente e a idealizada por governos locais. d) o ideário dos direitos linguísticos constante em instrumentos legais internacionais e os registros reais de sua implementação. e) as várias violações dos direitos linguísticos nos 133 casos citados no texto.
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27) Segundo o texto, a proteção dos direitos linguísticos dos indivíduos
a) tem garantia irrestrita dos principais instrumentos legais internacionais. b) é questionada por setores que defendem a escolha linguística de cada comunidade. c) exige, em alguns países, grande investimento das autoridades. d) depende do empenho de vários órgãos, sobretudo os ligados a políticas linguísticas. e) é impulsionada por pesquisas realizadas no âmbito dos Direitos Humanos.
28) De acordo com o texto, a análise dos casos estudados na pesquisa indica que a maior parte das decisões tomadas em juízo foram favoráveis à
a) diversidade linguística. b) restrição de uso de línguas minoritárias. c) garantia de uma língua de transição. d) assimilação linguística. e) alteração das regulações sobre direitos linguísticos.
29) Conforme a pesquisa, a jurisprudência interpreta a língua das minorias como
a) obstáculo a ser transposto para participação social. b) bem cultural valioso que deve ser preservado. c) garantia de bons resultados na educação. d) ferramenta de comunicação apropriada para inserção em outras culturas. e) meio útil de interlocução com outros grupos.
30) Considerado o contexto, o advérbio “insofar” na frase “(...) the use of minority languages only insofar as they (...)” (L. 12‐13) pode ser traduzido, sem prejuízo de sentido, por
a) não obstante. b) assim como. c) na medida em que. d) ao nal. e) na distância que.
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FUVEST 2019
TEXTO PARA AS QUESTÕES DE 01 A 05
01. New York's Metropolitan Museum of Art has decided it wants to be a local institution. That is the e ect of its decision, 02. announced Thursday, to change its policy of suggested admission tomandatory admission for those who live outside of 03. New York. E ective on March 1, New Yorkers will be required to show proof of residence if they want entry under the 04. old "pay as you wish" policy. Everyone else, including families with teenage children, will be required to pay obligatory 05. entrance fees, ranging from $25 for adults, to $17 for seniors and $12 for students. 06. The Met positioned the new policy as a response to declining revenue and signi cant de cits. Despite an enormous 07. increase in attendance in recent years, revenue from the suggested admission policy declined as the number of people 08. who voluntarily paid the full suggested admission went down by 73 percent. The Met has also been running de cits, has 09. been forced to curtail its exhibition schedule, scale back renovation plans, and cut sta and costs across the institution. […] 10. But going from being a museum that was free to all to a museum with a mandatory admission for nearly a third of its 11. visitors is the nuclear option for raising revenue. It's hard to believe that there were no other solutions to the scal crisis, 12. given that themuseum estimates that the new admission policy "will increase admissions revenue as a percentage of The 13. Met's overall budget by 2 to 3 percent." 14. …………. 15. But a "stick it to the tourists" policy won't just sponge funds from the out-of-state bridge-and-tunnel crowd, or worse, 16. the grubby hicks from yover. It will say to donors—who should take note and respond appropriately — that the Met no 17. longer intends to be the country's de facto national art museum. By sheer size and visitor numbers, it may remain the most 18. prominent art museum in the country. The Washington Post, January 4, 2018. Adaptado.
1) Conforme o texto, as novas regras de admissão no Museu Metropolitano de Arte, em Nova York, estabelecem
a) suspensão do sistema de contribuição voluntária sem distinção de origem dos visitantes. b) pagamento uni cado das tarifas desvinculadas do critério de faixa etária. c) isenção de pagamento de ingresso compulsório para moradores de Nova York com prova de residência. d) a criação de um programa que permite entrada de pessoas sem documentação. e) ofertas de pacotes promocionais para grupos de turistas em visita guiada.
2) Segundo o texto, uma das justi cativas para a nova política de ingresso no Museu Metropolitano de Arte, em Nova York, é
a) a estagnação do número de visitantes aomuseu nos últimos anos. b) a diminuição dos valores arrecadados pela instituição. c) a última fase das restaurações de obras dani cadas. d) a necessidade de ampliação da quantidade de exposições. e) a contratação de pessoal extra com quali cação em museologia.
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3) De acordo com o texto, em decorrência das mudanças adotadas, o Museu Metropolitano de Arte, em Nova York,
a) está sendo acusado de usar marketing enganoso. b) tem o desa o logístico de checar a identi cação na entrada do prédio. c) deve ter seu orçamento anual triplicado. d) pode manter o status demuseu de artemais representativo dos E.U.A. e) enfrenta críticas às novas regras por parte de curadores.
4) No texto, a expressão que carrega valor depreciativo, com referência a pessoas, é
a) “pay as you wish” (L. 04) b) “sponge” (L. 15). c) “out-of-state” (L. 15). d) “the grubby hicks” (L. 16). e) “donors” (L. 16).
5) Considerado o contexto, o pronome “its” (L. 09) refere*se a
a) “The Met” (L. 06). b) “de cits” (L. 06). c) “exhibition schedule” (L. 09). d) “renovation plans” (L. 09). e) “costs” (L. 09).
TEXTO PARA AS QUESTÕES DE 06 A 10
01. Learning a second language is tricky at any age. Now, in a new study, scientists have pinpointed the exact age at which 02. your chances of reaching uency in a second language seem to plummet: 10. 03. The study, published in the journal Cognition, found that it’s “nearly impossible” for language learners to reach native) 04. level uency if they start learning a second tongue after age 10. But that’s not because language skills start to go downhill. 05. “It turns out you’re still learning fast,” says study co)author Joshua Hartshorne, an assistant professor of psychology at 06. Boston College. “It’s just that you run out of time, because your ability to learn starts dropping at around 17 or 18 years old.” 07. People who start a few years after age 10 may still become quite good at a language, the authors say, but they are unlikely 08. to become uent. 09. These ndings may seem discouraging, but it was heartening for scientists to learn that the critical period for uent 10. language acquisition might be longer than previously thought. For the study, the researchers created an online quiz 11. promising to guess people’s native language, dialect and home country based on their responses to English grammar 12. questions. At the end of the quiz, people entered their actual native language, if and when they had learned any others and 13. where they had lived. Analyzing the responses and grammar mistakes allowed them to draw unusually precise conclusions 14. about language learning. TIME, May, 28, 2018, Adaptado.
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6) O texto relata os resultados de uma pesquisa relativa à aprendizagem de línguas. Segundo seu autor, em qualquer idade, aprender uma segunda língua
a) exige muita dedicação. b) depende do tempo que temos. c) é complicado. d) depende do professor. e) é importante.
7) De acordo com a pesquisa, até os 10 anos de idade, a criança
a) tem poucas informações de sua língua materna. b) pode ser uente como um nativo. c) tem facilidade para se relacionar com um nativo. d) aprende brincando. e) ainda está formulando regras relativas à sua língua.
8) Segundo a pesquisa, com 17 ou 18 anos de idade, o aprendiz
a) vai perdendo sua capacidade de aprendizagem. b) tem di culdade para se adaptar a novos conteúdos. c) sofre interferência de sua língua materna. d) tem di culdade de memorizar regras gramaticais. e) evita cometer muitos erros.
9) Segundo o texto, a pesquisa foi relevante porque, comparada a pesquisas anteriores,
a) encoraja os aprendizes a aprenderem outras línguas desde cedo. b) indica que a idade crítica varia conforme a língua a ser aprendida. c) demonstra que, dos 10 aos 18 anos, podem*se aprender várias línguas estrangeiras com pouca ou nenhuma di culdade. d) comprovou que o limite de idade para ser uente em uma segunda língua é muito maior do que o delimitado antes. e) foi mais ampla porque incluiu crianças e jovens até os 18 anos de idade.
10) A metodologia utilizada para a pesquisa apresentada no texto foi baseada em respostas a perguntas sobre
a) a língua nativa dos sujeitos de pesquisa. b) o número de línguas conhecidas pelos respondentes. c) a gramática da língua inglesa. d) os locais onde as pessoas pesquisadas moravam. e) a frequência de contato com falantes de língua inglesa.
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TEXTO PARA AS QUESTÕES DE 11 A 15
01. At least one aspect of Brexit should be simple. Everybody agrees that maintaining co-operation on defence and security 02. is desirable. As Rob Wainwright, the outgoing (British) director of Europol, the EU’s police agency, puts it, politics should not 03. be an obstacle, as it may be for trade. Yet endish institutional and legal problems over security abound, and there is little 04. time left to surmount them. 05. Theresa May wants a new treaty on security, to remain in Europol, the European Arrest Warrant and other agencies, and 06. to co-operate in defence and foreign policy. She is keen to retain full access to the EU’s extensive databases for security and 07. intelligence. 08. Achieving this will be hard. Several agencies have no legal basis to admit non-EU members. Some countries will extradite 09. nationals only to other EU countries. All agencies come under the European Court of Justice (ECJ), whose jurisdiction Mrs 10. May insists on escaping. 11. The biggest issue is data protection. To gain access to EU databases Britain needs a “data adequacy decision” on privacy 12. from the European Commission. Non-members can secure this, but America was denied a full one in 2015. 13. Britain is seen as keener to share data with America than others. The EU frets that post-Brexit Britain is ditching the 14. charter of fundamental rights, including its data provisions. It has also complained about lax British protection of crime data 15. in the Schengen information system, to which Britain has access. And in 2016 the ECJ ruled against a British investigatory) 16. powers law, forcing the government to amend it. The House of Commons Home A airs Committee duly accuses the 17. government of worrying complacency about securing a data adequacy decision. 18. This is where politics may intrude, after all. Several EU countries and the European Parliament believe that when sharing 19. data Britain (like America) gives security and intelligence higher priority than privacy. The Economist, May 3, 2018. Adaptado.
11) Conforme o texto, no que diz respeito à posição da Grã- Bretanha após o Brexit, a União Europeia
a) aguarda de nição acerca das marcas europeias, concluído o período de transição. b) teme o abandono dos preceitos contidos na carta de direitos fundamentais. c) garante o alinhamento entre as leis britânicas e europeias. d) questiona a aproximação britânica dos padrões de negociação norte*americanos. e) alerta para as incertezas quanto ao futuro da propriedade intelectual inglesa e europeia.
12) No que concerne às discussões sobre cooperação em matéria de segurança e defesa, no contexto do Brexit, o texto informa que Rob Wainwright
a) a rma que as relações comerciais com outras potências europeias devem se intensi car. b) alerta para a impossibilidade de se manter o Reino Unido como membro da Europol. c) reconhece a Grã*Bretanha como aliada vital dos países do espaço Schengen. d) recomenda quemedidas relativas às proteções cibernéticas sejam reforçadas. e) descarta o fator político como entrave para o sucesso dos acordos.
13) De acordo com o texto, uma crítica dirigida ao governo britânico, diz respeito
a) ao fato de a Grã-Bretanha priorizar segurança e inteligência no tocante ao compartilhamento de dados. b) à insistência no discurso de cunho nacionalista no que se refere ao controle aduaneiro. c) à parceria entre a Grã*Bretanha e a União Europeia com ênfase nos interesses de empresas multinacionais. d) ao possível retrocesso nos acordos de integração entre os países que formam o Reino Unido. e) à decisão da primeira ministra de excluir dos tratados setores de serviços de comunicação.
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14) Segundo o texto, problemas institucionais e legais relativos às questões de segurança são quali cados como
a) especí cos. b) insuperáveis. c) previsíveis. d) estruturais. e) desa adores.
15) Considerado o contexto, o pronome “whose” (L. 09) refere-se a
a) “nationals” (L. 09). b) “agencies” (L. 09). c) “EU countries” (L. 09). d) “European Court of Justice” (L. 09). e) “jurisdiction” (L. 09).
TEXTO PARA AS QUESTÕES DE 16 A 20
01. This year the world will mark the 100th anniversary of one of the most devastating infectious disease events in recorded 02. history: the 1918 in uenza pandemic,which caused an estimated 50 million to 100 million deaths worldwide. 03. In the years since 1918, three in uenza pandemics associated with antigenic shifts occurred: in 1957, 1968 and 2009. In 04. each of these instances, however, the new viruses emerged via the mixing of animal in uenza virus genes with those of the 05. 1918)descended viruses already circulating in the human population, which meant that many people were at least partially 06. immune. That, plus lower viral pathogenicity and improvements in public health infrastructure and medical treatment, is 07. what probably led to less catastrophic pandemics. 08. The remarkable capacity of in uenza viruses to undergo antigenic drift or shift to overcome and escape human 09. population immunity leaves us vulnerable to a public health disaster potentially as serious as the 1918 pandemic. To meet 10. this global health challenge, scientists are working to develop “universal in uenza vaccines”) new types of inoculations 11. that can provide protection not only against changing seasonal in uenza viruses but also against the inevitable pandemic 12. viruses that will emerge in the future. 13. The objective is to design a vaccine to generate antibody responses to parts of the virus that are common to all in uenza 14. strains and do not readily change by mutation. It is also crucial to clarify how other parts of the immune system work 15. together with antibodies to protect against in uenza. The hurdles in the development of such vaccines are daunting. But 16. we are optimistic that we can apply existing tools and experimental strategies to meet the challenge. Scienti camerican.com, February 2018. Adaptado.
16) Segundo o texto, a gripe espanhola de 1918 foi uma pandemia que
a) passou para a história por ser a primeira que foi estudada por cientistas. b) levou à morte de 50 a 100 milhões de pessoas no mundo todo. c) teve o mais amplo registro de seus antígenos. d) provocou um número grande de doenças infecciosas em várias partes do mundo. e) havia causado muitas mortes 100 anos antes.
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17) Conforme o texto, a diferença entre a pandemia de 1918 e as que ocorreram posteriormente é que, nas últimas, a) os novos vírus eram de animais apenas. b) a patogenia viral desse tipo de gripe aumentou. c) um nível mais baixo de mudança antigênica foi observado. d) os locais de surto da gripe foram isolados. e) muitas pessoas estavam parcialmente imunes ao vírus.
18) Segundo o autor do texto, a) devemos avaliar tratamentos médicos tradicionais para evitar uma nova pandemia. b) podemos vivenciar uma pandemia similar à de 1918 nos dias de hoje e no futuro. c) precisamos melhorar a infraestrutura em hospitais para lidar com as novas doenças. d) as catástrofes pandêmicas são mais comuns em países pouco desenvolvidos. e) a maior circulação de pessoas pelo mundo hoje promove uma rápida contaminação.
19) De acordo com o texto, os cientistas estão buscando desenvolver “vacinas de gripe universais” que a) produzam anticorpos para partes dos vírus comuns a todas as gripes, sem ocorrência de mutações rápidas. b) contenham o vírus da gripe espanhola e outros das novas mutações. c) respondam mais rapidamente aos primeiros sintomas da gripe. d) impeçam a mutação geralmente imediata dos vírus já existentes, bloqueando seu ataque em partes de nosso corpo. e) estimulem os diversos órgãos do corpo humano a produzir anticorpos.
20) Segundo o autor do texto, o grande desa o para os cientistas é a) lidar com as autoridades de saúde pública para avançar nas pesquisas. b) ser otimista e acreditar que a descoberta será feita em pouco tempo. c) utilizar novas ferramentas para desenvolver as vacinas. d) utilizar estratégias de comunicação que tranquilizem a população. e) desenvolver as vacinas “universais” apesar dos obstáculos que se apresentam.
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TEXTO PARA AS QUESTÕES DE 21 A 25
01. Fake news evolved from seedy internet sideshow to serious electoral threat so quickly that behavioral scientists had 02. little time to answer basic questions about it, like who was reading what, how much real news they also consumed and 03. whether targeted fact-checking e orts ever hit a target. 04. Sure, surveys abound, asking people what they remember reading. But these are only as precise as the respondents’ 05. shifty recollections and subject to a malleable de nition of “fake.” The term “fake news” itself has evolved into an all-purpose 06. smear, used by politicians and the president to deride journalism they don’t like. 07. But now the rst hard data on fake)news consumption has arrived. Researchers last week posted an analysis of the 08. browsing histories of thousands of adults during the run-up to the 2016 election — a real-time picture of who viewed 09. which fake stories, and what real news those people were seeing at the same time. 10. The reach of fake news was wide indeed, the study found, yet also shallow. One in four Americans saw at least one false 11. story, but even the most eager fake)news readers — deeply conservative supporters of President Trump — consumed far 12. more of the real kind, from newspaper and network websites and other digital sources. 13. While the research can’t settle the question of whether misinformation was pivotal in the 2016 election, the ndings 14. give the public and researchers the rst solid guide to asking how its in uence may have played out. That question will 15. become increasingly important as online giants like Facebook and Google turn to shielding their users from in uence by 16. Russian operatives and other online malefactors. 17. … 18. In the new study, a trio of political scientists — Brendan Nyhan of Dartmouth College, Andrew Guess of Princeton 19. University and Jason Rei er of the University of Exeter — analyzed web tra c data gathered from a representative sample 20. of 2,525 Americans who consented to have their online activity monitored anonymously by the survey and analytic rm 21. YouGov 22. .… The New York Times, Jan 01, 2018. Adaptado.
21) De acordo com o texto, o estudo realizado por três cientistas políticos, sobre o consumo de notícia falsas, na eleição de 2016 nos Estados Unidos da América, revelou, entre outros aspectos, que
a) a desinformação foi elemento decisivo para o desfecho do processo eleitoral. b) os apoiadores de Donald Trump consumiram mais notícias reais do que falsas. c) fontes digitais constituíram lugar exclusivo para as chamadas fake news. d) as orientações políticas de jornalistas potencializaram a disseminação de notícias falsas. e) a capacidade seletiva do eleitor permitiu distinguir entre notícias falsas e verdadeiras.
22) Segundo o texto, constitui um procedimento metodológico empregado pelos pesquisadores
a) o levantamento do número de compartilhamentos de uma notícia falsa. b) o auxílio de uma empresa de análises para checar autenticidade dos per s de usuários. c) a veri cação da frequência das buscas realizadas no site do Google com o termo fake news. d) o monitoramento aceito das atividades online de norte-americanos. e) a análise de tuítes e retuítes para identi car que tipo de notícia é repassada.
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23) Em termos do alcance das notícias falsas, o texto classi ca o fenômeno, entre outras características, como
a) conservador e previsível. b) maleável e transitório. c) repetitivo e seletivo. d) excludente e desestabilizador. e) amplo e raso.
24) Facebook e Google são mencionadas no texto, em razão
a) da sua postura hesitante com relação ao monitoramento de notícias falsas. b) do impacto causado pelas mídias sociais na sociedade norte-americana. c) da rapidez com que buscam checar a veracidade dos fatos. d) da adoção de medidas para proteger seus usuários. e) da preferência dos internautas pelas postagens sobre a eleição.
25) A expressão contida no texto que melhor representa o aspecto de decadência associado às notícias falsas é
a) “seedy” (L. 01). b) “threat” (L. 02). c) “shifty” (L. 05). d) “smear” (L. 06). e) “browsing” (L. 08).
TEXTO PARA AS QUESTÕES DE 26 A 30
01. Britain has one of the widest gender pay gaps in Europe. For every pound that men earn, women make 80p, and the 02. disparity has moved little in 15 years. Vowing to end this “scandal” within a generation, in 2015 the then prime minister, 03. David Cameron, pushed through a policy long resisted by businesses. Organisations with 250 or more employees would 04. have to publish the gap in hourly pay between men and women. April 4th 2018 was the deadline for the rst wave of this 05. annual exercise. The results aren’t pretty. 06. The 10,000 employers that led results revealed an average median pay gap of 12%. The Economist Group, our parent 07. company, reported a gap of 29.5%, more than double the average for the media industry. 08. The data do not adjust for employees’ di erent roles, so chief executives are compared directly with secretaries. Mean 09. gaps can be skewed by a few high)earners, as shown by the fact that nine of ten organizations with the greatest di erences 10. between their median and mean pay)gaps are football clubs. 11. All this leaves plenty of room for spin, misinterpretation and counterproductive responses. Two narratives have emerged. 12. The rst is that the gaps prove how sexist and discriminatory the workplace still is. The second is that they are adequately 13. explained by men’s great share of senior jobs, and have nothing to do with discrimination. Neither is quite right. The Economist, April 7 2018, Adaptado.
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26) Segundo o texto, a diferença de salário entre homens e mulheres na Grã-Bretanha
a) agravou-se nos últimos 15 anos. b) atingiu seu pico em 2015. c) vem sendo reavaliada a cada ano pelas autoridades. d) está entre as maiores da Europa. e) pode ser de até 80 por cento.
27) De acordo com o texto, para enfrentar o problema da diferença salarial, o ex primeiro-ministro David Cameron
a) estabeleceu um plano de ação para avaliar as disparidades salariais entre homens e mulheres. b) declarou que a geração atual terá que se bene ciar com as mudanças em curso. c) contestou as críticas recebidas com relação à política salarial. d) estabeleceu um prazo para que as empresas se adequassem às novas medidas de equiparação salarial. e) tornou público o nome das empresas que resistiram a cumprir as regras para eliminar o fosso salarial.
28) O texto informa que os resultados publicados pelas empresas no mapeamento relativo às diferenças salariais entre homens e mulheres indicam que
a) há diferenças e elas variam de acordo com o tipo de serviço oferecido por cada empresa. b) as empresas de comunicação são as que apresentam as maiores diferenças salariais. c) times de futebol masculinos recebem remuneração 29,5% maior que os times femininos. d) as diferenças salariais estão ligadas a outras questões e não ao sexo. e) as empresas estão investindo em políticas de equiparação salarial nos últimos 15 anos.
29) Com relação ao mapeamento realizado, os dados coletados necessitam de ajuste com relação a
a) diferenças entre patrões e empregados. b) número maior de mulheres do que de homens em uma mesma empresa. c) aumentos salariais aprovados antes da publicação dos resultados. d) salários abaixo da média em algumas empresas, tanto para homens como para mulheres. e) discriminação de funções dentro de uma mesma empresa.
30) Segundo o texto, a publicação dos resultados pelas empresas
a) exigiu respostas imediatas por parte dos empregadores. b) foi pouco produtiva para promover mudanças efetivas. c) gerou uma divisão de opiniões consideradas questionáveis. d) estimulou a publicação de uma série de notícias falsas sobre os fatos. e) foi mal interpretada tanto por empresários como pelas autoridades.
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FUVEST 2018
TEXTO PARA AS QUESTÕES DE 01 A 05
01. Bitcoin is a digital token that can be sent electronically from one user to another, anywhere in the world and it has 02. emerged as a favorite tool for hackers demanding a ransom for a simple reason: you can start accepting Bitcoin anywhere 03. in the world without having to reveal your identity. And to start accepting Bitcoin is even easier: one needs only to create a 04. Bitcoin address, which can be done anonymously by anyone with internet access. 05. The price of Bitcoin uctuates constantly and is determined by open-market bidding on Bitcoin exchanges, similar to 06. the way that stock and gold prices are determined by bidding on exchanges. 07. All Bitcoin transactions are recorded on the network’s public ledger known as the blockchain. Law enforcement or 08. nancial authorities can sometimes use the blockchain to track transactions among criminals. But as long as the criminals 09. do not associate a real)world identity with their Bitcoin address, they are generally safe. 10. The price of Bitcoin has been rising, and recently hit a high above $2,000. Like gold, the price of Bitcoin has always been 11. driven by the scarcity of the digital tokens. 12. Technology investors have purchased coins and pushed up the price out of a belief that the tokens and the system will 13. be a sort of global digital currency and nancial network for the future. The New York Times, May 31, 2017. Adaptado. 1) De acordo com o texto, a Bitcoin é uma moeda 3) O texto informa que o preço da Bitcoin é
a) usada como ferramenta para realizar pagamentos a) variável, dependendo da oferta e da procura. similares aos de cartões de crédito. b) dependente do local onde a moeda é usada nas b) criada para facilitar as transações comerciais em transações comerciais. sítios da internet. c) monitorado diariamente pelas bolsas c) idealizada para uso em todos os países e nas internacionais. várias instituições bancárias. d) xado por uma central que controla o sistema d) utilizada por hackers porque pode ser usada sem internacionalmente. que suas identidades sejam reveladas. e) ajustado semanalmente pelas instituições e) desenvolvida para descentralizar as atividades bancárias. econômicas nas sociedades ocidentais. 4) O termo “blockchain” (L. 07), utilizado no texto, 2) Segundo o texto, para realizar as transações refere-se a utilizando a bitcoin é necessário a) lista de regulamentos legais que formalizam as a) realizar a primeira compra para obter acesso às transações. negociações da moeda. b) livro-razão de todas as transações realizadas com b) criar um endereço Bitcoin na internet. a Bitcoin. c) estar ligado à central de controle da moeda. c) bloco de transações realizadas num dado período d) inscrever-se no mercado da Bitcoin, similar à bolsa por várias moedas. de valores. d) registro formal de todos os compradores da e) estar atento aos diferentes mercados de moedas Bitcoin. digitais. e) gravação dos negócios locais realizada pelas autoridades nanceiras.
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5) No texto, o pronome “they”, empregado na sentença “...they are generally safe.” (L. 09), refere*se a
a) transações. b) nancistas. c) advogados. d) endereços. e) criminosos.
TEXTO PARA AS QUESTÕES DE 06 A 10
01. Everyday you wake up with a slightly less connected brain than the night before. New research in mice reveals that 02. during sleep the connections between brain cells, which hold information learned through the day, undergo massive 03. shrinkage. The process makes room for learning new memories while shedding weak ones. “When we are awake, learning 04. and adapting to the environment, synapses – or the connections between neurons – get strengthened and grow,” says 05. neuroscientist Chiara Cirelli of the University of Wisconsin – Madison. “But you can’t keep growing the synapses. At some 06. point, you will saturate them.” 07. After more than a decade of study, Cirelli and her colleagues have nally found direct evidence that synapses reset at 08. night. They reported their ndings in February in Science. Using electron microscopy to look at thousands of ultrathin brain 09. slices taken from awake and sleeping mice, they found that after sleep, the size of most synapses – speci cally, the surface 10. area where two neurons touch each other – shrank by about 18 percent. 11. Although the ndings were in mice, Cirelli suspects this synaptic resetting also occurs in people. Indirect evidence, for 12. example, from electrophysiological recordings of the human brain before and after sleep, is consistent with this idea, she 13. says. https://www.scienti camerican.com/article/gopnik+arti cialintelligence+ helps+in+learning+how+children+learn, May 1, 2017. Adaptado.
6) Segundo o texto, as conexões entre nossas células cerebrais
a) sofrem grandes impactos durante o dia. b) retêm informações que são descartadas ao longo do dia. c) diminuem signi cativamente enquanto dormimos. d) dispõem de espaço disponível para um número in nito de informações. e) suportam o registro mesmo de memórias muito fracas.
7) De acordo com a neurocientista Chiara Cirelli, as sinapses
a) aumentam e se fortalecem enquanto estamos acordados. b) se formam, em adaptação ao ambiente, durante o sono. c) são vitais para manter)nos acordados, aprendendo coisas novas. d) fortalecem-se e organizam-se quando estamos em repouso. e) são evidência de que aprendemos mesmo dormindo.
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8) Cirelli e outros pesquisadores, na pesquisa com ratos, observaram que estes
a) mostravam rapidez nas respostas, dormindo ou acordados. b) retinham algumas memórias aprendidas na área de estudos, recuperadas posteriormente. c) respondiam melhor aos estímulos à noite. d) comportavam)se de modos diferentes ao longo dos vários anos de estudo. e) apresentavam uma diminuição de 18 por cento no tamanho de suas sinapses após dormirem.
9) Conforme o texto, Cirelli acredita que o processo estudado com os ratos
a) deve ser complementado com exames especí cos do cérebro. b) indica a importância do número de exames eletro siológicos realizados. c) pode apresentar os mesmos resultados com seres humanos. d) é consistente com pesquisas realizadas hámais de dez anos. e) mostra a relevância de sempre estimularmos o aumento de sinapses.
10) O pronome “them”, utilizado na sentença “At some point, you will saturate them.”(L. 05-06), refere-se a
a) células. b) neurônios. c) cérebros. d) sinapses. e) memórias.
TEXTO PARA AS QUESTÕES DE 11 A 15
01. Paris has Vélib, London has Boris bikes...and China has ofo. The Beijing*based company is the largest bike-sharing 02. operator in China, with an estimated three million daily riders across 34 cities. But, unlike its western rivals, ofo – formally 03. known as the Beijing Bikelock Technology Co – allows riders to pick up and leave bikes wherever they like. 04. To use ofo, cyclists download its app to locate the nearest bike and release the back-wheel lock with a code. Once a 05. journey is complete, the bike can be parked anywhere before the lock is scrambled to prevent the back wheel from moving. 06. For a company that purports to encourage healthy living, ofo was born in an unusual place: KFC. Dai and four Peking 07. University classmates were enjoying a meal there in 2014 while they bounced around ideas for a business. They spent 08. the next year considering starting a car-rental rm or conducting cycling tours before settling on bike-sharing. “Eighteen 09. months on, everything’s got better and better,” Dai says. With plans to expand tomore than 200 Chinese cities and launch 10. co-operative tie-ups with other bike-sharing platforms, Dai believes ofo will break even in 2017. 11. Yet, wherever the company goes, Shangai-basedMobike isn’t far behind. In China, the startups compete on many fronts: 12. for riders’ attention; for market share; and for investors (ofo has the support of Didi; Mobike is backed by internet rm 13. Tencent). Dai, however, dismisses any suggestion of a rivalry. “We have a di erent model to theirs,” he says. “They work like 14. Toyota or Tesla, to design and produce bikes. We’re more like Uber – we connect bikes.” Wired, UK edition, May 2017. Adaptado.
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11) De acordo com o texto, “ofo” é uma empresa que obteve grande sucesso porque
a) tem um diferencial com relação a empresas similares: seus usuários podem pegar e deixar as bicicletas onde quiserem. b) oferece aluguel de bicicletas em mais de 200 cidades chinesas, ao contrário de suas rivais. c) alcançou um número de usuários maior do que o esperado dentro e fora da China: três milhões. d) superou os lucros obtidos pela empresa francesa Vélib e a inglesa Boris. e) possui a maior frota estimada de bicicletas para aluguel em países ocidentais e orientais.
12) Segundo o texto, o usuário da “ofo”
a) indica no aplicativo os pátios das bicicletas em lugares convenientes para ele, fornecendo dados pessoais. b) planeja seu percurso com o aplicativo oferecido, informando seu ponto de chegada. c) pode cruzar a cidade rapidamente com a informação obtida do aplicativo. d) baixa o aplicativo no celular, busca um ponto de aluguel próximo e recebe um código para liberar a bicicleta. e) dispõe de assistência técnica caso tenha problemas com a bicicleta alugada.
13) Os criadores da “ofo”, segundo o texto,
a) pensavam em abrir um negócio ligado a comida, como a KFC. b) abriram uma empresa de aluguel de carros antes da “ofo”. c) consideraram várias ideias para uma empresa ao longo de um ano. d) queriam ter um negócio ligado ao turismo ecológico. e) começaram seu negócio em uma start)up da universidade.
14) O advérbio “yet”, na sentença “Yet, wherever the company goes,...” (L. 11), pode ser traduzido para o português, sem prejuízo do sentido do texto, por
a) Ainda. b) Já. c) Logo. d) Também. e) Contudo.
15) O pronome “theirs”, empregado na sentença “We have a di erent model to theirs” (L. 13), refere)se à empresa
a) Toyota. b) Tesla. c) Didi. d) Mobike. e) Tencent.
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TEXTO PARA AS QUESTÕES DE 16 A 20
01. We know that Facebook keeps track of every like, click and post we make to its platform. If we often check in at airports, 02. it’s not surprising when we are shown airline ads. We have grown accustomed to that, and there’s some visibility about 03. what’s going on in the black box. 04. More insidious, though, is when Facebook is quietly surveilling our online activity to deduce our emotional state, and 05. sharing that information with advertisers – particularly when dealing with teens. 06. Facebook insists the information was designed to help marketers understand how people express themselves, and is 07. not incorporated into any ad targeting tools. But the capability is certainly there. 08. In 2014, Facebook published a study detailing a huge psychological experiment it secretly conducted on almost 700,000 09. users to see how manipulations of the news feed altered their emotional state. The study was widely criticized as unethical, 10. and Facebook announced a new set of guidelines for how the company would approach research in the future, including a 11. more rigorous ethical review process. 12. However, the study provided a window into Facebook’s ability to mine the data of its almost 2 billion users – something 13. the company is reluctant to admit to its users but keen to highlight to advertisers. 14. In February this year, Facebook’s data science team examined people going through breakups on Facebook. They 15. analysed the behavior of people in ve di erent countries and noticed that people tend to take a little time between 16. breaking up in the real world and changing their relationship status to “single”. 17. Facebook has denied creating tools to target depressed or vulnerable teens with ads, but there’s clearly a link between 18. understanding the emotional states of Facebook users and creating messaging that can target them, even if proxy 19. behaviors, such as an increased interest in travel, are used. The Guardian, May 2, 2017. Adaptado.
16) Conforme o texto, uma das justi cativas apresentadas pela empresa Facebook, no que tange a sua atuação junto às áreas de publicidade e marketing, refere)se
a) à necessidade de criação de ferramentas para identi car interesse por páginas sobre viagem. b) à análise do comportamento digital de pessoas que se declaram casadas e solteiras. c) ao interesse na compreensão do modo como as pessoas se manifestam. d) à capacidade da rede de dar visibilidade aos hábitos de consumo de clientes em potencial. e) ao fato de a rede depender dos rendimentos gerados pela veiculação de anúncios.
17) No que se refere ao tratamento dado pela empresa Facebook aos seus usuários, um dos aspectos mencionados no texto é
a) o rastreamento de jovens potencialmente vulneráveis para facilitar prática de publicidade. b) a criptogra a de um banco de dados de mais de setecentos mil jovens norte)americanos. c) o grau de in uência da empresa por meio da promoção de lugares públicos. d) o monitoramento em tempo real de fotogra as impulsionadoras de vendas em aeroportos. e) o levantamento do tipo e número de anúncios acessados por adolescentes em 2014.
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18) O estudo conduzido pela empresa Facebook em 2014, mencionado no texto,
a) revelou a capacidade da empresa de falsear dois bilhões de postagens feitas por usuários. b) foi realizado sem o conhecimento e consentimento dos usuários. c) teve amplo alcance na maioria dos países ocidentais pesquisados. d) atraiu para a pesquisa colaboradores da área de psicologia social. e) concluiu que, após romper relacionamentos, o usuário mantém o mesmo per l.
19) O trecho do texto que melhor representa um dos pontos considerados negativos da atuação da empresa Facebook é
a) “keeps track of every like” (L. 01). b) “grown accustomed to that” (L. 02). c) “a new set of guidelines” (L. 10). d) “approach research” (L. 10). e) “to target depressed or vulnerable teens with ads” (L. 17).
20) No texto, o pronome “they” (L. 14) refere)se a
a) “users” (L. 13). b) “advertisers” (L. 13). c) “Facebook´s data science team” (L. 14). d) “people” (L. 14). e) “breakups” (L. 14).
TEXTO PARA AS QUESTÕES DE 21 A 25
01. Students enroll in a teacher’s classroom. Nine months later, they take a test. How much did the rst event, the teaching, 02. cause the second event, the test scores? Students have vastly di erent abilities and backgrounds. A great teacher could 03. see lower test scores after being assigned unusually hard-to-teach kids. A mediocre teacher could see higher scores after 04. getting a class of geniuses. 05. Thirty- ve years ago, a statistician, William S. Sanders, o ered an answer to that puzzle. The teacher-assessment 06. method he developed attracted a host of reformers and powerful lawmakers, leading to some of the most bitter con icts 07. in American education. 08. To fairly evaluate teachers, Mr. Sanders argued, the state needed to calculate an expected growth trajectory for each 09. student in each subject, based on past test performance, then compare those predictions with their actual growth. Outside- 10. of-school factors like talent, wealth and home life were thus baked into each student’s expected growth. Teachers whose 11. students’ scores consistently grew more than expected were achieving unusually high levels of “value-added.” Those, Mr. 12. Sanders declared, were the best teachers. 13. When he began calculating value-added scores en masse, he immediately saw that the ratings fell into a “normal” 14. distribution, or bell curve. A small number of teachers had unusually bad results, a small number had unusually good 15. results, and most were somewhere in the middle.
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16. Then, as now, the vast majority of teacher salary schedules used only two factors: years of service and the number of 17. advanced degrees. 18. The value-added bell curve told a di erent story. First, it was wide. The e ective teachers on one side were achieving 19. much better results than the ine ective teachers on the other. Second, it didn’t support the tenure and credentials system. 20. Schools were spending billions to give teachers with master’s degrees extra pay. Yet their value-added bell curve looked 21. little di erent from the curve for teachers without those degrees. Nor did e ectiveness grow in lock step with years of 22. service. The New York Times, May 19, 2017. Adaptado.
21) Segundo o texto, um dos critérios que permite de nir o conceito de bom professor considera
a) a percepção do pro ssional para priorizar determinadas competências durante as aulas. b) a habilidade do educador para in uenciar as escolhas acadêmicas dos alunos. c) o grau de adesão do docente aos programas de treinamento oferecidos pelas escolas. d) a certi cação do instrutor comespecialidades voltadas para a prática em sala de aula. e) a capacidade do docente para promover evolução do rendimento dos alunos de forma constante.
22) O texto informa que constitui uma das características do método desenvolvido pelo estatísticoWilliam S. Sanders
a) a medição do desempenho do docente tomando por base o nível do curso de sua formação. b) a coleta das opiniões dos estudantes sobre a qualidade das provas elaboradas pelo professor. c) a variação do nível de rendimento dos alunos em anos do ensino fundamental. d) o acompanhamento de mudanças ocorridas em resultados de provas aplicadas a alunos ao longo do tempo. e) o controle do grau de heterogeneidade das habilidades e dos fatores socioeconômicos de cada discente.
23) Conforme o texto, o comportamento da curva de valor agregado (“bell curve”), no que concerne à avaliação docente, revelou, entre outros aspectos,
a) falta de correspondência segura entre a maior quali cação acadêmica e o grau de sucesso na carreira de professor. b) aumento no número de educadores com resultados satisfatórios, em relação aos colegas com baixo desempenho. c) equilíbrio entre o desempenho de alunos que apresentaram notas mais baixas ao nal do ano letivo. d) incerteza quanto ao emprego de variáveis de controle complexas para análise dos dados das provas. e) acentuada utuação dos dados coletados, comprometendo a con abilidade dos resultados.
24) Considerada no contexto, a frase “after being assigned” (L. 03) refere)se a
a) alunos. c) provas. e) resultados. b) meses. d) professor.
25) Considerado o contexto, a expressão “in lock step with” (L. 21) pode ser substituída, sem alteração de sentido, por
a) going upwards. b) consistent with. c) as a drawback. d) in denial. e) with expectations.
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TEXTO PARA AS QUESTÕES DE 26 A 30
01. Translation can be lonely work, which may well be why most translators choose the career out of interest, not because 02. they crave attention. Until recently, a decent translator could expect a steady, tidy living, too. But the industry is undergoing 03. a wrenching change that will make life hard for the timid. 04. Most translators are freelancers, and with the rise of the internet a good translator could live in Kentucky and work 05. for Swiss banks. But going online has resulted in erce global competition that has put enormous downward pressure on 06. prices. Translators can either hustle hard for more or better- paid work—which means spending less time translating—or 07. choose an agency that ghts for the work for them, but which also takes a cut. 08. The alternative to schmoozing oneself or working with an agency is to market one’s skills in online marketplaces. But 09. these display the most relentless price pressure of all: fees as low as $13-15 per 1,000 words translated are not unknown. 10. To these pressures comes another: the rise in higher- quality machine translation. Just a year ago, machine translation still 11. produced reliably rocky results: both inaccurate as to content, and often unreadable too. Both have improved dramatically 12. with translation engines based on so-called deep neural networks. Those who o er rock-bottom prices for translation are 13. almost certainly using translation software, and then giving it a quick edit for accuracy and readability. By and large, the big 14. translation agencies are excited about technology and the possibilities of scale it o ers them. What worries the translators 15. themselves, though, is that the future may lie in nothing more intellectually pleasing than this kind of clean-up. 16. Like all incumbents, those a ected are not happy. To avoid being “the co ee)bean pickers of the future”, one veteran 17. counsels improving specialist knowledge and writing skills to get high-end work. But not all can do that. Translators in the 18. bulk and middle markets will inevitably be doing more editing, or will be squeezed out. The Economist. May 27, 2017. Adaptado.
26) Conforme o texto, uma das formas de pressão às quais tradutores estão sujeitos é
a) a e ciência alcançada por aplicativos de fácil acesso para a revisão de traduções. b) a expansão da clientela em potencial, por conta da introdução recente dos serviços online. c) o número expressivo de agências de tradução, resultando em impacto no preço da lauda de pro ssionais autônomos. d) a natureza domercado globalizado, com ofertas de trabalho que exigem o domínio de diversas línguas. e) a concorrência nosmercados em contexto digital,marcados por oscilação dos preços dos serviços contratados.
27) Segundo o texto, uma maneira de sobreviver na pro ssão de tradutor diz respeito
a) ao investimento em conhecimento especializado e nas habilidades de redação. b) à criação de uma rede de contatos entre pro ssionais, com ênfase na interação entre colegas. c) ao foco em traduções de textos que dependem do trabalho humano, como obras literárias. d) à aceitação dos avanços tecnológicos a m de atender aos critérios de qualidade. e) à necessidade da inclusão de trabalhos de edição de textos na rotina do tradutor novato.
28) De acordo com o texto, constitui uma preocupação com o futuro da pro ssão de tradutor
a) o risco de domínio das traduções automáticas de baixa qualidade. b) a limitação do prazer intelectual envolvido na atividade tradutória. c) sua ligação exclusiva com mercados digitais. d) a política de recrutamento de pro ssionais por grandes agências. e) o desapreço em relação ao repertório de tradutores mais experientes.
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29) Inserida no contexto, a expressão “schmoozing oneself” (L. 08), relacionada à pro ssão de tradutor, dá ideia de
a) expressão de queixa. b) delidade a princípios. c) atitude cautelosa. d) autopromoção. e) resignação.
30) No texto, o termo “tidy” (L. 02) signi ca
a) modesto. b) implacável. c) determinado. d) solitário. e) organizado.
FUVEST 2015
TEXTO PARA AS QUESTÕES DE 01 A 06
01. For nearly two decades, Spanish judges have been the provocateurs of international criminal law, pursuing human 02. rights cases against Argentine military o cers, Israeli defense o cials or American Soldiers in Iraq. Most famously, a Spanish 03. judge opened the case that led to the arrest of the former dictator of Chile, Augusto Pinochet. 04. The product of crusading judges who sought to apply international human rights standards to many of the world’s most 05. powerful gures, these cases have only rarely, if ever, resulted in prosecutions in Spain. But they have in uenced cases in 06. other countries, notably Argentina, and are an undeniable nuisance for anyone named in an international warrant. They 07. have also complicated diplomacy in unpredictable ways. 08. Which brings up China. On Monday afternoon, Spain’s National Court ordered international warrants for China’s former 09. President Jiang Zemin and former Prime Minister Li Peng as part of a case about alleged human rights abuses in Tibet. 10. Infuriated, Chinese diplomats are pressuring the Spanish government to stop de prosecution. 11. On Tuesday, Spain’s Parliament is expected to debate and eventually approve a bill that would do exactly that. Legal 12. experts say the legislation put forward by the governing Popular Party in January would force the dismissal of the China 13. case and would sharply reduce the scope of the national law that has allowed Spanish judges to pursue human rights cases 14. around the world. 15. Under scrutiny is a doctrine of international law known as universal jurisdiction, which allows courts in any country to 16. prosecute individuals outside their territory for crimes of “international character”, such as genocide, torture, war crimes 17. and crimes against humanity. 18. Human rights groups including Amnesty International consider universal jurisdiction an “essential tool” and issued a 19. joint statement on Monday strongly condemning the proposed changes to Spanish law. Critics of the law argue that the 20. doctrine infringes on national sovereignty and is susceptible to abuse by overzealous judges. The New York Times, 10 February 2014. Adaptado.
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1) O texto sugere que, na Espanha, o princípio da jurisdição universal
a) pode levar ao enfraquecimento do sistema jurídico do país, por ser amplo demais. b) está submetido a condições e restrições, no plano nacional, há mais de vinte anos. c) é considerado responsável pelo aumento do número de processos no exterior. d) está ameaçando no que tange ao seu grau de aplicação, entre outros, em crimes contra direitos humanos fora do país. e) pode incentivar autoridades a cometerem abusos no caso de crimes com poucas provas.
2) De acordo com o texto, os mandados de detenção expedidos pela justiça espanhola, em relação a ex-líderes chineses,
a) representaram risco de con ito armado entre Espanha e China. b) estabeleceram parâmetros para casos semelhantes que ocorreram na Espanha. c) geraram pressão estratégica da China para reverter as acusações. d) levaram ao arquivamento de outros processos envolvendo chineses e que estavam em andamento. e) foram cumpridos, apesar de protestos de autoridades chinesas.
3) No texto, um dos argumentos contrários à lei espanhola que permite investigações de casos em outros países refere-se
a) aos possíveis exageros cometidos por determinados juízes. b) ao receio de perda de popularidade da Espanha em tempos de crise. c) à crescente violação de direitos humanos no mundo. d) à ingerência de líderes políticos em países vizinhos. e) à proliferação de abaixo-assinados contra o governo espanhol.
4) Com base na leitura do texto, é correto a rmar que juízes espanhóis são considerados
a) inovadores. d) aguerridos. b) poderosos. e) diferenciados. c) prevaricadores.
5) A expressão “if ever” (L. 05) dá ideia de
a) intensidade. d) adiamento. b) desa o. e) dúvida. c) concretude.
6) O pronome “they” (L. 05) refere-se a
a) “human rights” (L. 04). b) “standards” (L. 04). c)“ gures” (L. 05). d) “cases” (L. 05). e) “countries” (L. 06).
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TEXTO PARA AS QUESTÕES DE 07 A 12
01. Space Cowboy, a sword-swallower, was once arrested in New York, for brandishing weapons in public. After being 02. locked up for 22 hours, Mr. Cowboy (whose real name is Chayne Hultgren) posted on his fan page that busking in New York 03. “sux bigtime”. He now performs on less draconian streets. 04. Buskers are a freewheeling bunch. They stay or go as they please. They bring music and colour to drab street corners. 05. Naturally, a certain type of lawmaker frowns on them. New York banned busking from 1935 to 1970, and still curbs it in 06. parks. Chicago forbids it in the better parts of town. This year St. Louis quadrupled the fee for a street-performance permit. 07. Buskers complained that they had to audition to get them. On behalf of two street musicians, the American Civil Liberties 08. Union (ACLU) sued. 09. The First Amendment protects buskers. Judges from Maryland to Hawaii have agreed that busking is a form of speech. 10. In 2009 the ACLU convinced the 9th Circuit Court that permits were a form of censorship – who gave bureaucrats the power 11. to decide what art was? Perhaps to avoid revisiting this debate, on October 4th St Louis began the process of repealing its 12. permit rules. Buskers there may soon be free to tear up their cards. 13. Yet some buskers think a little light regulation might save them something worse. Performers are often arrested 14. or hassled by the police for nebulous o ences like “causing a disturbance”. Those who can produce a permit are more 15. likely to be spared. Stephen Baird, a busker since the 1970s, helped devise a fairly liberal permit scheme for Cambridge, 16. Massachusetts. The city sets no limits and issues around 300 permits a year, for a small fee. Some of the money goes toward 17. holding arts festivals, where buskers can expect to be hired to play a set or two. The Economist, 12 October, 2013. Adaptado.
7) Segundo o texto, o artista de rua conhecido como 9) O texto informa que licenças para apresentações Space Cowboy foi detido na cidade de Nova York, por de artistas de rua, dentro de outros aspectos,
a) ter se apresentado em local proibido, durante a) foram suspensas por tempo indeterminado, em longo período. Maryland. b) haver ostentado armas em espaço público. b) foram expedidas para tomar grandes cidades c) ter ncado espadas em quarteirões movimentadas. mais amigáveis. d) ter insultado autoridades em seu blog. c) sofreram aumento nas taxas cobradas em St. e) haver mudado sua área de atuação sem aviso Louis. prévio. d) tiveram limitações revogadas no centro da cidade de New York. 8) Conforme o texto, parte dos artistas de rua dos e) foram concedidas a músicos com formação em Estados Unidos da América acreditam que medidas conservatório. que objetivam regulamentar sua atividade podem 10) O trecho do texto que melhor representa o a) limitar as possibilidades de atuação nas periferias. caráter de autonomia dos artistas de rua é b) desencorajar o surgimento de novos artistas. c) acarretar desunião entre os membros dessa a) “sux bigtime” (L. 03). classe. b) “freewheeling bunch” (L. 04). d) restringir o número de locais liberados para c) “a form of speech” (L. 09). atuação. d) “tear up their cards” (L. 12). e) signi car certo grau de proteção aos artistas. e) “likely to be spared” (L. 15).
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11) Em relação à legislação sobre artistas de rua, a 12) No texto, a expressão “On behalf of” (L. 07) pode conjunção “Yet” (L. 13) expressa ser substituída, sem prejuízo de sentido, por
a) contraste. a) in spite of. b) con rmação. b) by all means. c) conclusão. c) in support of. d) adição. d) on the one hand. e) negação. e) by and large.
TEXTO PARA AS QUESTÕES DE 13 A 18
01. DALLAS - A federal judge has rejected an attempt by American Airlines to quickly cut o bene ts for many of its retirees. 02. American wants retirees who wish to keep their bene ts to pay all the cost. Now the dispute could go to negotiations 03. or a trial. 04. U.S. Bankruptcy Court Judge Sean Lane in New York rejected a request made by American’s former parent, AMR Corp., 05. for the right to immediately eliminate retiree bene ts for former pilots, ight attendants and other union workers. Lane 06. granted AMR’s request for a group of nonunion workers. 07. The company had 46,930 retirees when it led for bankruptcy protection in 2011. 08. Catherine Steege, a lawyer for the committee representing the retirees, said the ruling should cause American to stop 09. trying to terminate the bene ts. 10. AMR emerged from Chapter 11 protection last December as American Airlines Group Inc. after merging with US 11. Airways. Creditors were repaid in full and AMR shareholders received stock in the new company — both unusual events in 12. a bankruptcy case. 13. Steege said that while the judge didn’t consider the successful reorganization in his ruling, “morally it ought to make 14. a di erence. These people worked long and hard and loyally for American Airlines and they made it into the airline it has 15. become,” she said in an interview. “They should share in the prosperity.” 16. The nancial impact of the judge’s decision wasn’t immediately clear, however, because of the mixed ruling and the fact 17. that the eventual outcome is uncertain. 18. AMR argued that it could change health and life insurance bene ts for retirees even though the company didn’t reserve 19. the right to do so in the language of the bene t plans. 20. Lane wrote that the decision before him was whether the retiree bene t plans could be interpreted “as a promise to 21. provide bene ts for life.” The Washington Post, 18 April, 2014. Adaptado
13) De acordo com o texto, o juiz de falências norte americano, Sean Lane, dentre outras medidas,
a) solicitou da empresa American Airlines e de seus credores documentação comprobatória de garantia de pagamento de pensões. b) julgou procedente o pedido da AMR Corp., relativo a ex-funcionários sem ligação com sindicato da categoria. c) aprovou o plano de recuperação da American Airlines, condicionado ao pagamento imediato de credores. d) negou pedido de fusão da American Airlines com a AMR Corp., por temer que a transação prejudicasse os funcionários. e) adiou a decisão referente ao processo da empresa aérea de proteção contra falência com base no Capítulo 11.
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14) Segundo o texto, a advogada Catherine Steege a rmou que os aposentados da empresa aérea
a) se recusaram a fazer concessões para garantir parte dos benefícios. b) se sentiram lesados, mesmo quando estavam na ativa. c) perderam na justiça a primeira tentativa de garantir seus planos de pensão. d) esperavam conseguir descontos nos custos com planos de saúde. e) contribuíram para construir a reputação da empresa.
15) Conforme o texto, o juiz Sean Lane, ao declarar “'as a promise to provide bene ts for life'” (L. 20-21), no que diz respeito aos planos de benefícios para aposentados, faz referência
a) ao aspecto de duração dos planos de pensão. b) aos direitos da empresa American Airlines. c) à inclusão de seguro de vida no processo judicial. d) à interrupção de depósitos por parte da empresa. e) aos custos adicionais de responsabilidade do ex-funcionário. 16) Considerado o contexto, a tradução mais adequada para a expressão “in full” (L. 11) é
a) ao todo. b) no máximo. c) acima. d) integralmente. e) em partes.
17) No texto, o emprego do verbo “ought to” (L. 13) expressa sentido de
a) dedução. b) adiamento. c) dever. d) permissão. e) impossibilidade.
18) No texto, o termo “so” (L. 19) refere-se
a) aos direitos da empresa AMR. b) à mudança de benefícios para aposentados. c) aos argumentos da companhia aérea. d) às reivindicações dos ex-funcionários. e) à interpretação dos termos dos planos de saúde
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TEXTO PARA AS QUESTÕES DE 19 A 24
01. The Justice Department is set to make it easier for more federal prisoners sentenced for crack cocaine o enses to get 02. clemency applications into the bureaucratic pipeline. 03. Attorney General Eric Holder said Monday that expanded criteria will soon be put in place, and anticipates a sharp 04. increase in the number of eligible petitioners. 05. Inmates seeking a reduced or suspended sentence must rst ask the department for relief, and those applications are 06. then reviewed by the president. 07. The pending changes are the latest step in an ongoing e ort to remedy the once common wide disparity in sentences 08. handed down over powder versus crack cocaine, based on guidelines rst enacted by Congress more than 25 years ago. 09. In addition to the clemency angle, the administration has been pushing to give prosecutors more exibility in certain 10. nonviolent criminal cases, and recommending rehabilitation instead of warehousing of prisoners. 11. “The White House has indicated it wants to consider additional clemency applications to restore a degree of justice, 12. fairness and proportionality for deserving individuals who do not pose a threat to public safety,” said Holder in a videotaped 13. message posted on the department’s website. “The Justice Department is committed to recommending as many quali ed 14. applicants as possible for reduced sentences.” 15. The department later this week promised more speci cs on the new criteria, including how it will handle an expected 16. ood of clemency requests. 17. Obama three years ago signed the Fair Sentencing Act to address the larger issue. And last December, he commuted the 18. sentences of eight federal inmates convicted of crack cocaine crimes, concluding those o enses that did not justify such 19. lengthy prison terms. CNN.com, 22 April, 2014. Adaptado.
19) Segundo o texto, dentre as razões que levaram os Estados Unidos da América a adotar medidas relativas aos violadores de leis sobre entorpecentes está
a) o tratamento considerado injusto a infratores de baixa periculosidade. b) a guerra sem trégua contra o trá co internacional de drogas. c) o aumento da criminalidade nas grandes metrópoles do país. d) a valorização de diretrizes estabelecidas pelo congresso norte-americano. e) a pressão exercida por autoridades inspiradas em leis antidrogas mais modernas.
20) Considerado no contexto, o termo “ ood” (L. 16) dá ideia de
a) incerteza. d) expectativa. b) equilíbrio. e) quantidade. c) temporalidade.
21) De acordo com o texto, autoridades norte americanas, no que concerne a alguns tipos de delitos envolvendo entorpecentes, recomendam que promotores
a) sejam especí cos quanto à quantidade dessas substâncias envolvidas. b) observem as penas mínimas obrigatórias de nidas em lei. c) mantenham abordagem rígida quando se tratar de tra cante estrangeiro. d) examinem a conveniência de aplicar critérios mais brandos a reincidentes. e) substituam pena de detenção por formas de reabilitação.
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22) O texto informa que pedidos de revisão de pena por crime de drogas, nos Estados Unidos da América, dentre outros fatores,
a) devem ser redigidos de próprio punho pelo preso. b) são válidos para presos que tenham cumprido dois terços da pena. c) são automaticamente indeferidos para presos condenados por trá co. d) dependem da avaliação do presidente da república. e) obtêm êxito pela apresentação de novas provas de inocência do apenado.
23) No contexto, o adjetivo “lengthy” (L. 19), no que tange à aplicação de penas para delitos com drogas, expressa ideia de
a) segurança. d) custo. b) obrigação. e) complexidade. c) tempo.
24) No texto, o pronome “it” (L. 15) refere se a
a) “website” (L. 13). b) “The Justice Department” (L. 13). d) “criteria” (L. 15). c) “speci cs” (L. 15). e) “ ood” (L. 16).
TEXTO PARA AS QUESTÕES DE 25 A 30
01. A New York law signed by the governor on Monday is set to increase protections for young models and restrict the use 02. of teenagers on runways at New York Fashion Week, giving them the same protections as minors who act, dance and play 03. music professionally. 04. “We might actually have the novel experience of having grown women modeling women’s clothes at New York Fashion 05. week,” said Susan Sca di of Fordham University in New York and a board member of The Model Alliance advocacy group. 06. She said the increased regulation could push some designers to favor older models, because the bill requires employers 07. to provide nurses for the young models and places limits on how many hours a young model can work, how late they can 08. work and how often they can be used. 09. Employers that violate these laws face nes starting at $1,000 for the rst violation and up to $3,000 for the third. 10. Models are in a unique working environment because they are hired as independent contractors and therefore do 11. not get the standard protections of traditional employees. “They are a very vulnerable population in a very unregulated 12. market,” said Sca di. 13. It is typical for a model’s career to start before age 18, but in New York, these models have never been subject to the 14. same laws used for other child performers. 15. “This is really going to change the perspective of the industry,” said Sca di. “Most people will want to comply; they won’t 16. want to be the person in the next story.” 17. Under the New York law, people who employ models will have to provide them with the same support they would 18. receive at school and will have to adhere to more strict compensation rules. This includes providing a nurse, not allowing 19. young models to work past midnight on school nights, and creating a trust fund like restricted bank account that holds 20. 15% of a model’s earnings. theguardian.com, 22 October, 2013. Adaptado.
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25) Segundo o texto, a lei sancionada pelo governador de Nova York, dentre outros aspectos, visa a
a) proteger modelos infantis com relação à publicidade televisiva. b) contribuir para melhores condições de trabalho para modelos jovens. c) exigir que agências nanciem os estudos de modelos. d) proibir que modelos jovens exerçam funções em escolas noturnas. e) alertar jovens aspirantes a modelos quanto às limitações do meio.
26) No contexto, o advérbio “actually” (L. 04) signi ca
a) ou seja. d) na atualidade. b) em tempo. e) eventualmente. c) na realidade.
27) Conforme o texto, ao comentar a lei sobre modelos em Nova York, com a frase “they won't want to be the person in the next story” (L. 15-16), Susan Sca di a rma que
a) os envolvidos deverão concordar com a lei. b) agências poderão boicotar eventos de moda. c) o governo norte-americano será responsável por erros contratuais. d) empregadores deverão conferir prioridade a modelos sem agência. e) a mídia pode denunciar a exploração sexual de modelos menores.
28) O texto informa, dentre outros aspectos, que a pro ssão de modelo
a) está pautada por leis consideradas obsoletas. b) depende de relações de consumo em uma sociedade. c) está sujeita a impedimentos legais e nanceiros. d) sofre restrições quanto ao tipo de roupa que pode ser usado. e) faz parte de um mercado com frágil estrutura legal.
29. Uma das medidas anunciadas no texto, decorrentes da aprovação da lei sobre modelos, refere-se
a) ao estabelecimento de reserva de parte dos ganhos das modelos. b) ao oferecimento de um seguro de vida a modelos menores de 18 anos. c) à obrigatoriedade da presença de responsáveis durante des les. d) à restrição de número de contratos assinados pela modelo. e) ao recolhimento de contribuição para o sindicado de trabalhadores de moda.30
30) No texto, a expressão “grown women” (L. 04) indica que as mulheres são
a) altas. b) vulneráveis. c) menores de idade. d) adultas. e) espertas.
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UnB 2019
01. How can we ever change the world? Military leaders have certainly managed to change large parts of it; scientists 02. devising cures and vaccines for disease can spread a more benign in uence across whole continents; the thoughts of 03. religious leaders or philosophers can sweep through generations like re. But books? 04. Reading books is generally a solitary pastime: bookishness is the very antithesis of the man-of-action qualities that 05. seem to shake the world. The pen may boast of being mightier than the sword, but it is generally the sword that wins in the 06. short term. It is that phrase, though, which gives the game away: in the short term, writers can be imprisoned or executed, 07. their work censored, and their books burned, but over history, it is books and the ideas expressed within them that have 08. transformed the world. 09. But which books can be said to have changed the world? There are few better ways of starting an argument than 10. producing a list, and I have no doubt that not everyone will be happy about the books I included in my list. About some, like 11. the Bible, Shakespeare’s First Folio and Darwin’s On the Origin of Species, there can be little argument - but what about 12. Euclid’s Elements, Thomas Paine’s Rights of Man or A Vindication of the Rights of Women by Mary Wollstonecraft? The 13. answer is that any list can only be subjective. Andrew Taylor. Books that changed the world: the 50 most in uential books in human history. Quercus Editions, 2014 (adapted).
Judge the following items according to the text presented.
1) For the author, history shows that books are e ective in changing the world. 2) In the rst paragraph, the text states that military actions, scienti c development, religious beliefs, and philosophical thoughts have less in uence on the world than books. 3) In the second paragraph, the author answers the question “But books?” (l. 03) by explaining why books and words change the world. 4) The examples of books mentioned in the third paragraph are limited to religious and political ones. 5) The word “mightier” (l. 05) expresses a comparison and could be correctly replaced by more powerful. 6) In lines 04 and 05, the author presents two widely accepted views which are not always true: one regarding the habit of reading books and one about the kind of people who are believed to be able to change the world. 7) The passage “gives the game away” (l. 06) can be correctly replaced by reveals the real truth.
01. If the economy of the nineteenth-century world was formed mainly under the in uence of the British Industrial 02. Revolution, its politics and ideology were formed mainly by the French. Britain provided the model for its railways and 03. factories, the economic explosive which cracked open the traditional economic and social structures of the non-European 04. world; but France made its revolutions and gave them their ideas, to the point where a tricolour ag of some kind became 05. the emblem of virtually every emerging nation, and European (or indeed world) politics between 1789 and 1917 were 06. largely the struggle for and against the principles of 1789. 07. France provided the vocabulary and the issues of liberal and radical-democratic politics for most of the world. France 08. provided the rst great example, the concept and the vocabulary of nationalism. France provided the codes of law, the 09. model of scienti c and technical organization, the metric system of measurement for most countries. The ideology of 10. the modern world rst penetrated the ancient civilizations which had until then resisted European ideas through French 11. in uence. This was the work of the French Revolution. Eric Hobsbawm. The age of revolution: 1789-1848. Abacus: London, 2007, p. 73-4 (adapted).
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Judge the following items according to the text presented.
8) The Industrial Revolution is mentioned to emphasize the relevance of the French Revolution, the text’s main topic. 9) The French Revolution was an important element in the dissemination of European ideals around the world. 10) The French Revolution changed not only political structures but also the language used to refer to politics. 11) The text would still be correct and coherent if the second paragraph began like this: Still, France provided. 12) The pronoun “its”, in lines 02 and 04, refers to “the British Industrial Revolution” (l. 01 and 02). 13) In line 03, “cracked open” can be correctly replaced by revealed. 14) The expression “the principles of 1789” (l. 06) means the principles of the French Revolution.
01. Dare to believe 02. the whispers in your ears, 03. that you might be special, 04. that you might be meaningful, 05. that one day 06. you might change the world. 07. It’s us you see 08. the ones who listen 09. that will change everything. Atticus. Dare to believe. Internet:
Judge the following items about the poem above.
15) From the text, it is correct to infer that, at least for some people, believing that they are special demands courage. 16) The text would be correct and have the same meaning if the verb “might” were replaced by may or by can in lines 03,, 04, and 06. 17) The author admits in the text that he is one of the people who will change things when he writes “It’s us you see” (l. 07). 18) If the second line of the poem were omitted, the result would be a less poetical but grammatically correct text: Dare to believe that you might be special...
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UNICEF. Comics uniting nations: heroes for change. Internet:
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Judge the following items about the ideas and linguistic aspects of the text.
19) The text is designed to convince its readers that the world can be changed by force of individual actions of each of its inhabitants. 20) If the rst sentence of the text were rewritten as The best thing on the whole planet is the billions of people who inhabit it., the text would still be grammatically correct. 21) According to the text, a hero is someone who can imagine a better world, where people’s human rights are guaranteed. 22) One of the points of the text is to show that there is no problem or challenge that people cannot solve or overcome if they have a plan.
Women who changed the world
Text I Marie Curie Born in Warsaw, Marie Curie became the rst woman Professor of General Physics in the Faculty of Sciences at the Sorbonne (Paris) in 1906. She had Masters Degrees in both physics and mathematical sciences and was the rst woman to obtain a Doctor of Science degree. Madame Curie was also the rst person to win two Nobel Prizes. The rst was in Physics in 1903, with her husband, Pierre Curie, and Henri Becquerel, for their study in spontaneous radiation. The second was in Chemistry in 1911 for her work in radioactivity.
Text II An indigenous Guatemalan woman of the K’iche’ branch of the Mayan culture, Rigoberta Menchú has dedicated her life to promoting the rights of indigenous peoples. She became active in the women’s rights movement as a teenager and later was a prominent workers’ rights advocate. In 1992 she was awarded the Nobel Peace Prize in recognition of her work for social justice and ethno-cultural reconciliation for indigenous peoples in Guatemala and is the rst indigenous person to receive the prize.
Text III Malala Yousafzai Malala Yousafzai is a Pakistani advocate for girls education and the youngest-ever Nobel Prize laureate. In 2009, when Malala was just eleven she began blogging about life under the Taliban, speaking out directly against their threats to close girls’ schools. The blog on BBC Urdu garnered international attention while also making her the target of death threats. In October 2012, a gunman shot her and two other girls as they were coming home from school. Malala survived the attack, and, in October 2014, she received the Nobel Peace Prize, along with Indian children’s rights activist Kailash Satyart. Felicity Amos. 12 women who changed the world. Internet:
Judge the following items according to texts I, II and III.
23) The three women described in the texts had a common goal: ghting discrimination against women. 24) Marie Curie won two Nobel prizes due to her autonomous work with radiation. 25) It is correct to infer that Rigoberta Menchú was a woman whose main concern was the welfare of indigenous peoples in her country. 26) In texts II and III, the word “advocate” indicates that both Rigoberta and Malala were lawyers. 27) In text III, the expression “the youngest-ever Nobel Prize laureate” means that Malala was the youngest person to win the prize in the ceremony of 2014. 28) Malala’s life was threatened because of her opinions and views against the Taliban.
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29) In the cartoon, the woman is complaining because
a) the man does not like to change his socks. b) the man was a di erent person when they married. c) she thinks the man needs new and cleaner socks. d) she is happier when the man changes his socks.
Randy Glasbergen. Internet:
Alex Hallatt. Arctic circle comics. June 30, 2013. Internet:
a) it shows how global warming is a ecting the life in the Arctic. b) the two characters don’t agree about what to do about global arming. c) the penguins don’t know how to deal with a changing world in a philosophical way. d) one of the penguins misunderstands the meaning of the sentence “We won’t be here for long”.
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UnB 2018
01. Guillermo del Toros’s The Shape of Water is the latest meeting of the whimsical and the grotesque. The plot unfolds as 02. follows: in the 1950s, Elisa is a cleaner at a military 4 research laboratory, who happens also to be mute, which places her 03. among other minorities without a say: there is her African-American colleague Zelda and her neighbour, the artist 7 Giles, 04. who is gay. The screenplay brings together the disenfranchised to save a fellow outcast. 05. The amphibious monster kept captive at the lab 10 doesn’t have a name, and his idea of a witty and humorous 06. conversation is to roar in your face. But Elisa takes a shine to him. “When he looks at me, he doesn’t know what I lack or 13 07. how I am incomplete.” 08. In this lm watertight ideas ght for space with awed ones. It begins with a dream sequence in which Elisa’s 16 09. apartment is submerged. When the scene is repeated later for real, causing only a minor leak in the house below, the 10. rational mind has too many objections (the oor would collapse!) for 19 the fantasy to survive. An amphibious humanoid 11. with magic powers we can believe, but a ooded apartment that is as good as new one scene later doesn’t stand up. There 12. are other 22 discrepancies too — like the sophisticated CCTV system in 1962, or the creature’s ability to wipe away the 13. bulletholes in his own body, sealing up the wounds, ET-style. Newstatesman, February 9th, 2018 (adapted)
Judge the following items according to the text presented.
1) “The plot unfolds as follows” (l. 01 and 02) can be correctly rewritten as This is the moral of the story. 2) The expression “without a say” (l. 03) refers to the fact that Elisa can’t speak. 3) Elisa, Zelda, Giles and the monster share a common feature: they have all been deprived of power and marginalized. 4) In the text, the words “watertight” (l. 08) and “ awed” (l. 08) mean respectively incontestable and erroneous. 5) One weak point in the lm is the real-life sequence of the submerged apartment. 6) According to the author, one of the strong points of the lm is the way del Toro strikes a fair balance between watertight ideas and improbable ideas. 7) The e ect on the spectator of the real-life scene of the submerged room is the destruction of the fantasy del Toro tried to create. 8) In the lm the recreation of an early 1960s scienti c laboratory was historically accurate. 9) According to the text, the monster in The Shape of Water shares many of the characteristics of the alien creature of the lm ET. 10) The monster believes Elisa can complement him.
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01. Chaplin was famous in a way that no one had been before; arguably, no one has been as famous since. At the peak of his 02. popularity, his screen persona, the Tramp, was the most 4 recognized image in the world. His name came rst in discussions 03. of the new medium as popular entertainment, and in defences of it as a distinct art form — a cultural position 7 occupied 04. afterwards only by the Beatles, whose own era-de ning popularity never equalled Chaplin’s. He’s the closest thing the 20th 05. century produced to a universal cultural 10 touchstone. 06. Film histories will invariably assert that Chaplin’s mass popularity was owed to the way in which the Tramp 13 represented 07. a destitute everyman. His lms turned hunger, laziness, and the feeling of being unwanted into comedy. He was an ego 08. artist, a performer with an uncanny relationship to 16 the camera who spent the early part of his career re ning his screen 09. persona and the latter part of it deconstructing it. 10. Many a lm critic raises the issue of Chaplin’s actual 19 relationship to the cultural moment of the time — and the fact 11. that his popularity survived several periods of sweeping cultural change. His post-silent lms — which include his two 22 12. most enduringly popular features, Modern Times and The Great Dictator — re ect his own attitudes more than the feelings 13. of American audiences at the time. His mature work is 25 deliberately arti cial, set in a world pieced together from chunks of European and American past, present, and, in thecase of Modern Times, future. Ignaty Vishnevetsky A century later, why does Chaplin still matters? Internet:
According to the text above, judge the following statements.
11) In the author’s opinion, it is fair to say that nobody after Chaplin managed to be as successful as he was. 12) “At the peak of” (l. 01) can be correctly rewritten as At the height of. 13) In line 03, “new medium” is the same as new means. 14) Charlie Chaplin and The Beatles played similar historical roles but his impact on the general cultural scene was far more profound than theirs. 15) Chaplin’s extraordinary talent helped cinema achieve the status of an individual art form. 16) The word “touchstone” (l. 05) means a basis or criterion for comparison. 17) Chaplin’s main goal as a lm director was to eradicate starvation, laziness and lack of love by means of humour. 18) Due to his in ated ego, Chaplin tried very hard to select the best possible angles for the cameras. 19) Throughout his career, Chaplin stuck to his original acting methods and goals, keeping alive the gure of the Tramp. 20) The passage “enduringly popular features” (l. 12) can be correctly paraphrased as lms that have continuously been well-liked and admired.
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01. Don’t let that scare you away. There is a murder and a fatal church-bell-related accident, but the afterlife in Coco is 02. a warm and hectic place, more comical than creepy. The story 4 happens during the Day of the Dead, when the border 03. controls between life and death relax and the departed are allowed temporary passage to the land of the living. A boy 04. named 7 Miguel makes the trip in reverse, which is not to say that he dies, but rather that his living self, through one of 05. several metaphysical loopholes that the movie explains, is transported 10 into a fantastical world of specters and skeletons, 06. who hold fabulous parties and raucous outdoor concerts. 07. Nearly as enchanting as that magical realm is the 13 Mexican village of Santa Cecilia, Miguel’s hometown, where he 08. is part of a prosperous clan of shoemakers. The cultural vibe of Coco is inclusive rather than exoticizing, pre-empting 16 09. inevitable concerns about authenticity and appropriation with the mixture of charm and sensitivity that has become 10. something of a 21st-century Disney hallmark. Here, the importance of 19 family — the multigenerational household that 11. sustains and constrains the hero — is both speci c and universal. It’s what explains the particular beats of Miguel’s story 12. and what 22 connects him to viewers regardless of background. 13. He shows a certain kinship with other well-known recent cartoon characters. A gifted musician in a family that 25 14. forbids music, he is a bit like Remy, the “Ratatouille” rat whose kin were hostile to his artistic ambition, and like Mumble, the 15. mis t penguin in “Happy Feet.” Miguel’s quest — a search for 28 roots, lost ancestors and information that might explain 16. who he is — resembles Dory’s journey in Finding Dory. The sidekicks who accompany him, animal and (formerly) human, 17. 31 are drawn from a familiar well of archetypes, and the nal round of lesson-learning and reconciliation hits notes we have 18. heard many times before. Internet:
Based on the text above, judge the items from 21 through 28.
21) In the lm, death is not so morbid a subject that it should discourage people from watching it. 22) In the fragment “hold fabulous parties and raucous outdoor concerts” (l. 06), the verb “to hold” can be correctly replaced with to throw. 23) The author mentions that the story in Coco takes place in at least three distinct spheres. 24) In “the land of the living” (l .03) and in “his living self” (l. 04), the word “living” plays the same grammar role. 25) The word “loopholes” (l. 05) is synonymous with events. 26) In the lm, the use of the strange and picturesque features of the Mexican culture is exploitative. 27) The sentence “He shows a certain kinship with other well-known recent cartoon characters.” (l. 13) can be correctly paraphrased as There are similarities between Miguel and some other recent cartoon characters. 28) What connects Coco to the long tradition of recent cartoon characters is their obsession with the idea of death.
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Internet:
29) The message conveyed by this cartoon — which is based on the lm The Shape of Water and presents Neptune (on the right), a sea creature and a man — is that
a) political correctness requires that a female version of the sea monster be created. b) Neptune feels a deep distrust of men who behave childishly. c) human beings are not on the list of creatures that Neptune allows to inhabit his underwater kingdom. d) a love a air between a human being and a sea creature is likely to cause disbelief and confusion.
30) The idea that best matches the cartoon above is that
a) people must assert their rights as patients and tell doctors that they must not behave as if they were God. b) the Internet is far more precise in making diagnoses and, therefore, far more reliable than doctors can ever be. c) patients should only seek a second opinion when their tentative diagnosis is unfavourable to them. d) the widespread use of the Internet has had an e ect on the nature of centuries-old doctor-patient relationships.
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UFSC 2020 - VERÃO
Text 1 Copenhagen has taken bicycle commuting to a whole new level by Erik Kirschbaum August 8, 2019 Copenhagen
01. Soren Jensen sold his car six years ago and joined the rivers of rolling humanity who bicycle through Copenhagen 02. every day. He quickly lost about 20 kilos on his hour-a-day bike commutes, while saving time and a small fortune. “I had 03. a Mercedes but it sat in the garage all the time because it was so much easier to get everywhere by bike,” said Jensen, a 04. 51-year-old who works in a downtown investment bank. 05. Cycling has been a part of life in Copenhagen for decades despite windy and rainy conditions for much of the year. In 06. recent years, cycling has enjoyed yet another surge in popularity – the result of constantly improving bike lanes coupled 07. with fears of climate change. 08. Copenhagen’s City Council reported in early July that 62% of its residents are now commuting to work or school by 09. bike. According to local reports, there are more bikes than people in Copenhagen, and ve times as many bicycles as cars. 10. To make commuting by bike even easier, faster and more comfortable, there has been a spate of activity in recent years 11. to improve the already impressive biking infrastructure. Copenhagen has built 17 new bridges over the city’s canals for 12. bicycles. Also, more than a dozen cycle superhighways have been set up to create higher-speed, tra c-light-free bike paths. 13. Klaus Mygind, a member of Copenhagen’s City Council, believes that many more Danes are switching to cycling because 14. they feel a responsibility to future generations. “I do think the climate change problem is what has been motivating even 15. more people to take the bike,” he said. 16. All walks of life can be seen pedaling against the wind during the morning and evening rush hours. It’s not unusual to 17. see lawyers and business professionals in suits or dresses standing on their bikes at red lights next to butchers, bakers and 18. clerks. 19. Taken together, the e orts to bolster the cycling infrastructure while making driving and parking into the city 20. prohibitively expensive and di cult send strong signals to commuters about where the priorities lie in the city that has 21. pledged to become the world’s rst carbon-neutral capital by 2025. Source: https://www.latimes.com/world-nation/story/2019-08-07/copenhagen-has-taken-bicycle-commuting-to-a- new-level. [Adapted]. Accessed on: August 16th, 2019.
1) Select the correct proposition(s) according to Text 1.
01. In Copenhagen, all social classes can be seen on a bike. 02. Cycling is the most popular means of commuting in Copenhagen. 04. Cycling is so popular in Copenhagen because the weather conditions are optimal year around. 08. Residents of Copenhagen are not worried about the environment. 16. Riding bikes was introduced to Copenhagen in the last decade. 32. The city’s cycling structure was designed so well that it hasn’t been altered recently. 64. Soren Jensen obtained only health bene ts when he switched his car to a bike.
RESPOSTA:
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2) Select the proposition(s) which contains (contain) correct de nitions or synonyms for the words in bold as they are used in Text 1.
01. commutes: regular trips to school or work 02. despite: as a consequence of 04. surge: a sudden increase 08. spate: decrease 16. fears: scary 32. pledged: promised
RESPOSTA:
3) Select the proposition(s) which contains (contain) the correct translation for the underlined words as they are used in Text 1.
01. bicycle: bicicleta 02. climate change: mudança climática 04. walks of life: pedestres 08. coupled with: comparado com 16. butchers: contadores 32. Danes: burgueses 64. rush hours: horários de pico
RESPOSTA:
4) Select the proposition(s) which correctly indicates (indicate) the grammatical meaning of the su xes as they are used in Text 1.
01. Line 05: -y in “windy” – adjective 02. Line 06: -ity in “popularity” – noun 04. Line 06: -ly in “constantly” – adjective 08. Line 10: -er in “faster” – comparative 16. Line 17: -es in “dresses” – verb 32. Line 17: -er in “bakers” – superlative
RESPOSTA:
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Text 2 Future skills: understanding fake news
01. Imagine this: two news articles are shared simultaneously online. The rst is a deeply reported and thoroughly fact- 02. checked story from a credible news-gathering organisation – perhaps Le Monde or The Wall Street Journal. The second is a 03. false or misleading story. But the article is designed to mimic content from a credible newsroom, from its headline to the 04. way in which it has been shared. 05. The rst article – designed to inform – receives limited attention. The second article – designed for virality – accumulates 06. shares. It exploits the way your brain processes new information, and the way social media decides what to show you. 07. Most people are getting at least some of their news from social media now. In order to maximise pro ts from displaying 08. ads, news feeds and timelines show the content that attracts the most attention. This ends up favouring headlines that 09. scream for reactions (expressed as shares, “likes” and comments). Add to this the ability to boost the visibility of any message 10. by buying an ad and targeting the people most likely to react to it (based on interests, behaviours and relationships), and 11. people can produce disinformation at unbelievable rates and then track their success. Source: https://www.britishcouncil.org/anyone-anywhere/explore/dark-side-web/fake-news. [Adapted] Accessed on: August 1st, 2019.
5) Select the correct proposition(s) according to Text 2.
01. Fake news articles can go viral if they are designed to look like an article from a respected newspaper. 02. An article must be published in respected newspapers and magazines to receive a lot of attention on social media. 04. Fake news articles rely on how the brain processes information to catch the readers’ attention. 08. Advertising fake news is a crime in some countries. 16. Advertising has contributed to the growth of fake news. 32. To call people’s attention, news reports have to present real facts.
RESPOSTA
6) Select the proposition(s) that contains (contain) the right reference for the boldface pronouns, as they are used in Text 2.
01. Line 06: “your” (your brain) – the author of the text 02. Line 03: “its” (from its headline) – “content” 04. Line 11: “their” (their success…) – “success” 08. Line 07: “their” (their news…) – “most people” 16. Line 10: “it” (react to it…) – “ability” 32. Line 08: “that” (content that attracts…) – “content”
RESPOSTA:
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Text 3 On social media [Pet Shop Boys] When you care about the issues of the day When you’re on social media (4x) And check your facts on Wikipedia You can and get into an argument right away My likes are in the thousands If you’re on social media My tweets are being retweeted My family pics or holiday snaps The world is changing everywhere With total love are greeted With a speed that couldn’t be speedier But you feel so ahead of the curve It’s so nice when people like you When you’re on social media You’re feeling hashtag blessed You’re part of the conversation When you’re on social media (4x) It’s like you passed the test
You’re part of the conversation When you’re on social media (4x) You’re there in every debate From football to religion to contemporary art And sometimes you can fuel the debate You’re ready to ponti cate By biting the hand that feeds you Expressing pure anonymous hate While democracy is losing its way When you’re on social media And greed is getting greedier Console yourself with a sel e or two When you’re on social media (4x) And post them on social media I feel so empowered
7) Select the proposition(s) that contains (contain) a possible translation for the underlined expressions as they are used in Text 3.
01. care about: ignorar 16. fuel the debate: evitar o debate 02. get into an argument: construir um argumento 32. biting the hand that feeds you: sendo ingrato 04. right away: imediatamente 08. console yourself: aconselhar-se
RESPOSTA:
8) According to Text 3, it is correct to a rm that:
01. Wikipedia is used as a source of information. 02. sharing family information on social media is inappropriate. 04. democracy has become stronger with the help of social media. 08. people may use social media to express their hate. 16. posting sel es is the best way to make new friends on social media. 32. social media make people feel they have power.
RESPOSTA:
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UFSC 2019 - INVERNO
Text 1 CUBAN DOCTORS HEAD HOME, LEAVING BRAZILIAN TOWNS WITH NO CARE by Anthony BoadleNovember 22, 2018/7:55 pm
01. This week hundreds of Cuban doctors stationed in Brazil packed up their bags and went home, less than two weeks 02. after their government in Havana ordered an end to their participation in the country’s More Doctors program. The Cubans 03. practiced mostly in poor and remote areas of Brazil where Brazilian doctors do not want to work. The Brazilian government 04. is now scrambling to replace them in 8,332 positions left vacant by their sudden departure. 05. The program clashed due to an ideological rift between Cuba’s communist government and Brazil’s far right president- 06. elect, Jair Bolsonaro. The political dispute was an unprecedented blow to Cuba’s most lucrative export: not tobacco, sugar 07. or tourism, but doctors. Cuba has a respected health service and generates major export earnings by sending health 08. workers to more than 60 countries. Leasing healthcare professionals to foreign governments brings in around $11 billion 09. each year, making it Cuba’s biggest source of revenue. The doctors have an equally clear incentive to work abroad. Cuba’s 10. monthly minimum wage is around $25, rising to around $50 for doctors. In Brazil, even with the Cuban government taking 11. most of their salary, they were still getting about $1,000 a month, a life-changing sum for their families. 12. In many Brazilian towns and the outskirts of cities that relied on the Cuban doctors, usually crowded waiting rooms at 13. public health posts were empty this week and notices said appointments had been canceled until further notice. 14. Some mayors and the municipal health authorities urged the Brazilian government to make it possible for the Cubans 15. to stay. The Health Ministry plans next week dismiss a requirement that Cubans validate their medical diploma in Brazil so 16. that they could work directly contracted by the Brazilian government and not through the Cuban program. It is not clear 17. how many Cubans will want to break with their communist-run government’s doctors-for-export program. 18. Brazil plans to ll the medical vacuum with local hires. In just two days since registration opened, 3,648 Brazilians have 19. been selected to ll the empty posts, but those replacements are mainly in large urban areas. Source: https://www.reuters.com/article/us-brazil-cuba-doctors/cuban-doctors-head-home-leaving-brazilian- towns-with-no-care-idUSKCN1 NR2C5 and http://time.com/5467742/cuba-doctors-export-brazil. [Adapted]. Accessed on: March 3rd, 2019.
1) According to Text 1, which proposition(s) can be considered correct?
01. Exporting Cuban doctors does not bring much money to the Cuban government. 02. Replacing the Cuban doctors will be easy in Brazil. 04. The Cuban doctors worked mainly in large Brazilian cities. 08. The healthcare in Cuba is not of good quality. 16. Not many Cuban doctors work outside their home country. 32. The Cuban doctors earned more money working in Brazil than in Cuba. 64. Some patients were left without medical care after the Cubans left Brazil.
RESPOSTA:
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2) Select the proposition(s) which contains (contain) a correct de nition or synonym for the words in bold as they are used in Text 1.
01. earnings: income 02. leasing: renting 04. scrambling: trying with di culty 08. crowded: vacant 16. appointments: compromises 32. posts: post o ces
RESPOSTA:
3) Select the proposition(s) which contains (contain) the correct translations for the underlined words as they are used in Text 1.
01. practiced: praticaram 02. sudden: esperado 04. remote: distante 08. notice: notar 16. plans: planos 32. outskirts: arredores 64. urged: urgente
RESPOSTA:
4) Select the proposition(s) that is (are) true according to Text 1.
01. Doctors working in Cuba earn about twice the minimum wage. 02. The Cuban doctors working in Brazil did not receive their full salary. 04. Brazil expelled the Cuban doctors. 08. All the Cuban doctors will start working directly for the Brazilian government. 16. Tobacco is Cuba’s most lucrative export. 32. Local Brazilian health authorities do not want the Cuban doctors to leave.
RESPOSTA:
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Text 2 BRAZIL CAN LEAD THE WAY ON MANAGING THE WORLD’S REFUGEE CRISIS by Adriana Erthal Abdenur and Maiara Folly June 5, 2018
01. Soccer teams of refugees from Mali, the Democratic Republic of the Congo, Syria, Angola, Burkina Faso and Gambia who 02. had migrated to Brazil became the protagonists in a recent soccer competition: the Multicultural Cup, organized by Instituto 03. Adus, a nongovernmental organization, to promote the integration of refugees into Brazilian society. 04. The challenges of displacement have worsened drastically in recent years. Today, there are 22 million refugees globally 05. and more than 40 million internally displaced people, 84 percent of whom are living in low- and middle-income countries. 06. Despite their generosity, these countries are the least prepared to provide the extensive help that refugees and displaced 07. people need. 08. Last year, 33,865 people requested asylum in Brazil alone, with Venezuelans corresponding arrival to 47.11 percent. 09. There has been a 2,000 percent increase in the number of Venezuelan nationals seeking asylum worldwide since 2014, 10. according to the UN refugee agency. 11. Nevertheless, many governments and civil society groups are committed to strengthening the international regime 12. that manages forced and other types of migration. Now, more than ever, Latin American and Caribbean countries, including 13. Brazil, should redouble their commitment to receiving migrants and refugees. These countries will need to ensure that 14. their national refugee legislations, which are among the most advanced in the world, are enforced and accompanied with 15. appropriate policies, including at the border. 16. Latin Americans can call for policies that welcome refugees and bolster integration and urge the United Nations (UN) to 17. take steps to ght the so-called “root causes” of forced migration. Brazil can bolster its own credentials as a regional leader 18. in protecting and receiving refugees. 19. The arrival of a growing number of Venezuelans to Brazil o ers an excellent entry point to reimagine and restructure 20. how the country deals with forced migration. A proactive approach that integrates refugees and migrants can generate 21. economic dividends. Moreover, it can lend credence to Brazil’s claims that it supports the rights of all people, including 22. refugees. Source: https://www.passblue.com/2018/06/05/brazil-can-lead-the-way-on-managing-the-worlds-refugee-crisis. [Adapted]. Accessed on: August 10th, 2018.
5) Select the proposition(s) which is (are) true according to Text 2.
01. The participants of the Multicultural Cup intend to immigrate to Brazil. 02. Currently, most refugees live in rich countries. 04. Caribbean and Latin America countries need to create refugee laws. 08. Brazil could become a front runner in the treatment of refugees. 16. By integrating refugees and migrants, Brazil can obtain economic bene ts. 32. The Multicultural Cup was organized by the Brazilian government. 64. Brazil a rms that it is a nation that endorses people’s rights.
RESPOSTA:
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6) Select the correct translation(s) according to the way the underlined words are used in Text 2.
01. despite: despistar 02. requested: solicitaram 04. seeking: adoecendo 08. welcome: bem-vindo 16. commitment: comitê 32. strengthening: fortalecimento
RESPOSTA:
7) Select the proposition(s) which contain (contains) an adequate synonym for the boldfaced words, as they are used in Text 2.
01. displacement: forced migration 02. worsened: changed 04. nationals: citizens 08. bolster: reduce 16. growing: increasing 32. nevertheless: in addition
RESPOSTA:
8) Select the question(s) that can be answered with information from Text 2.
01. Who organized the Multicultural Cup? 02. Who won the Multicultural Cup? 04. How many refugees live in Brazil? 08. What is the percentage of Venezuelans in the number of asylum seekers in Brazil last year? 16. Where did the Multicultural Cup take place?
RESPOSTA:
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UFSC 2019 - VERÃO
Text 1 The refugee (Performed by U2) Woah, woah In the evening She’s the refugee She is waiting I see your face Waiting for her man to come I see you staring back at me And take her by her hand Woah, woah And take her to this promise land She’s the refugee Woah, woah Her mama say one day she’s gonna She’s a pretty face Live in America But at the wrong time In the morning In the wrong place She is waiting Woah, woah Waiting for the ship to sail She’s a pretty face Sail away Her mama say one day she’s gonna Woah, woah Live in America Her papa go to war Yeah, America He’s gonna ght Woah, woah But he don’t know what for She’s a refugee Woah, woah She’s coming back, she’s coming Her papa go to war Keep you company Her mama say one day he’s gonna Woah, woah Come back from far away She’s a refugee Help me Her mama say one day she’s gonna How can you help me, oh Live in America, yo yo, yo yo, yo yo, yo yo, yo Song composed by: Adam Clayton, Dave Evans, Larry Mullen, Paul Hewson. Universal Music Publishing Group.
1) According to Text 1, we can a rm that:
01. this song is about a girl who is an immigrant in the United States. 02. the mother wants the girl to have a better life. 04. the girl’s father died in a war. 08. a man took the girl to the promised land. 16. the father cannot understand the meaning of the war he’s ghting. 32. the girl will be successful because she has a good appearance.
RESPOSTA:
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2) The sentences below were taken from Text 1. Select the sentences that are considered correct according to the normative English grammar.
01. Her mama say one day. 02. But he don’t know what for. 04. She’s coming back. 08. She’s a pretty face. 16. Her papa go to war. 32. I see you staring back at me.
RESPOSTA:
Text 2
01. Some of the most ubiquitous Venezuelan foods are fried corn- or our-based pancakes, arepas. They can be lled with 02. everything from eggs and tomatoes to shrimp and cheese. Venezuelans snack on them throughout the day, and small 03. arepas are served as side dishes at most meals. Whether dining out or at home, some other common traditional menu items 04. are: cachitos, cachapas and hallaca. Cachitos are hot croissants lled with ham and cheese, whereas cachapas are thick, 05. sweet, maize pancakes served with a mozzarella-type cheese. Hallaca is a dish of chopped beef, pork and chicken mixed 06. with green peppers, onion, garlic, tomatoes, raisins, olives and herbs, typically served at Christmas. Corn dough is wrapped 07. around the mixture and then steamed in banana leaves. 08. Venezuela grows a lot of co ee and has a strong co ee culture, thanks to the introduction of espresso by Spaniards. 09. Co ee is the most common beverage in the country and it is always o ered to guests. It’s considered rude to say no if 10. you’re o ered a cup of joe because it’s a symbol of hospitality. Other typical drinks are fruit juices, milkshakes and chicha, 11. a beverage made of boiled rice, condensed milk, sugar, vanilla and ice. Chicha is most common in Venezuela’s llanos, or 12. grasslands. Available on: http://people.howstu works.com/culture-traditions/national-traditions/venezuelan-tradition1.htm [Adapted]. Accessed on: August 26th, 2018.
3) Select the proposition(s) that best represents (represent) a possible title for Text 2.
01. The in uence of Spanish on the English language. 02. South American foods. 04. How to cook arepas. 08. Venezuelan cuisine. 16. The most traditional dishes and beverages of Venezuela.
RESPOSTA:
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4) According to Text 2, which proposition(s) can be considered correct?
01. A typical Venezuelan drink is made of rice. 02. Venezuelans don’t like co ee. 04. Hallaca is frequently eaten during a seasonal holiday. 08. Corn is frequently used to prepare Venezuelan food. 16. The Spanish colonizers brought the co ee culture to Venezuela. 32. Venezuelan pancakes are served with honey. 64. Cachitos can only be eaten when dining out.
RESPOSTA:
5) Select the proposition(s) which contains (contain) the correct translations for the underlined words as they are used in Text 2.
01. ubiquitous: onipresente 04. leaves: sai 16. shrimp: camarão 02. dining out: passear 08. hospitality: hospital
RESPOSTA:
6) Select the proposition(s) which contains (contain) correct de nitions or synonyms for the words in bold as they are used in Text 2.
01. our-based: made of sugar 08. dough: mixture of ingredients to be baked 02. dish: meal 16. cup of joe: Joe’s cup 04. thick: thin 32. beverage: drink
RESPOSTA:
7) Which question(s) can be answered according to Text 2?
01. What is the most popular food in Venezuela? 16. Is Christmas the best time to visit Venezuela? 02. How to cook arepas? 32. What is the preferred drink of Venezuelans? 04. What is the name of a typical drink of Venezuelan grasslands? 08. Do Venezuelans like black co ee or co ee with milk?
RESPOSTA:
8) Choose the correct alternative(s).
01. In line 01, “They” refers to Venezuelan foods. 16. In line 01, “Some” refers to Venezuelan foods. 02. In line 02, “Them” refers to arepas. 32. In line 10, “you’re” refers to guests. 04. In line 09, “It’s” refers to Joe. 08. In line 10, “it’s” refers to the tradition of o ering co ee.
RESPOSTA:
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UFSC 2018 - INVERNO
Text 1 How exercise in old age prevents the immune system from declining Fergus Walsh Medical correspondent@BBCFergusWalsh, 8 March 2018
01. Doing lots of exercise in older age can prevent the immune system from declining and protect people against infections, 02. scientists say. 03. 04. They followed 125 long-distance cyclists, some now in their 80s, and found they had the immune systems of 20-year- 05. olds. 06. Prof Norman Lazarus, 82, of King’s College London, who took part in and co-authored the research, said: “If exercise was 07. a pill, everyone would be taking it. It has wide-ranging bene ts for the body, the mind, for our muscles and our immune 08. system.” The research was published in the journal Aging Cell. 09. Prof Janet Lord, director of the Institute of In ammation and Ageing, at the University of Birmingham, and co-author 10. of the research, said: “The immune system declines by about 2-3% a year from our 20s, which is why older people are 11. more susceptible to infections, conditions like rheumatoid arthritis and, potentially, cancer. Because the cyclists have the 12. immune system of a 20-year-old rather than a 70- or 80-year-old, it means they have added protection against all these 13. issues.” 14. The researchers looked at markers in the blood for T-cells, which help the immune system respond to new infections. 15. These are produced in the thymus, a gland in the chest, which normally shrinks in size in adulthood. 16. They found that the endurance cyclists were producing the same level of T-cells as adults in their 20s, whereas a group 17. of inactive older adults were producing very few. 18. The researchers believe that being physically active in old age will help people respond better to vaccines, and so be better protected against infections such as u . Available on:
01. The study was conducted by more than one researcher. 02. Infections are more frequent in older people. 04. The immune system hardly bene ts from cycling. 08. The study examined the routine of professional cyclists. 16. The study found that there are no T-cells in older adults.
RESPOSTA:
2) Choose the correct proposition(s) in regards to reference in Text 1.
01. The pronoun ‘they’, in line 04 (They followed 125 long-distance cyclists), refers to the word ‘cyclists’. 02. The pronoun ‘they’, in line 12 (it means they have added protection), refers to ‘cyclists’. 04. The pronoun ‘it’, in line 07 (everyone would be taking it), refers to ‘pill’. 08. The pronoun ‘who’, in line 06 (who took part in and co-authored the research), refers to ‘King’s College’. 16. The pronoun ‘these’, in line 15 (These are produced in the thymus), refers to ‘infections’.
RESPOSTA:
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3) Select the proposition(s) which contains (contain) 5) Which of the following questions can be answered correct translations for the boldfaced words as they according to Text 1? are used in Text 1. 01. Why do old long-distance cyclists have better 01. Found: fundaram immune systems? 02. Declines: decai 02. What are some disadvantages of long-distance 04. Susceptible: sucedido cycling? 08. Conditions: condicionamentos 04. What are some bene ts of exercising when you 16. Adulthood: vida adulta are old? 32. Such as: tanto assim 08. How is exercising related to the performance of the immune system? RESPOSTA: 16. Can we reduce infections in old-aged people? 32. When is the perfect time to become a cyclist? 4) According to Text 1, select the correct statement(s). RESPOSTA: 01. Norman Lazarus was one of the study’s participants. 02. Norman Lazarus helped to conduct the study. 04. Norman Lazarus believes that exercising should be replaced by medicine. 08. Janet Lord is a long-distance cyclist. 16. Janet Lord is a researcher.
RESPOSTA:
Text 2
01. A brain training computer game developed by British neuroscientists has been shown to improve the memory of 02. patients in the very earliest stages of dementia and could help such patients avert some symptoms of cognitive decline. 03. Researchers who developed the “game show”-like app and tested its e ects on cognition and motivation in a small trial 04. found that patients who played the game over a period of a month had around a 40 percent improvement in their memory 05. scores. 06. “We hope to extend these ndings in future studies of healthy ageing and mild Alzheimer’s disease,” said George 07. Savulich, who led the study at Cambridge University. 08. Dementia is a huge global health problem. The World Health Organization says some 47.5 million people had dementia 09. in 2015, and that number is rising rapidly as life expectancy increases and societies age. 10. The condition is incurable and there are few drugs that can alleviate the symptoms – which include declining memory, 11. thinking, behavior, navigational and spatial skills and the gradual loss of ability to perform everyday tasks. 12. Publishing his results in the International Journal of Neuropsychopharmacology, Savulich said that as well as improving 13. their memory scores in the game, patients who played it retained more complex visual information than those who didn’t. 14. Independent experts said the study’s ndings were encouraging, but that the app needed be tested against other forms 15. of brain training in trials involving more people. 16. “While this type of brain training will not ultimately be able to prevent or cure memory diseases like dementia, it is a 17. promising way to improve early memory symptoms of the disease,” said Tara Spires-Jones of the University of Edinburgh. Source: Kate Kelland, editing by David Evans, available on:
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6) Which of the title(s) below best summarize(s) the main idea of the text?
01. Patients su ering from severe Alzheimer’s disease can now be cured. 02. The app developed by researchers at Cambridge can completely cure dementia. 04. Severe Alzheimer’s disease can be eradicated by means of an app. 08. Cure for lack of memory could be in an app. 16. ‘Brain training’ app improves memory in people with cognitive decline.
RESPOSTA:
7) Select the correct proposition(s) from Text 2.
01. Dementia is incurable and few drugs can be used to treat it. 02. The application was tested on people with no symptons of memory loss. 04. George Savulich conducted the studies at the University of Edinburgh. 08. Tara Spires-Jones believes the app can cure dementia. 16. The application was tested on people in the very earliest stages of dementia.
RESPOSTA:
8) In the English language, the su x -ing (the gerund) can be used as a verb, a noun, or an adjective. Select the proposition(s) in which the use is correctly shown, according to the underlined words in Text 2.
01. Rising – verb. 02. Declining – noun. 04. Findings – verb. 08. Improving – adjective. 16. Encouraging – adjective. 32. Training – verb. 64. Ageing – adjective.
RESPOSTA:
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UFSC 2018 - VERÃO
Text 1 Council of Europe language education policy
The Council of Europe promotes policies which strengthen linguistic diversity and language rights, deepen mutual understanding, consolidate democratic citizenship and sustain social cohesion.
Council of Europe language education policies aim to promote:
- PLURILINGUALISM: all are entitled to develop a degree of communicative ability in a number of languages over their lifetime in accordance with their needs; - LINGUISTIC DIVERSITY: Europe is multilingual and all its languages are equally valuable modes of communication and expressions of identity; the right to use and to learn one’s language(s) is protected in Council of Europe Conventions; - MUTUAL UNDERSTANDING: the opportunity to learn other languages is an essential condition for intercultural communication and acceptance of cultural di erences; - DEMOCRATIC CITIZENSHIP: participation in democratic and social processes in multilingual societies is facilitated by the plurilingual competence of individuals; - SOCIAL COHESION: equality of opportunity for personal development, education, employment, mobility, access to information and cultural enrichment depends on access to language learning throughout life.
A plurilingual person has: - a repertoire of languages and language varieties; - competences of di erent kinds and levels within the repertoire.
Plurilingual education promotes: - an awareness of why and how one learns the languages one has chosen; - an awareness of and the ability to use transferable skills in language learning; - a respect for the plurilingualism of others and the value of languages and varieties irrespective of their perceived status in society; - a respect for the cultures embodied in languages and the cultural identities of others; - an ability to perceive and mediate the relationships which exist among languages and cultures; - a global integrated approach to language education in the curriculum. Available:
1) Select the proposition(s) that could be the main topic of Text 1.
01. Language schools in Europe. 02. Multilingualism around the world. 04. The di erences between multilingualism and plurilingualism. 08. The goals of language education in Europe. 16. The promotion of citizenship.
RESPOSTA:
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2) Select the correct proposition(s) according to the 3) Select the proposition(s) which contains (contain) information in Text 1. correct translations for the underlined words as they are used in Text 1. 01. The European education policy promotes the teaching of the most important languages. 01. understanding: compreensão 02. Plurilingual individuals become more tolerant of 02. needs: precisa cultural di erences. 04. citizenship: cidadania 04. Plurilingualism helps people to participate in 08. individuals: individuais democratic processes. 16. irrespective of: depende de 08. In Europe, the government decides which 32. perceive: perceptível languages should be learned at school. 16. People who know more than one language RESPOSTA: show more respect for language varieties. 32. A true plurilingual person can speak perfectly some languages.
RESPOSTA:
Text 2
Bob Dylan was born on May 24th, 1941 in Duluth, Minnesota. He grew up in a Jewish middle-class family in the city of Hibbing. As a teenager he played in various bands and with time his interest in music deepened, with a particular passion for American folk music and blues. He was in uenced by the early authors of the Beat Generation, as well as by modernist poets. Dylan moved to New York City in 1961 and began to perform in clubs and cafés in Greenwich Village. He met the record producer John Hammond with whom he signed a contract for his debut album, Bob Dylan (1962). In the following years he recorded a number of albums which have had a tremendous impact on popular music. Dylan has recorded a large number of albums revolving around topics such as: the social conditions of man, religion, politics and love. The lyrics have continuously been published in new editions, under the title Lyrics. As an artist, he is strikingly versatile; he has been active as painter, actor and scriptwriter. Besides his large production of albums, Dylan has published experimental work like Tarantula (1971) and the collection Writings and Drawings (1973). He has written an autobiography, Chronicles (2004), which depicts memories from the early years in New York and which provides glimpses of his life at the center of popular culture. Available:
4) Select the correct proposition(s) according to the 5) Which question(s) can be answered according to information in Text 2. Text 2?
01. Bob Dylan is also a writer. 01. What is the name of the city where the musician 02. Dylan’s interest in music began in New York City. was born? 04. Dylan’s rst album was very successful. 02. What is Dylan’s most famous song? 08. All of Dylan’s albums are about political issues. 04. Who was Dylan’s rst producer? 16. Dylan’s song lyrics have been published in books. 08. Where does Dylan live now? 32. Dylan is planning to write an autobiography. 16. When did Dylan release his rst album?
RESPOSTA: RESPOSTA:
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6) According to Text 2, which proposition(s) can be considered correct?
01. Dylan lived in a city called Hibbing. 02. Dylan’s albums in uenced other musicians. 04. Dylan played with a band, for the rst time, when he moved to New York. 08. Dylan was not interested in other forms of art. 16. Dylan’s music was in uenced by poetry.
RESPOSTA:
7) Select the proposition(s) which contains (contain) correct de nitions or synonyms for the underlinedwords as they are used in Text 2.
01. as well as: correctly 02. in the following: in the next 04. which: that 08. such as: like 16. besides: next to
RESPOSTA:
Text 3 Bob Dylan receives Nobel Prize in literature in Sweden
Singer-songwriter Bob Dylan nally received his Nobel Prize in literature Saturday at a private ceremony in Stockholm, according to a statement posted online by the head of the Swedish Academy. Here is an extract of his lecture: “That’s what songs are too. Our songs are alive in the land of the living. But songs are unlike literature. They’re meant to be sung, not read. The words in Shakespeare’s plays were meant to be acted on the stage. Just as lyrics in songs are meant to be sung, not read on a page. And I hope some of you get the chance to listen to these lyrics the way they were intended to be heard: in concert or on record or however people are listening to songs these days”. Available:
8) According to Text 3, it is correct to a rm that:
01. Dylan received the Nobel Prize during a public ceremony. 02. Dylan was invited to become a member of the Swedish Academy. 04. songs are di erent from literature. 08. according to Dylan, the best way to listen to songs is by going to a concert. 16. Dylan’s lecture occurred in a private event.
RESPOSTA:
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UFRGS 2020
As questões 1 a 9 estão relacionadas ao texto abaixo. 46. the way a man could. Odd choices were simply easier 47. for men, most of whom would still nd women glad to 01. Juliet had a book open on her lap, but she was not 48. marry them. Not so the other way around. 02. reading. She did not take her eyes from what was going Adaptado de: MUNRO, Alice. Chance. 03. by. She was alone in a double seat and there was an In: Runaway . London: Vintage, 2013. p. 52-53. 04. empty double seat across from her. This was the space 05. in which her bed was made up at night. The porter was 1) Considere as seguintes a rmações sobre o texto. 06. busy at the moment, dismantling the car’s nighttime 07. arrangements. In some places, the dark-green zippered 08. shrouds still hung down to the oor. There was the I - As condições climáticas são perceptíveis através 09. smell of that cloth, like tent cloth, and a slight smell of do que Juliet vê pela janela do trem e através da 10. nightclothes and toilets. A blast of fresh winter air was temperatura do ar. 11. felt whenever anyone opened the doors at either end of II - Juliet aceitou uma proposta de trabalho muito 12. the car. The last people were going to breakfast, other aquém de sua formação acadêmica e experiência como 13. people coming back. professora. 14. There were tracks in the snow, small animal tracks. III - Uma das hipóteses sobre o futuro de Juliet 15. Strings of beads, looping, vanishing. Juliet was twenty- combina a sensação de isolamento com a di culdade 16. one years old and already the possessor of a B.A. and an de obter promoções no trabalho. 17. M.A. in classics. She was working on her Ph.D. thesis in 18. Toronto, but had decided to take some time out to teach Quais estão corretas? 19. Latin at a private girls’ school in Vancouver. She had no 20. training as a teacher, but an unexpected vacancy at half- 21. term had made the school willing to hire her. Probably a) Apenas I. 22. no one else had answered the ad. The salary was less b) Apenas II. 23. than any quali ed teacher would be likely to accept. But c) Apenas I e III. 24. Juliet was happy to be earning any money at all, after d) Apenas II e III. 25. her years on stingy scholarships. e) I, II e III. 26. She was a tall girl, fair-skinned and ne-boned, 27. with light-brown hair that would not retain a bou ant 2) Assinale a alternativa correta a respeito do texto. 28. style, even when sprayed. She had the look of an 29. alert schoolgirl: head held high, a neat rounded chin, a) Juliet, apesar de sua juventude, sente-se estimulada 30. wide thin-lipped mouth, snub nose, bright eyes, pelo reconhecimento pro ssional, proporcionado pelo 31. and a forehead that was often ushed with e ort or novo emprego. 32. appreciation. Her professors were delighted with her 33. — they were grateful these days for anybody who took b) Tanto casar quanto car solteira são cenários que 34. up ancient languages, and particularly for someone so a voz narrativa associa a aspectos da vida pro ssional 35. gifted — but they were worried as well. The problem de Juliet. 36. was that she was a girl. If she got married — which might c) A escolha por cursar Letras Clássicas levou Juliet a 37. happen, as she was not bad-looking for a scholarship sair de sua casa em Toronto. 38. girl, not bad-looking at all — she would waste all her d) O impacto de uma escolha acadêmica 39. hard work and theirs. And if she did not get married, her potencialmente estranha, por parte de uma mulher 40. life would probably become bleak and isolated — she atraente, pode ser socialmente atenuado por meio do 41. would lose out on promotions to men (who needed casamento. 42. them more, since they had families to support). Either e) Juliet combate o preconceito de algumas pessoas 43. way, she would not be able to defend the oddity of her contra os livros clássicos, reagindo com assertividade. 44. choice, to defy what people would see as the irrelevance, 45. or dreariness, of classics, to slough o that prejudice
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3) Considere as possibilidades de reescrita do segmento Juliet had a book open on her lap, but she was not reading (l. 01-02).
I - Even though she was not reading it, Juliet had a book open on her lap. II - Despite she was not reading it, Juliet had a book open on her lap. III - In spite of the fact that she was not reading it, Juliet had a book open on her lap.
Quais poderiam substituir o segmento, sem prejuízo do sentido original e da correção gramatical?
a) Apenas I. d) Apenas I e III. b) Apenas II. e) I, II e III. c) Apenas III.
4) Considere as seguintes a rmações sobre o texto.
I - O segmento She was working on her Ph.D thesis (l. 17) indica um processo já nalizado no momento descrito pelo texto. II - O segmento Probably no one else had answered the ad (l. 21-22) faz alusão a uma situação anterior ao momento descrito entre as linhas 1 e 15. III - O segmento If she got married (l. 36) indica uma possibilidade para o futuro de Juliet.
Quais estão corretas?
a) Apenas I. b) Apenas II. c) Apenas III. d) Apenas II e III. e) I, II e III.
5) Associe as palavras da coluna da esquerda a seus respectivos sinônimos na coluna da direita, de acordo com o sentido com que estão empregadas no texto.
( ) stingy (l. 25) 1. miserable ( ) snub (l. 30) 2. upturned ( ) dreariness (l. 45) 3. despair 4. meager 5. narrow 6. joylessness
A sequência correta de preenchimento dos parênteses, de cima para baixo, é
a) 4 – 5 – 3. b) 1 – 5 – 3. c) 1 – 2 – 6. d) 4 – 5 – 6. e) 4 – 2 – 6.
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6) Considere as seguintes a rmações acerca da 8) Considere as seguintes a rmações acerca do descrição física de Juliet no texto. texto.
I - O cabelo de Juliet não consegue manter um I - A palavra who (l. 41) poderia ser substituída determinado penteado, mesmo com o auxílio de por that, sem prejuízo da correção gramatical e do produto especí co. signi cado original do texto. II - Os adjetivos fair-skinned (l. 26), light-brown (l. II - A palavra what (l. 44) poderia ser substituída 27) e bright (l. 30) denotam cores claras. por which, sem prejuízo da correção gramatical e do III - A timidez e a retração de Juliet são sugeridas signi cado original do texto. pela cabeça baixa e pela facilidade com que seu rosto III - As palavras whom (l. 47) e them (l. 48) referem-se ca corado. à mesma palavra.
Quais estão corretas? Quais estão corretas?
a) Apenas I. d) Apenas II e III. a) Apenas I. b) Apenas II. e) I, II e III. b) Apenas II. c) Apenas III. c) Apenas III. d) Apenas I e III. 7) Assinale com V (verdadeiro) ou F (falso) as e) I, II e III. a rmações abaixo, acerca do texto. 9) Assinale a alternativa que poderia substituir ( ) A palavra would (l.27) indica a recorrência de adequadamente o segmento slough o (l. 45). uma situação. ( ) A palavra as (l. 37) poderia ser substituída tanto a) postpone por given that quanto por due to, sem prejuízo da b) prevent correção gramatical e do signi cado original do texto. c) shake up ( ) O segmento who needed them more, since d) shake o they had families to support (l. 41-42) poderia ser e) put away substituído por who needed them more, inasmuch as they had families to support, sem prejuízo da correção gramatical e do signi cado original do texto. ( ) O segmento Odd choices were simply easier for men, most of whom would still nd women glad to marry them (l. 46-48) poderia ser substituído por Odd choices were simply easier for those men who would still nd women glad to marry them, sem prejuízo da correção gramatical e do signi cado original do texto.
A sequência correta de preenchimento dos parênteses, de cima para baixo, é
a) F – F – V – V. b) V – F – V – F. c) F – V – F – V. d) V – F – F – V. e) V – V – V – F.
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As questões 10 a 16 estão relacionadas ao texto 46. good enough – thin enough, feminine enough, just abaixo. 47. enough enough – to put it on.
Adaptado de
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12) Assinale a alternativa que apresenta termos que, conforme empregados no texto, pertencem à mesma classe de palavras.
a) spoilsport (l. 03) – high-waisted (l. 21) – authoritative (l. 25) b) academic (l. 08) – fancy (l. 13) – ventless (l. 21) c) desperate (l. 07) – subtle (l. 09) – simultaneously (l. 25) d) clever (l. 09) – sheeny (l. 29) – shimmy (l. 34) e) insouciant (l. 26) – worsted (l. 29) – well-cut (l. 41)
13) Considere as seguintes a rmações acerca do vocabulário do texto.
I - A expressão give yellow a go (l. 06) indica que amarelo não é uma cor popular para roupas. II - A expressão wear and tear (l. 25) diz respeito aos vários ternos rasgados durante a gravação do lme em que Cary Grant atuou. III - O paralelismo das ocorrências da palavra enough permite a rmar que, na construção enough enough (l. 47), o primeiro termo funciona como um adjetivo, ao passo que o segundo é um advérbio.
Quais estão corretas?
a) Apenas I. c) Apenas I e III. e) I, II e III. b) Apenas II. d) Apenas II e III.
14) Assinale com V (verdadeiro) ou F (falso) as a rmações abaixo, acerca do texto.
( ) O trecho Bari wants us to think not so much about what clothes say as how they make us feel (l. 16-17) pode ser substituído por Bari wants us to think more of how clothes make us feel rather than of what they say, sem prejuízo da correção gramatical e do signi cado original do texto. ( ) O segmento it is (l. 39) pode ser omitido, sem prejuízo da correção gramatical e do signi cado original do texto. ( ) O trecho It is this sense of the dress as an alternative self that (l. 39-40) pode ser substituído por This sense of the dress as an alternative self is what, sem prejuízo da correção gramatical e do signi cado original do texto. ( ) A palavra since (l. 23) pode ser substituída por as from, sem prejuízo de correção gramatical e do signi cado original do texto. A sequência correta de preenchimento dos parênteses, de cima para baixo, é
a) V – F – V – F. b) F – V – F – V. c) F – F – V – V. d) V – F – F – V. e) V – V – V – F.
15) Assinale a alternativa que contém o verbo usado na mesma estrutura gramatical e função sintática de Designed (l. 19).
a) The out t, which was sewn by my best friend, won the competition. b) The actress had that dress created specially for her. c) Custom-made, my friend’s gown cost her a fortune. d) Wasted jeans like this are trendy nowadays. e) Unworn by my brothers for many years, that suit was my choice for our sister’s wedding.
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16) Considere as seguintes a rmações sobre o texto.
I - Roupas novas nos dão satisfação e nos fazem sentir inteligentes desde o momento em que as compramos. II - A expressão waiting for esh and blood (l. 38) denota a expectativa por parte das mulheres de que a roupa se ajuste ao corpo. III - O vestido é apresentado como uma peça de vestuário associada a diferentes situações da vida da mulher e a aspectos de sua identidade.
Quais estão corretas?
a) Apenas I. b) Apenas III. c) Apenas I e II. d) Apenas II e III. e) I, II e III.
As questões 17 a 25 estão relacionadas ao texto abaixo.
01. The earliest experience of art must have been that it was incantatory, magical; art was an instrument of ritual. The 02. earliest theory of art, that of the Greek philosophers, proposed that art was mimesis, imitation of reality. It is at this point 03. that the peculiar question of the value of art arose...... the mimetic theory, by its very terms, challenges art to justify itself. 04. Plato, who proposed the theory, seems to have done so in order to rule that the value of art is dubious...... he considered 05. ordinary material things as themselves mimetic objects, imitations of transcendent forms or structures, even the best 06. painting of a bed would be only an “imitation of an imitation.” For Plato, art was not particularly useful (the painting of a 07. bed is no good to sleep on), nor, in the strict sense, true. And Aristotle’s arguments in defense of art do not really challenge 08. Plato’s view that all art is ...... a lie. But he does dispute Plato’s idea that art is useless. Lie or not, art has a certain value 09. according to Aristotle because it is a form of therapy. Art is useful, after all, Aristotle counters, medicinally useful ...... it 10. arouses and purges dangerous emotions. 11. In Plato and Aristotle, the mimetic theory of art goes hand in hand with the assumption that art is always gurative. But 12. advocates of the mimetic theory need not close their eyes to decorative and abstract art. The fallacy that art is necessarily a 13. “realism” can be modi ed or scrapped without ever moving outside the problems delimited by the mimetic theory. 14. The fact is, all Western consciousness of and re ection upon art have remained within the con nes staked out by the 15. Greek theory of art as mimesis or representation. It is through this theory that art as such becomes problematic, in need of 16. defense. And it is the defense of art which gives birth to the odd vision by which something we have learned to call “form” 17. is separated o from something we have learned to call “content,” and to the well-intentioned move which makes content 18. essential and form accessory. 19. Even in modern times, when most artists and critics have discarded the theory of art as representation of an outer reality 20. in favor of the theory of art as subjective expression, the main feature of the mimetic theory persists. Whether we conceive 21. of the work of art on the model of a picture or on the model of a statement, content still comes rst. The content may have 22. changed. It may now be less gurative, less lucidly realistic. But it is still assumed that a work of art is its content. Or, as it’s 23. usually put today, that a work of art by de nition says something.
Adapted from: SONTAG, Susan. Against Interpretation and Other Essays . Penguin Modern Classics, Straus and Giroux, 2009. p. 3-4.
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17) Select the alternative that contains the words that ll in the gaps in lines 03, 04, 08 and 09, respectively.
a) For – Despite – moreover – in that b) Because – Since – thus – due to c) Because – Although – thus – considering d) Due to – Because – regardless – as long as e) For – Since – therefore – in that
18) Which alternative contains a correct statement about the text?
a) Despite their di erent views, Aristotle and Plato have similar beliefs regarding the relationship between art and truth, as well as that between art and usefulness. b) Despite the fact that many artists and critics have discarded the theory of art as a subjective expression in favor of a theory of art as representation of an outer reality, art is still in need of defense, as society still reproduces its earliest experiences with art. c) The Greek theory of art has radically changed throughout the years, but the assumption that a work of art should say something is still present nowadays, despite some contemporary views by artists and critics. d) As a result of the claims made by the Greek theory of art, the defense of art remains necessary today, a time when the content of art may even be less gurative. e) According to Plato, the value of art was dubious because it is an imitation, not the real object, and this caused art to be seen as incantatory and magical, as objects themselves were not considered to be real.
19) Mark the statements below with T (true) or F (false), according to the text.
( ) Plato's theory suggests that the value of art is questionable. ( ) Art has been expected to justify itself since people had their earliest experience with it. ( ) Rather than seen as a representation of reality, art is nowadays regarded as a subjective expression by most artists. ( ) The dichotomy between form and content does not prevail, regardless of the contemporary view of art as subjective expression.
The sequence should read, from top to bottom,
a) T – T – T – F. b) F – F – F – T. c) T – T – F – F. d) F – T – T – T. e) T – F – T – T.
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20) Consider the statements about the uses of the word that in the following segments retrieved from the text.
I - In must have been that it was incantatory (l. 01), it belongs to the same word class as in that of the Greek philosophers (l. 02). II - In that of the Greek philosophers (l. 02), it belongs to the same word class as in proposed that art was mimesis, imitation of reality (l. 02). III - In must have been that it was incantatory (l. 01), it belongs to the same word class as in proposed that art was mimesis, imitation of reality (l. 02).
Which ones are correct?
a) Only I. d) Only II and III. b) Only II. e) I, II and III. c) Only III.
21) Select the alternative in which the word even has the same meaning and grammatical class as in the fragment even the best painting of a bed would be only an “imitation of an imitation.” (l. 05-06).
a) Courts usually have an even number of members. b) The road ran even throughout the trip. c) The new rules helped even the competition up. d) The market can run even higher as big funds out money back into stocks. e) The odds were even before the season started.
22) Consider the following statements.
I - The word it (l. 09) refers to art (l. 08) II - The word it (l. 16) refers to the defense of art (l. 16) III - The word its (l. 22) refers to art (l. 23)
Which ones are correct?
a) Only I. b) Only II. c) Only III. d) Only I and III. e) I, II and III.
23) The words advocates (l. 12), scrapped (l. 13) and accessory (l. 18) can be replaced, without change in meaning, by
a) supporters – discarded – secondary b) lawyers – retired – dependent c) defendants – considered – subsidiary d) attorneys – regarded – complementary e) campaigners – scratched – supplementary
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24) Consider the following propositions for rephrasing the sentence Whether we conceive of the work of art on the model of a picture or on the model of a statement, content still comes rst (l. 20-21).
I - Content still comes rst regardless of whether we conceive of the work of an art on the model of a picture or on the model of a statement. II - Content, whether conceived on the model of a picture or on the model of a statement, still comes rst. III - Whether being conceived the work of art on the model of a picture or on the model of a statement, content still comes rst.
If applied to the text, which ones would be correct and keep the literal meaning?
a) Only I. b) Only III. c) Only I and II. d) Only II and III. e) I, II and III.
25) Consider the use of the modal verb in the following sentence.
The earliest experience of art must have been incantatory, magical.
Select the alternative that best presents its negative form.
a) The earliest experience of art mustn’t have been incantatory, magical. b) The earliest experience of art shouldn't have been incantatory, magical. c) The earliest experience of art mustn’t be incantatory, magical. d) The earliest experience of art can’t have been incantatory, magical. e) The earliest experience of art doesn’t have to be incantatory, magical.
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UFRGS 2019
As questões 1 a 9 estão relacionadas ao texto abaixo. 1) Assinale a alternativa que preenche adequadamente as lacunas das linhas 15, 21 e 28. 01. Obi was away in England for a little under four years. 02. He sometimes found it di cult to believe that it was as a) at - at - at 03. short as that. It seemed more like a decade than four b) at - on - at 04. years, which with the miseries of winter when his longing d) on - on - in 05. to return home took on the sharpness of physical pain. d) on - at - at 06. It was in England that Nigeria rst became more than e) on - at - in 07. just a name to him. That was the rst great thing that 08. England did for him. But the Nigeria he returned to was 09. in many ways di erent from the picture he had carried 2) Assinale a alternativa que apresenta um resumo 10. in his mind during those four years. There were many adequado do texto. 11. things he could no longer recognize, and others - like 12. the slums of Lagos - which he was seeing for the rst a) Após muitos anos afastado, Obi retorna ao seu país 13. time. natal, e aos poucos vai tomando consciência da visão 14. As a boy in the village of Umuo a, he had heard distorcida que tinha quando criança em função das 15. his rst stories about Lagos from a soldier home ...... mentiras e histórias fantásticas que os soldados contavam 16. leave from the war. Those soldiers were heroes who para os habitantes dos vila rejas. 17. had seen the great world. They spoke of Abyssinia, b) Ao conhecer a Nigéria, Obi não reconhece ali a 18. Egypt, Palestine, Burma and so on. Some of them had imagem que tinha em mente, a qual formara ainda na 19. been village ne'er-do-wells, but now they were heroes. infância, no vilarejo de Umuo a, a partir de relatos dos 20. They had bags and bags of money, and the villagers 21. sat ...... their feet to listen to their stories. One of them soldados que conheceram o mundo durante a guerra. 22. went regularly to a market in the neighbouring village c) Vivendo na Inglaterra, Obi relembra imagens da 23. and helped himself to whatever he liked. He went in Nigéria, formadas na infância a partir de relatos de 24. full uniform, breaking the earth with his boots, and no soldados que haviam conhecido o mundo e narravam 25. one dared touch him. It was said that if vou touched nos vilarejos as maravilhas que testemunharam. 26. a soldier, Government would deal with Vou. Besides, d) Retornando à Nigéria após anos de invernos 27. soldiers were as strong as lions because of the injections miseráveis e sofrimentos físicos, Obi não reconhece a 28. they were given ...... the army. It was from one of these cidade de Lagos, cujas favelas em nada se assemelham 29. soldiers that Obi had his rst picture of Lagos. à imagem maravilhosa que os soldados, verdadeiros 30. 'There is no darkness there,' he told his admiring heróis de guerra, haviam-lhe passado quando criança em 31. listeners, 'because at night the electric shines like the Umuo a. 32. sun, and people are always walking about, that is, those e) Retornando a sua Nigéria natal, Obi surpreende-se 33. who want to walk. If vou don't want to walk, vou only 34. have to wave your hand and a pleasure car stops for com as mudanças ocorridas e também com os cenários 35. you.' His audience made sounds of wonderment. Then que desconhecia, incompatíveis com a imagem fantástica 36. by way of digression he said: 'If vou see a white man, criada na infância a partir de relatos de um soldado. 37. take o your hat for him. The only thing he cannot do is 38. mould a human being.'
ACHEBE, Chinua. No Longer at Ease. New York / London: Everyman's Library, 2010. p. 162.
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3) Considere as seguintes a rmações.
I - O texto relaciona o amadurecimento da visão de Obi acerca de seu próprio país à oportunidade de ter vivido na Inglaterra. II - O texto traz uma visão idílica e nostálgica da Nigéria em contraste com a descrição dos invernos frios e desagradáveis da Inglaterra. III - A reação dos habitantes de Umuo a aos relatos do soldado estabelece um contraste entre suas condições de vida e aquelas encontradas em Lagos, cujos recursos básicos soam maravilhosos.
Quais estão corretas, de acordo com o texto?
a) Apenas I. b) Apenas II. c) Apenas III. d) Apenas I e III. e) I, II e III.
4) Assinale com V (verdadeiro) ou F (falso) as a rmações abaixo, sobre o texto.
( ) O narrador a rma que as favelas de Lagos surgiram durante o período em que Obi viveu no exterior. ( ) Obi não considerou positiva a experiência de viver na Inglaterra, pois sofreu muito com os invernos. ( ) O narrador torna-se sarcástico ao apropriar-se da visão infantil de Obi quanto aos soldados e à cidade de Lagos. ( ) O texto faz uma referência aos con itos raciais existentes na Nigéria.
A sequência correta de preenchimento dos parênteses, de cima para baixo, é
a) F - F - V - V. b) V - V - F - F. c) F - F - F - V. d) V - F - F - V. e) F - V - V - F.
5) Assinale a alternativa que apresenta termos que, conforme empregados no texto, operam como membros de uma mesma classe de palavras.
a) away (I. 01) - sometimes (I. 02) - years (I. 04) b) on (I. 18) - but (I. 19) - Besides (I. 26) d) neighbouring (I. 22) - admiring (I. 30) - walking (I. 32) d) leave (I. 16) - electric (I. 31) - wonderment (I. 35) e) pleasure (I. 34) - digression (I. 36) - mould (I. 38)
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6) Associe as palavras da coluna da esquerda aos seus 8) Assinale com V (verdadeiro) ou F (falso) as respectivos sinônimos, na coluna da direita, de acordo a rmações abaixo, acerca da estrutura do texto. com o sentido com que são empregadas no texto. ( ) A palavra But (I. 08) poderia ser substituída por ( ) longing (I. 04) However, seguida por vírgula, sem prejuízo da correção ( ) sharpness (I. 05) gramatical e do signi cado original do texto. ( ) digression (I. 36) ( ) O trecho the Nigeria he returned to (I. 08) poderia ser susbstituído por the Nigeria to which he returned, 1. yearning sem prejuízo da correção gramatical e do signi cado 2. intensity original do texto. 3. lengthening ( ) A palavra Besides (I. 26) poderia ser substituída 4. diversion por Notwithstanding, sem prejuízo da correção 5. delay gramatical e do signi cado original do texto. 6. excuse ( ) O trecho a pleasure car stops for you (I. 34-35) poderia ser substituído por a pleasure car will stop A sequência correta de preenchimento dos for you, sem prejuízo da correção gramatical e do parênteses, de cima para baixo, é signi cado original do texto.
A) 1- 2 - 4. A sequência correta de preenchimento dos b) 1- 3 - 4. parênteses, de cima para baixo, é c) 2 -1- 6. d) 5 - 2 - 4. a) F - V - F - V. e) 5 - 3 - 6. b) F - F - V-V. c) V - V - F - V. 7) Considere as seguintes a rmações acerca do texto. d) V - V - V - F. e) V - F - F - F. I - O segmento took on (I. 05) poderia ser substituído por assumed. 9) Assinale a alternativa que apresenta reescrita II - A expressão ne'er-do-wells (I. 19) confere um adequada, em discurso indireto, para a frase Then by sentido enaltecedor aos soldados. way of digression he said: 'If you see a white man, take III - A palavra wonderment (I. 35) enfatiza a dúvida o your hat for him' (I. 35-37). por parte das pessoas que ouviam o soldado. a) Then by way of digression he warned one to take Quais estão corretas? o one's hat if one had seen a white man. b) Then by way of digression he said that if we saw a a) Apenas I. white man, we should take o our hats for him. b) Apenas II. c) Then by way of digression he advised us to see a c) Apenas III. white man and take o our hats for him. d) Apenas I e III. d) Then by way of digression he told us that if we saw e) I, II e III. a white man, we should take o his hat for him. e) Then by way of digression he told that when we saw a white man, we must take o our hats for him.
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As questões 10 a 16 estão relacionadas ao texto 48. not because the Academy's voters are abaixo. 49. becoming more snobbish ar sophisticated in 50. their tastes. It is because Hollywood has 01. The Academy of Motion Picture Arts and 51. stopped making middlebrow historical epics 02. Sciences has announced a new category in 52. that used to be a shoo-in. What the 03. time for next February's awards ceremony: 53. introduction of the popular category 04. "achievement in popular lm". The idea is 54. acknowledges is that there are now hardly 05. that, alongside the time-honoured "Best 55. any studio lms in the chasm between shiny 06. Picture" category, there will be another for 56. comic-book movies and quirky indie 07. lms which have a broader appeal: 57. experiments. The industry is producing 08. blockbusters, in other words. Ironically, the 58. nothing for grown-up viewers who want more 09. announcement has been anything but 59. scale and spectacle than they can get from a 10. popular. On social media, responses to this 60. low-key drama, but who don't fancy seeing 11. idea have ranged from hostile to very hostile 61. people in colourful costumes ring laser 12. indeed. Many feel that the once-prestigious 62. beams at each other. 13. Oscars are dumbing down to the level of the 63. The new division between best picture and 14. MTV Awards. What's next-Best kiss? Loudest 64. popular picture may be ill-judged, but it 15. shoot-out? Most skyscrapers attened by 65. re ects a pre-existing dichotomy between 16. aliens in a single action sequence? 66. arthouse and multiplex fare. So have pity on 17. The concept of the "Hit Oscar" or the 67. the poor Academy. If Hollywood studios 18. "Popcorn Oscar", as it has been nicknamed, 68. weren't quite so obsessed with superhero 19. raises other questions, too. To start with, who 69. franchises, the Oscars might not be in this 20. decides whether or not a lm is popular? 70. mess in the rst place.
21. What are the criteria or thresholds? And isn't Adaptado de: 22. it an insult to nominees, the implicit
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11) Considere as a rmações abaixo.
I - O texto faz uma crítica contundente à Academia de Artes e Ciências Cinematográ cas pela criação de uma categoria de premiação para lmes populares no Oscar. II - O autor considera o "Oscar Pipoca" problemático, porque, entre outras razões, não há critérios claros para se caracterizar um lme como popular. III - O texto a rma que a nova categoria visa aumentar a audiência da cerimônia do Oscar, a qual vinha caindo em função de a Academia não privilegiar lmes pelos quais o público faz las.
Quais estão corretas, de acordo com o texto?
a) Apenas I. b) Apenas II. c) Apenas III. d) Apenas II e III. e) I, II e III.
12) De acordo com o texto, existe um descompasso entre o que a Academia premia e ao que o grande público norte-americano assiste, o que pode ser atribuído
a) ao gosto so sticado e um tanto esnobe dos membros da Academia. b) ao fato de o público estar assistindo menos à televisão. c) à inexistência de lmes baseados em quadrinhos que tenham as qualidades dos grandes épicos. d) ao fato de haver poucos estúdios produzindo lmes que combinem espetáculo e densidade dramática. e) à obsessão de Hollywood por franquias de super-heróis de apelo infantil.
13) Considere os seguintes trechos extraídos do texto.
I - The idea is that, alongside the timehonoured "Best Picture" category, there will be another for lms (I. 04-07). II - lt is understandable that the Oscar 's organisers should want to shake up the cerimony 's format (I. 38-40). III - ( ... ) best-picture winners are no longer the lms that the great American public is queuing up to see (I. 42-45).
Em quais a palavra that pode ser. tanto omitida quanto substituída por which?
a) Apenas II. b) Apenas III. d) Apenas I e II. d) Apenas I e III. e) I, II e III.
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14) Associe as palavras da coluna da esquerda às suas respectivas traduções, na coluna da direita, de acordo com o sentido com que estão empregadas no texto.
( ) shoot-out (I. 15) 1. de baixo custo ( ) chasm (I. 55) 2. abismo ( ) low-key (I. 60) 3. tiroteio 4. discreto 5. conexão 6. explosão
A sequência correta de preenchimento dos parênteses, de cima para baixo, é
a) 3 - 1- 5. b) 3 - 5 - 1. c) 3 - 2 - 4. d) 6 - 1- 5. e) 6 - 4 - 2.
15) Assinale a alternativa que poderia substituir adequadamente a palavra upending (I. 37).
a) increasing b) concluding c) overturning d) questioning e) preserving
16) Considere as possibilidades de reescrita do segmento The new divlsion between best picture and popular plcture may be illjudged, but it re ects a pre-exlstlng dlchotomy between arthouse and multiplex fare (I. 63-66).
I - Ill-judged as the new division between best picture and popular picture may be, it re ects a pre-existing dichotomy between arthouse and multiplex fare. II - Despite the fact that the new division between best picture and popular picture may be ill-judged, it re ects a pre-existing dichotomy between arthouse and multiplex fare. III - Despite the possibility of being ill-judged, the new division between best picture and popular picture re ects a pre-existing dichotomy between arthouse and multiplex fare.
Quais poderiam substituir o segmento, sem prejuízo do sentido original e da correção gramatical?
a) Apenas I. b) Apenas II. c) Apenas III. d) Apenas I e II. e) I, II e III.
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As questões 17 a 25 estão relacionadas ao texto 48. may give us a shock which makes us turn away from it abaixo. 49. — and yet, if we ght against our rst repugnance we 50. may be richly rewarded, for Dürer's drawing in its 01. There really is no such thing as Art. There are only 51. tremendous sincerity is a great work. In fact, we shall 02. artists. Once these were men who took coloured 52. soon discover that the beauty of a picture does not 03. earth and roughed out the forms of a bison on the 53. really lie in the beauty of its subject-matter. 04. wall of a cave; today some buy their paints, and design Adaptado de: GOMBRICH, E. H. The Story of Art. 05. posters for hoardings; they did and do many other London I New York: Phaidon, 2007. p. 15-18. 06. things. There is no harm in calling all these activities 07. art ...... we keep in mind that such a word may mean 17) Select the alternative that adequately lls in the 08. very di erent things in di erent times and places, gaps in lines 07, 10 and 16. 09. and as long as we realize that Art with a capital A has 10. no existence...... Art with a capital A has come to be a) as long as - For - but 11. something of a bogey and a fetish. You may crush b) if - Once - yet 12. an artist by telling him that what he has just done may c) provided - Therefore - however 13. be quite good in its own way, only it is not 'Art'. d) whereas - Because - but 14. And you may confound anyone enjoying a picture by e) so - Since - despite 15. declaring that what he liked in it was not the Art ...... 16. something di erent. 17. Actually I do not think that there are any wrong 18) According to the text, 18. reasons for liking a statue or a picture. Someone may 19. like a landscape painting because it reminds him of a) it is impossible to say what Art is because many 20. home, or a portrait because it reminds him of a friend. times what artists call “art” is at odds with what people 21. There is nothing wrong with that. All of us, when we assume art to be. 22. see a painting, are bound to be reminded of a hundred- b) artists are often crushed by criticism because, at 23. and-one things which in uence our likes and dislikes. the end of the day, for an artwork to be acknowledged 24. As long as these memories help us to enjoy what as such it must please the public. 25. we see, we need not worry. It is only when some c) Art is an abstraction, and people often respond to 26. irrelevant memory makes us prejudiced, when we it based on very subjective criteria, which may lead to 27. instinctively turn away from a magni cent picture prejudiced critical evaluations. 28. of an alpine scene because we dislike climbing, that 29. we should search our mind for the reason for the d) a person who does not nd beauty in an artwork 30. aversion which spoils a pleasure we might otherwise does so out of prejudiced views based on irrelevant 31. have had. There are wrong reasons for disliking a work memories. 32. of art. e) the quality of an artwork lies on the beauty of its 33. Most people like to see in pictures what they subject-matter, but some people are unable to perceive 34. would also like to see in reality. This is quite a natural this due to prejudiced views. 35. preference. We all like beauty in nature, and 36. are grateful to the artists who have preserved it in 37. their works. Nor would these artists themselves have 38. rebu ed us for our taste. When the great Flemish 39. painter Rubens made a drawing of his little boy, 40. he was surely proud of his good looks. He 41. wanted us, too, to admire the child. But this bias 42. for the pretty and engaging subject is apt to become a 43. stumbling-block if it leads us to reject works which 44. represent a less appealing subject. The great German 45. painter Albrecht Dürer certainly drew his aging mother 46. with as much devotion and love as Rubens felt for his 47. chubby child. His truthful study of careworn old age
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19) Mark the statements below with T (true) or F (false), according to the text.
( ) The inde nition of what Art is allows di erent interpretations of what is beautiful or not. ( ) The author believes that liking an artwork needs no justi cation, but disliking it does. ( ) Representations of beautiful things are easily perceived as good art. ( ) An artist can make a great picture out of a repugnant subject-matter.
The correct sequence of lling in the parentheses, from top to bottom, is
a) T - T - T - T. b) T - T - F - F. c) F - F - F - T. d) F - T - T - T. e) F - F - F - F.
20) Consider the segment you may crush an artist by telling him that what he has just done may be quite good (I. 11-13). If the word artist were replaced by its plural form, how many additional alterations would have to be made to keep the segment grammatically correct?
a) 3. b) 4. c) 5. d) 6. e) 7.
21) SeIect the alternative that o ers adequate synonyms to the words crush (I. 11), magni cent (I. 27) and rebu ed (I. 38) as used in the text.
a) crash - terri c - criticized b) defeat - dreadful - praised c) hurt - outstanding - censured d) crumble - awesome - despised e) overwhelm - appalling - loathed
22) Consider the following statements.
I - The pronoun its (I. 13) refers to what he has just done (I. 12). II - The pronoun it (l. 20) refers to Someone (I. 18). III - The pronoun It (I. 25) refers to when some irrelevant memory makes us prejudiced (l. 25-26).
Which ones are correct?
a) Only I. b) Only II. c) Only III. d) Only II and III. e) I, II and III.
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23) Consider the following propositions for rephrasing the sentence All of us, when we see a painting, are bound to be reminded of a hundred-and-one things which in uence our likes and dislikes (I. 21-23).
I - When we see a painting, all of us are bound to be reminded of a hundred-and-one things which in uence our likes and dislikes. II - All of us are bound to be reminded of a hundred-and-one things which in uence our likes and dislikes when we see a painting. III - A hundred-and-one things which in uence our likes and dislikes are bound to be reminded by all of us when we see a painting.
If applied to the text, which ones would be correct and keep the literal meaning?
a) Only I. b) Only II. c) Only III. d) Only I and II. e) I, II and III.
24) Select the alternative that could replace the segment are bound to (I. 22) without changing the literal meaning of the sentence.
a) are restricted to b) are likely to c) are obliged to d) are willing to e) are beholden to
25) Consider the following sentence.
It is only when some irrelevant memory makes us prejudiced that we should search our mind for the reason for the aversion.
Select the alternative with the proposition that best rephrases it.
a) Only when does some irrelevant memory make us prejudiced is it that we should search our mind for the reason for the aversion. b) Only when does some irrelevant memory make us prejudiced should we search our mind for the reason for the aversion. c) Only when does some irrelevant memory make us prejudiced we should search our mind for the reason for the aversion. d) Only when some irrelevant memory makes us prejudiced we search our mind for the reason for aversion. e) Only when some irrelevant memory makes us prejudiced should we search our mind for the reason for aversion.
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UFRGS 2018
As questões 1 a 9 estão relacionadas ao texto abaixo. 1) Considere as seguintes a rmações acerca do texto.
01. So here I am, upside down in a woman. Arms I - O narrador relata seu con namento em um espaço 02. patiently crossed, waiting, waiting and restrito cujas paredes lhe permitem ouvir conversas 03. wondering who I'm in, what I'm in for. My íntimas aterradoras. 04. eyes close nostalgically when I remember II - As referências a aspectos siológicos, apesar das 05. how I once drifted in my translucent body re exões de ordem existencial, denotam a natureza não 06. bag, oated dreamily in the bubble of my humana do narrador, o que torna o texto inusitado e 07. thoughts through my private ocean in slow- irônico. 08. motion somersaults, colliding gently against 09. the transparent bounds of my con nement, III - O narrador, embora se declare inocente e livre de 10. the con ding membrane that vibrated with, quaisquer obrigações, acredita ser parte de um plano em 11. even as it mu ed, the voices of conspirators que sua mãe parece estar envolvida. 12. in a vile enterprise. That was in my careless 13. youth. Now, fully inverted, not an inch of Quais estão corretas? 14. space to myself, knees crammed against 15. belly, my thoughts as well as my head are a) Apenas I. 16. fully engaged. I've no choice, my ear is b) Apenas lI. 17. pressed all day and night against the bloody c) Apenas III. 18. walls. I listen, make mental notes, and I'm d) Apenas I e III. 19. troubled. I'm hearing pillow talk of deadly e) I, II e III. 20. intent and I'm terri ed by what awaits me, by 21. what might draw me in. 22. I'm immersed in abstractions, and only the 2) Assinale com V (verdadeiro) ou F (falso) as seguintes 23. proliferating relations between them create a rmações acerca do texto. 24. the illusion of a known world. When I hear 25. "blue," which I've never seen, I imagine some ( ) O narrador nostalgicamente rememora sua 26. kind of mental event that's fairly close to juventude despreocupada, anterior ao seu con namento. 27. "green"-which I've never seen. I count ( ) O narrador, por encontrar-se de cabeça para baixo, 28. myself an innocent, unburdened by está confuso e imerso em ilusões acerca do mundo ao seu 29. allegiances and obligations, a free spirit, redor. 30. despite my meagre living room. No one to ( ) O texto reveste-se de ironia em função do 31. contradict or reprimand me, no name or descompasso entre a condição do narrador e seu domínio 32. previous address, no religion, no debts, no de linguagem. 33. enemies. My appointment diary, if it existed, 34. notes only my forthcoming birthday. I am, or ( ) O texto apresenta um relato incomum que instiga 35. I was, despite what the geneticists are now o leitor a conjecturar acerca do desenvolvimento humano 36. saying, a blank slate. But a slippery, porous e da formação da consciência. 37. slate no school-room or cottage roof could 38. nd use for, a slate that writes upon itself as A sequência correta de preenchimento dos parênteses, 39. it grows by the day and becomes less blank. I de cima para baixo, é 40. count myself an innocent, but it seems I'm 41. party to a plot. My mother, bless her a) V - V - F- F. 42. unceasing, loudly squelching heart, seems to b) V - V - F - V. 43. be involved. c) V - F - V - V.
In: McEWAN, Ian. Nutshell: a novel. New York: d) F - F - V - F. Nan A. Talese I Doubleday, 2016. p. 1-2. e) F - F - V - V.
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3) Considere as seguintes a rmações acerca do texto.
I - A expressão what I'm in for (I. 03) denota o desconhecimento do local onde o narrador se encontra. II - A expressão bloody walls (I. 17-18) enfatiza a revolta do narrador diante de seu desconforto físico angustiante. III - A membrana que limita o espaço do narrador abafa as vozes externas, mas também vibra com elas.
Quais estão corretas?
a) Apenas I. b) Apenas lI. c) Apenas m. d) Apenas II e III. e) I, II e III.
4) Considere as seguintes expressões do texto.
I - private ocean (I. 07) II - transparent bounds (I. 09) III - meagre living room (I. 30)
Quais fazem referência a algum elemento do corpo humano?
a) Apenas I. b) Apenas lI. c) Apenas III. d) Apenas I e II. e) I, II e III.
5) Associe as palavras da coluna da esquerda aos seus respectivos sinônimos, na coluna da direita, de acordo com o sentido com que estão empregadas no texto.
( ) vile (I. 12) 1. ashamed ( ) meagre (I. 30) 2. continuum ( ) unceasing (I. 42) 3. untidy 4. exiguous 5. despicable 6. continual
A sequência correta de preenchimento dos parênteses, de cima para baixo, é
a) 1 - 3 - 2. b) 1 - 4 - 2. c) 3 - 5 - 6. d) 5 - 4 - 6. e) 5 - 4 - 2.
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6) O segmento draw me in (I. 21), como empregado no texto, poderia ser substituído por
a) arrest me. b) envolve me. c) reveal me. d) convert me. e) accuse me.
7) Assinale a alternativa que apresenta tradução adequada para a palavra unburdened (l. 28), conforme empregada no texto.
a) descarregado b) desfavorecido c) desincumbido d) absolvido e) intocado
8) Considere os seguintes sentidos possíveis para a palavra slate.
I - A piece of rock laminated into shingles, used for roo ng or siding. II - A tablet used for writing on. III - A list of candidates for nomination or election.
Quais desses sentidos podem ser atribuídos à palavra slate, conforme empregada no segundo parágrafo do texto?
a) Apenas I. b) Apenas II. c) Apenas III. d) Apenas I e II. e) I, II e III.
9) Considere as seguintes propostas de reescrita para o trecho But a slippery, porous slate no school-room or cottage roof could nd use for (I. 36-38).
I - But a slippery, porous slate for which no school-room or cottage could nd use II - But a slippery, porous slate that no school-room or cottage could nd use for III - But a slippery, porous slate who no school-room or cottage could nd use for
Quais poderiam substituir o segmento destacado, sem prejuízo do sentido literal e da correção ramatical?
a) Apenas I. b) Apenas III. c) Apenas I e II. d) Apenas II e III. e) I, II e III.
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As questões 10 a 16 estão relacionadas ao texto 43. Daenerys Targaryen does not look down on it; abaixo. 44. methodically learning it is key to her rise. 45. Tyrion Lannister is left to administer the city The complex linguistic universe of 46. of Mereen despite his ropy command of Game of Thrones 47. Valyrian, leading to some comic moments. 48. And a prophecy of a future hero acquires new 01. Game of Thrones has garnered 38 Emmy 49. meaning when an interpreter explains that the 02. awards for its portrayal of a world of sex, 50. word in question is ambiguous in Valyrian-it 03. violence and politics so real that some viewers 51. could be "prince" or "princess". 04. could imagine moving there. Part of that detail 52. It might seem odd that a highly sexist society 05. has been the creation of the richest linguistic 53. like the one of Game of Thrones would have 06. universe since J.R.R. Tolkien's Middle Earth. 54. languages where sex roles were not clearly 07. In the eld of language-creation for ctional 55. marked, but languages are not always perfect 56. vehicles for a culture. Random change can 08. worlds, there is Tolkien, and there is everybody 57. leave them with too many words for one 09. else. But David Peterson, the language-smith 58. concept, and not enough for another. In this 10. of Game af Thrones, comes a close second for 59. way, the awed nature of language re ects 11. the amount of thought put into its two 60. the foibles of awed humans and the 12. languages, Dothraki and Valyrian. The interest 61. imperfect worlds they strive to create. 13. in these tongues is such that a textbook for Adaptado de: 14. learning Dothraki has been published, while
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11) Assinale com V (verdadeiro) ou F (falso) as 13) Associe as palavras da coluna da esquerda aos a rmações abaixo, acerca do texto. seus respectivos sinônimos, na coluna da direita, de acordo com o sentido que têm no texto. ( ) O autor considera Peterson tão talentoso quanto Tolkien em termos de criação de línguas ccionais. ( ) garnered (I. 01) 1. despise ( ) As línguas criadas soam estrangeiras por ( ) look down on (I. 43) 2. earned contrariar padrões fonológicos da língua inglesa. ( ) ropy (I. 46) 3. old-fashioned ( ) A parte mais fácil da criação das línguas, segundo ( ) strive (I. 61) 4. observe o autor, é dar conta da etimologia das palavras. 5. poor ( ) O autor considera improvável que, em uma 6. endeavor sociedade sexista como a de Game of Thrones, as 7. celebrated línguas não delimitem claramente os papéis de gênero. 8. aim
A sequência correta de preenchimento dos A sequência correta de preenchimento dos parênteses, de cima para baixo, é parênteses, de cima para baixo, é
a) V - F - V - F. a) 7 - 1 - 3 - 6. d) 2 - 4 - 5 - 6. b) V - F - V - V. b) 7 - 4 - 5 - 6. e) 2 - 1 - 5 - 6. c) F - V - F - F. c) 2 - 1 - 3 - 8. d) V - V - F - V. e) F - V - F - V. 14) A oração subordinada Armed with a knowledge of common linguistic sound changes (I. 33-34) refere-se 12) Considere as possibilidades de reescrita do segmento Inspired by ctional languages such as a) às línguas criadas por Peterson. those in the Star Wars lms, Peterson made Dothraki b) a Peterson. and Valyrian as rich and realistic as possible. c) ao mundo real. d) às combinações de sons que são impossíveis I - Peterson, inspired by ctional languages such as em inglês. those in the Star Wars lms, made Dothraki and Valyrian e) à sociedade retratada na série. as rich and realistic as possible. II - Being as rich and realistic as possible, Peterson 15) Considere as possibilidades de reescrita do made Dothraki and Valyrian inspired by ctional segmento methodically learning it is key to her rise languages such as those in the Star Wars lms. (I. 44). III - Fictional languages in the Star Wars lms inspired Peterson to make Dothraki and Valyrian as rich I - it is key to her rise methodically learning and realistic as possible. II - to learn methodically is key to her rise III - learning it methodically is key to her rise Quais poderiam substituir o segmento destacado, sem prejuízo do sentido original e da correção Quais poderiam substituir o segmento destacado, gramatical? sem prejuízo do sentido original e da correção gramatical? a) Apenas I. b) Apenas II. a) Apenas I. d) Apenas I e lII. c) Apenas lII. b) Apenas lI. e) I, II e III. d) Apenas I e II. c) Apenas lII. e) I, II e III.
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16) A palavra foibles (I. 60) pode ser substituída, 36. unmistakable: while one event was frozen in sem prejuízo do sentido empregado no texto, por 37. the past, the other loomed in the future. 38. The gravity of 9/11 would seem to make this a) idiosyncrasies. 39. discussion frivolous to the point of impudence, b) frustrations. 40. a matter of mere "semantics," as we say, with c) defeats. 41. its implication of splitting hairs. But the d) doubts. 42. relation of language to our inner and outer e) ghts. 43. worlds is a matter of intellectual fascination 44. and real-world importance. As questões 17 a 25 estão relacionadas ao texto 45. ______"importance" is often hard to abaixo. 46. quantify, ...... this case I can put an exact 47. value on it: 3,5 billion dollars. That was the 01...... September 11, 2001, at 8:46 A.M., a 48. sum in a legal dispute for the insurance 02. hijacked airliner crashed into the north tower 49. payout to Larry Silverstein, the leaseholder of 03. of the World Trade Center in New York. At 50. the World Trade Center site. Silverstein's 04. 9:03 A.M. a second plane crashed into the 51. insurance policies stipulated a maximum 05. south tower. The resulting infernos caused 52. reimbursement for each destructive "event." 06. the buildings to collapse, the south tower 53. If 9/11 comprised a single event, he stood to 07. after burning for an hour and two minutes, the 54. receive 3,5 billion dollars; if two, he stood to 08. north tower twenty-three minutes after 55. receive 7 billion. In the trials, the attorneys 09. that. The attacks were masterminded by 56. disputed the applicable meaning of the term 10. Osama bin Laden in an attempt to intimidate 57. event. The lawyers for the leaseholder de ned 11. the United States and unite Muslims for a 58. it in physical terms (two collapses); those for 12. restoration of the caliphate. 59. the insurance companies de ned it in mental 13. 9/11, as the happenings of that day are now 60. terms (one plot). There is nothing "mere" 14. called, has set o debates on a vast array of 61. about semantics! 15. topics. But I would Iike to explore a lesser- 16. known debate triggered by it. Exactly how Adapted from: PINKER, Steven. The Stu of Thought. New York: Penguin, 2007. p. 1-2. 17. many events took place in New York on that 18. morning ...... September? 17) Select the alternative that adequately lls in the 19. It could be argued that the answer is one. gaps in lines 01, 18, 22 and 46 in this same order. 20. The attacks on the two buildings were part of 21. a single plan conceived by one man in service a) In - in - within - in 22. of a single agenda. They unfolded ...... a few b) In - on - from - at 23. minutes and yards of each other, targeting c) On - in - from - at 24. the parts of a complex with a single name, d) On - on - from - at 25. design, and owner. And they launched a e) On - in - within - in 26. single chain of military and political events in 27. their aftermath. 18) Select the alternative that adequately lls in the 28. Or it could be argued that the answer is two. gap in line 45. 29. The towers were distinct collections of glass 30. and steel separated by an expanse of space, a) Though 31. and they were hit at di erent times and went b) Even so 32. out of existence at di erent times. The c) Nevertheless 33. amateur video that showed the second plane d) In spite of 34. closing in on the south tower as the north e) But 35. tower billowed with smoke makes the twoness
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19) Consider the following statements about 21) Consider the following propositions for the text. rephrasing the fragment of sentence the south tower after burning for an hour and two minutes (I. 06-07). I - To take 9/11 as a single event ensues not only a smaller reimbursement from the insurance company, I - the south tower after having been burning for an but also the acknowledgement of Osama bin Laden as hour and two minutes the mastermind of the terrorist attacks. II - the south tower after it was burning for an hour II - Larry Silverstein's attorneys' attempt to pin and two minutes 9/11 as two events so as to collect twice as much the III - the south tower after it had been burning for an insurance reimbursement verges on impudence, since hour and two minutes it gives way to frivolous discussions concerning a catastrophe. If applied to the text, which ones would be correct III - The text states that there is nothing simple about and keep the literal meaning? semantics because the meaning of the words we use to encompass reality are neither xed nor unchanging, a) Only I which allows severaI valid interpretations. b) Only II. c) Only I and III. Which ones are correct according to the text? d) Only lI and III. e) I, II and III. a) Only I. b) Only II. 22) Consider the following propositions c) Only III. for rephrasing the sentence The attacks were d) Only I and III. masterminded by Osama bin Laden in an attempt to e) I, II and III. intimidate the United States and unite Muslims for a restoratíon of the caliphate (I. 09-12). 20) Mark the statements below T (true) or F (false) according to the text. I - Attempting to intimidate the United States and unite Muslims for a restoration of the caliphate, Osama ( ) The semantic con ict between our inner and bin Laden has masterminded the attacks. outer worlds frames the thesis of the text. II - Osama bin Laden masterminded the attacks in ( ) Semantics provides undisputed evidence to the an attempt to intimidate the United States and unite claim that 9/11 comprised two events. Muslims for a restoration of the caliphate. ( ) The author suggests that the amounts insured III - In an attempt to intimidate the United States determine the importance of 9/11 as an event. and unite Muslims for a restoration of the caliphate, the ( ) The legal dispute ensuing 9/11 aimed to attacks have been masterminded by Osama bin Laden. determine either the oneness or the twoness of the event. If applied to the text, which ones would be correct and keep the literal meaning? The correct sequence of lling in the parentheses, from top to bottom, is a) Only I b) Only II. a) T - T - F - F. c) Only lII. b) T - F - F - T. d) Only II and III. c) T - F - T - F. e) l, II and lII. d) F - T - T - T. e) F - F - T - T.
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23) Consider the following propositions for rephrasing the clause It could be argued that the answer is one (I. 19).
I - One might argue that the answer is one. II - You could say that the answer is one. III - They should argue that the answer is one.
If applied to the text, which ones would be correct and keep the literal meaning?
a) Only I. b) Only lI. c) Only III. d) Only I and II. e) I, II and III.
24) Which of the alternatives below could replace the phrase closing in on (I. 34) as used in the text?
a) drawing nearer to. b) blowing up against. c) crashing onto. d) folding itself into. e) hoovering above.
25) What does the phrase splitting hairs (I. 41) mean, as used in the text?
a) Changing one's opinion about something after something serious has taken place. b) Having mixed feelings about a problem or situation. c) Getting desperate in view of a serious event or calamity. d) Debating about small and unimportant details. e) Not giving importance to something serious.
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UFRGS 2017
As questões 1 a 9 estão relacionadas ao texto abaixo. 1) Considere as seguintes a rmações acerca do texto.
Antony's lines from Act III, Scene 2 of Julius Caesar. I. Antony dissimula seu propósito ao longo de sua fala. II. Os prisioneiros romanos foram enviados de volta 01. Friends, Romans, countrymen, lend me your ears; para Roma. 02. I come to bury Caesar, not to praise him. III. Antony, em discurso indireto, questiona a veracidade 03. The evil that men do lives after them; das asserções de Brutus (l. 05-06, 14, 21 e 26). 04. The good is often interred with their bones; 05. So let it be with Caesar. The noble Brutus Quais estão corretas? 06. Has told you Caesar was ambitious: 07. If it were so, it was a grievous fault, a) Apenas I. 08. And grievously has Caesar answered it. b) Apenas II. 09. Here, under leave of Brutus and the rest– c) Apenas I e III. 10. For Brutus is an honourable man; d) Apenas II e III. 11. So are they all, all honourable men– e) I, II, III. 12. Come I to speak in Caesar’s funeral. 13. He was my friend, faithful and just to me: 2) De acordo com o texto, Antony 14. But Brutus says he was ambitious; 15. And Brutus is an honourable man. a) a rma que os erros de Caesar deixarão de afetar a 16. He has brought many captives home to Rome vida dos romanos após sua morte. 17. Whose ransoms did the general co ers ll: b) considera a ambição de Caesar um defeito 18. Did this in Caesar seem ambitious? devidamente punido. 19. When the poor have cried, Caesar has wept: c) foi convidado por Brutus a falar sobre Caesar. 20. Ambition should be made of sterner stu : d) está desolado, porque Caesar fez o povo chorar 21. Yet Brutus says he was ambitious; devido a sua ambição. 22. And Brutus is an honourable man. e) contesta a atitude de seus conterrâneos. 23. You all did see that on the Lupercal 24. I thrice presented him a kingly crown, 3) Assinale com V (verdadeiro) ou F (falso) as a rmações 25. Which he did thrice refuse: was this ambition? abaixo, acerca do texto. 26. Yet Brutus says he was ambitious; 27. And, sure, he is an honourable man. ( ) A expressão If it were (1. 07) pode ser substituída por 28. I speak not to disprove what Brutus spoke, Were it sem prejuízo de sentido e de correção gramatical. 29. But here I am to speak what I do know. ( ) A repetição da palavra honourable ao longo da fala 30. You all did love him once, not without cause: (l. 10, 11, 15, 22 e 27) reforça o sentido original da palavra. 31. What cause withholds you then, to mourn for him? ( ) A palavra which no segmento Which he did thrice 32. O judgment! you are ed to brutish beasts, refuse (l. 25) pode ser substituída, sem prejuízo de sentido 33. And men have lost their reason. Bear with me; e de correção gramatical, pela palavra that. 34. My heart is in the co n there with Caesar, ( ) A palavra you (l. 32) refere-se a Caesar. 35. And I must pause till it come back to me A sequência correta de preenchimento dos parênteses, Adaptado de: SHAKESPEARE, W. The Life and Death Of Julius de cima para baixo, é Caesar. Disponível em:
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4) Associe as palavras da coluna da esquerda aos seus respectivos sinônimos, na coluna da direita, de acordo com o sentido que têm no texto.
( ) grievous (l. 07) 1 - equanimous 4 - peculiar ( ) faithful (l. 13) 2 - weird 5 - meticulous ( ) just (l. 13) 3 - dreadful 6 - trustworthy
A sequência correta de preenchimento dos parênteses, de cima para baixo, é
a) 3 - 6 - 1. b) 2 -4- 5. c) 2 - 1 - 6. d) 4 - 5 - 1. e) 3 - 6 - 5.
5) Considere o segmento For Brutus is an honourable man (l. 10).
Assinale a alternativa em que a palavra for, nas frases abaixo, é utilizada com o mesmo signi cado e função gramatical do segmento acima.
a) But for John, we should have lost the game. b) She will do anything for the sake of her children. c) The bill should be listed as paid, for I mailed it on time. d) He lost the ght, for all his boasting. e) For an amateur, he sings rather well.
6) Assinale com V (verdadeiro) ou F (falso) as a rmações abaixo, acerca do texto.
( ) A palavra Yet (l. 21 e 26) pode ser substituída, sem alteração de sentido e de correção gramatical, por Even. ( ) As palavras did (l. 23, 25 e 30) e do (l. 29) são utilizadas para dar ênfase ao enunciado. ( ) Os exemplos das ações praticadas por Caesar corroboram as a rmações atribuídas a Brutus. ( ) A intenção de Anthony é fazer os ouvintes re etirem.
A sequência correta de preenchimento dos parênteses, de cima para baixo, é
a) F - F -V- V. b) V - V - F - F. c) F - V - F - V. d) V - F - F - V. e) F - V - V - F.
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7) Considere as a rmações abaixo.
I. As expressões a kingly crown (l. 24) e a good leader, na frase They considered him a good leader, possuem a mesma estrutura e função gramatical. II. As palavras thrice (l. 24 e 25) e once (l. 30) podem ser substituídas por three times e one day, respectivamente. III. A palavra must, no segmento And I must pause till it come back to me (l. 35), pode ser substituída, sem prejuízo do sentido, pela expressão have to.
Quais estão corretas?
a) Apenas 1. b) Apenas II. c) Apenas III. d) Apenas I e III. e) I, II e III.
8) A palavra sure (l. 27), como empregada no texto, manifesta
a) hesitação. b) certeza. c) sarcasmo. d) louvor. e) conformidade.
9) Em qual das alternativas abaixo o segmento grifado apresenta a mesma função gramatical de what I do know (l. 29)?
a) I'm not sure what to do. b) You can borrow what I have. c) What he did was unforgivable. d) I iistened to what you said. e) The only question is what remains to be done.
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As questões 10 a 16 estão relacionadas ao texto abaixo.
Old Light 01. I heard a tale that the sun god was said to live in a whale and that's why light seems to come out of its eyes 02. and why rainbows form in the mist of the gray whale's breath. It's true, light comes, but it is an old light, seeing. 03. They look. The way they lift themselves from the sea: they are shining, water falling from them as they rise, 04. exhale, inhale and return below the surface of the water. 05. The gray whales themselves are an intelligence we haven't yet grasped, Life-covered with several hundred 06. pounds of barnacles and small-eyed. If we could see them ...... the brief timescale of the planet, they would 07. look like shape-shifters. If we thought of time by something other than our own notions, million-fold years ago, 08. before our own knowledge of evolution, we'd see these whales ...... they walked on land. Even now, existing 09. within their immense bones, there is body evidence, a hand, human; vestigial hipbones; and remnants of legs 10. they no longer need. They lived ...... land when we lived in water. When we look at them we see our own future. 11. And when they come up again for air and the water falls from them back into the seawater, it is a shine of 12. beauty in a world of desert, dunes in the background. As their hind legs have disappeared into them, out of our 13. sight, and their hands have become hidden, the compass set into their brains, you'd think you might be able to 14. be one with them, as with a cousin, but it's a cousin lost in time. It makes us so small in the rmament. It makes 15. us remember something we can't quite name, only feel. 16. Looking at these whales in the shallow water, thinking of the great turn of evolution and change on earth, 17. we wonder if one day we will return to the seawater, along with these long-enduring, longest-living mammals 18. on Earth. Adaptado de: HOGAN, Linda. Sightings: The Gray Whales' Mysterious Journey. Washington, D.C.: National Geographic, 2002. p. 29-30.
10) Assinale a alternativa que preenche, correta e respectivamente, as lacunas das linhas 06, 08 e 10.
a) across - how - on b) on - like - above c) over - like - above d) over - as - on e) across - as - over
11) Assinale com V (verdadeiro) ou F (falso) as a rmações abaixo, acerca do texto.
( ) As baleias, de acordo com indícios morfológicos, já apresentaram características que, hoje, são consideradas humanas. ( ) O atual habitat das baleias cinzentas revela que não há um único caminho para a evolução. ( ) A observação das baleias cinzentas leva a autora a centenas de milhas da costa, onde as baleias, ao emergirem, adquirem um esplendor ímpar. ( ) autora, ao observar a emergência das baleias cinzentas, compara a visão que tem diante de si à imagem de um deserto coberto de dunas.
A sequência correta para o preenchimento dos parênteses, de cima para baixo, é
a) F - F - V - F. d) V - F - V - F. b) V - V - F - F. e) F - F - F - V. c) F - V - F - V.
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12) A alternativa que apresenta o sinônimo mais 15) Considere as propostas de reescrita do segmento adequado para a palavra grasped (l. 05), como As their hind legs have disappeared into them [ ... ], the empregada no texto, é compass set into theír brains (l. 12-13).
a) rescued. d) relinquished. I. While their hind legs were disappearing into them b) appreciated. e) adopted. [ ... ), the compass set into their brains c) cherished. II. Because their hind legs have disappeared into them [ ... ], a compass set into their brains .. 13) Considere os segmentos retirados do texto e as III. ln the same way that their hind legs have respectivas propostas de reescrita. disappeared into them [ ... ], the compass set into their brains. I. If you could see them (l. 06) - Could you see them. II. the water falls from them back into the seawater Quais poderiam substituir o segmento acima, sem (l. 11) - the water falis from their back into the seawater. prejuízo do sentido literal e da correção gramatical? III. we wonder íf one day we will return to the seawater (l. 17) - we wonder whether one day we will a) Apenas I. return to the seawater. b) Apenas II. c) Apenas III. Quais estão corretas? d) Apenas II e III. e) I, II e III. a) Apenas I. d) Apenas I e III. b) Apenas II. e) I, II e III. 16) A tradução mais adequada para a expressão c) Apenas III. you'd think you might be able to (l. 13), como empregada no texto, é 14) Considere as a rmações sobre o signi cado da expressão shape-shifters (l. 07), no contexto em que se a) você gostaria de pensar que seria possível. encontra. 28 b) você deveria pensar na capacidade. c) você poderia pensar em. I. A capacidade das baleias de serem animais que d) você desejaria poder. vivem no mar, mas que necessitam emergir para e) você pensaria que poderia. respirar. II. A transformação das baleias ao longo do processo evolutivo. III. O conhecimento do homem sobre a evolução das baleias cinzentas permite percebê-las sob nova perspectiva.
Quais estão corretas?
a) Apenas I. b) Apenas II. c) Apenas III. d) Apenas I e II. e) I, II e III.
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As questões 17 a 25 estão relacionadas ao texto abaixo.
01. In Leonard Cohen Makes it Darker, in the October 17, 2016 edition of The New Yorker, David Remnick provides 02. a succinct history-by-anecdote of the Canadian singer-songwriter 's impending album, You Want It Darker, an 03. intriguing section devoted to Bob Dylan's take on Cohen, and a witty perspective on the old icon. 04. Remnick suggests that there are deep connections between the two old bards when he quotes Dylan: "When 05. people talk about Leonard, they fail to mention his melodies, which to me, along with his lyrics, are his greatest 06. genius. [ ... ] Even the counterpoint lines - they give a celestial character and melodic lift to every one of his 07. songs. As far as I know, no one else comes close to this in modern music. [ .. ] His gift or genius is in connection 08. to the music of the spheres. In Sisters of Mercy, for instance, the verses are four elemental lines which change 09. and move at predictable intervals . . . but the tune is anything but predictable. The song just comes in and states 10. a fact. And after that anything can happen and it does, and Leonard allows it to happen. His tone is far from 11. condescending or mocking. He is a tough-minded lover who doesn't recognize the brush-o . Leonard's always 12. above it all. Sisters of Mercy is in perfect meter, with no chorus, quivering with drama. This is an example of a 13. deceptively unusual musical theme, with or without lyrics. But it's so subtle a listener doesn't realize he's been 14. taken on a musical journey and dropped o somewhere, with or without lyrics." 15. And it is Cohen who says that "Dylan has lines, hundreds of great lines, that have the feel of unhewn stone. 16. But they really t in there. But they're not smoothed out. They're inspired but not polished. That is not to say he 17. doesn't have lyrics of great polish. That kind of genius can manifest all the forms and all the styles." 18. For some odd reason, Cohen also says: "I have all my marbles, so far. I have many resources, some cultivated on 19. a personal level, but circumstantial, too: my children and grandchildren live nearby. So I am extremely blessed. 20. At a certain point, if you still have your marbles and are not faced with serious nancial challenges, you have a 21. chance to put your house in order. It's a cliché, but it's underestimated as an analgesic on all levels. Putting your 22. house in order, if you can do it, is one of the most comforting activities and the bene ts of it are incalculable." 23. When asked about the devotional tones of his verses Cohen declares: "I start with artistic dedication. I know 24. that if the spirit is on you, it will touch on to the other human receptors. But I dare not begin from the other side. 25. It's like pronouncing the holy name-you don't do it. But if you are lucky, and you are graced, and the audience is 26. in a particular salutary condition, then these deeper responses will be produced."
REMNICK, D. Leonard Cohen makes it Darker. Available at: www.TAGARCHIVES: Leonard Cohen - Bob Dylan Interface. Accessed on Nov. 9th, 2016.
17) Consider if the statements below are true (T) or false (F), according to the text.
( ) Dylan foregrounds the transcendence of Cohen's tunes. ( ) According to Cohen, Dylan's rough expression is detrimental to his otherwise genius. ( ) According to Cohen, the spiritual impact of his music also depends on the audience. ( ) According to Dylan, it is the subtlety of Cohen's lyrics that take the listener on a musical journey.
The correct sequence of lling in the parenthesis, from top to bottom, is
a) F - F - T - T. b) T - F - T - T. c) T - F - T - F. d) F-T- F-T. e) T - T - F - F.
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18) Consider the following statements. 22) Select the alternative which presents the word and its respective synonym. I - ln the segment...but the tune is anything but predictable (l. 09), Dylan asserts that Cohen's songs can a) witty (I. 03) - enticing be foretold. b) condescending (l. 11) - welcoming II - The expression I have all my marbles (l. 18) c) smoothed out (I. 16) - tangled denotes the integrity of the singer's intellectual and d) deceptively (I. 13) - undeniably creative capacity. e) brush-o (I. 11) - disregard III - Leonard Cohen declares that his lyrics are solely mundane. 23) Select the alternative to which the words this (l. 07), which (l. 08) and they (l. 16) refer, respectively, Which are correct according to the text? a) his songs - the music of the spheres - hundreds of a) Only I. c) Only III. e) I, II and III. great lines b) Only II. d) Only I and II. b) a celestial character and melodic lift - four elemental lines - hundreds of great lines 19) Toe expression succinct history-by-anecdote c) greatest genius - lines - hundreds of great lines (l. 02) refers to d) a celestial character and melodic lift - the verses - lyrics of great polish a) Remnick's article. e) his songs - four elemental lines - great lines b) Cohen's life history. c) Cohen's album. 24) Consider the following propositions of rewriting d) Dylan's witty perspective. the segment the verses are four elemental lines which e) The old icon. change and move at predictable intervals (l. 08-09).
20) The words impending (l. 02), quivering (l. 12) I - the verses are four elemental lines, changing and and unhewn (l. 15) can be substituted, without change moving at predictable intervals. in meaning, by II - the verses are four basic lines which can change and move at predictable intervals. a) upcoming - shaking - matching III - the verses are four elemental lines, subject to be b) upcoming - controlled - matching changed and moved at predictable intervals. c) recent - settled - unpolished s) forthcoming - vibrating - rough Which are correct? e) recent - trembling - uniform a) Only I. c) Only III. e) I, II and III. b) Only II. d) Only I and II. 21) Select the alternative in which the word take in the fragment an intriguing section devoted to Bob 25) Select the alternative in which the word dare Dylan's take on Cohen (l. 02-03) has the same meaning (l. 24) presents the same meaning and grammatical and grammatical class. function as used in the text.
a) The idea somehow failed to take on. a) You should try it if you dare. b) The train stops only to take on passengers. b) The singer did not dare a new rendition of his c) She was asked for her take on the recent famous song. developments. c) She dared the anger of her family. d) I always take him on the same spot at the same time. d) She dares not let herself tamed. e) They take on a new job every two years. e) He would not be so foolish to take a dare.
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UFRGS 2016
As questões 1 a 7 estão relacionadas ao texto abaixo.
Child of the Americas 01. I am a child of the Americas, 02. A light-skinned mestiza of the Caribbean, 03. A child of many diaspora, born into this continent at a crossroads.
04. I am a U.S. Puerto Rican Jew, 05. A product of the getthos of New York I have never known. 06. An immigrant and the daughter and the granddaughter of immigrants. 07. I speak English with passion: it's the tongue of my consciousness, 08. A ashing knife blade, my tool, my craft.
09. I am a Caribeña, island grown, Spanish is in my esh, 10. Ripples from my tongue, lodges in my hips: 11. The language of garlic and mangoes, 12. The singing in my poetry, the ying gestures of my hands. 13. I am of Latinoamerica, rooted in the history of my continent: 14. I speak from that body.
15. I am not African. Africa is in me, but I cannot return. 16. I am not taína. Taíno is in me, but there is no way back. 17. I am not European. Europe lives in me, but I have no home there.
18. I am new. History made me. My rst language was spanglish. 19. I was born at the crossroads 20. And I am whole.
N.R.: Taínos were the Indian tribe indigenous to Puerto Rico LAUTER, P. ed. The Heath Anthology of American Literature. vol. 2. Boston: Houghton Mi n Company, 1988. p. 3188.
1) Em seu sentido global, o texto fala sobre
a) a angústia de uma caribenha nascida em Porto Rico, produto nova-iorquino, e que vive em uma ilha de língua espanhola. b) a di culdade de identi cação racial e cultural do sujeito lírico, devido aos múltiplos e complexos cruzamentos ao longo da sua história. c) o lamento do sujeito lírico por não poder retraçar os caminhos de suas origens. d) um sujeito lírico consciente de sua natureza plural. e) as migrações europeias e africanas das quais se originam os latino-americanos.
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2) Assinale com V (verdadeiro) ou F (falso) as 4) De acordo com o texto, o sujeito lírico a rmações abaixo, sobre o fragmento a child of the Americas (I. 01), que caracterizam o sujeito lírico. a) a rma ter residido em diferentes continentes, mas não ter retornado a nenhum deles. ( ) É imigrante, lho de uma lha de imigrantes. b) reforça sentimentos contraditórios acerca de sua ( ) Sente-se deslocado, apesar de se identi car herança cultural e racial. com suas várias origens e referências culturais. c) apresenta uma atitude complacente em relação à ( ) Simboliza os processos de mestiçagem sua própria história. formadores da sociedade americana. d) justi ca sua não conformidade com instabilidade ( ) Menospreza a condição colonizada da e heterotopia. população do Novo Mundo. e) rea rma inequivocamente sua condição cultural, racial e territorial, apesar da diversidade de suas origens. A sequência correta de preenchimento dos parênteses, de cima para baixo, é 5) Considere as a rmações a respeito do conteúdo do texto. a) F - V - V - F. b) V - V - F - F. I - Os termos ashing knife, tool e craft (I. 08) c) F - V - F - V. quali cam a língua inglesa como instrumento do d) V - F - V - F. intelecto e do trabalho. e) V - F - F - V. II - A nacionalidade do sujeito lírico é praticamente impossível de ser de nida devido aos múltiplos 3) Assinale com V (verdadeiro) ou F (falso) as cruzamentos. a rmações abaixo, acerca do poema. III - A segunda estrofe fala de uma criança latina nascida em um bairro judeu novaiorquino. ( ) A fala do sujeito lírico soa mais próxima do espanhol do que do inglês. Quais estão corretas? ( ) O sujeito lírico está congenitamente ligado à América, à África e à Europa. a) Apenas I. ( ) O sujeito lírico não se percebe mais como b) Apenas lI. americano, africano ou europeu. c) Apenas lII. ( ) O espanhol é a segunda língua do sujeito lírico. e) Apenas II e III. e) I, II e III. A sequência correta de preenchimento dos parênteses, de cima para baixo, é 6) A palavra singlng (I. 12) tem a mesma categoria gramatical de a) F - V - V -F. b) V - V - F - F. a) light -sklnned (I. 02). c) V - F - F - V. b) product (I. 05). d) F - F - V - V. c) ashlng (I. 08). e) V - V - V - F. d) ying (I. 12). e) rooted (1. 13).
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7) O segmento I speak from that body (I. 14), conforme usado no texto, faz referência ao fato de que a língua espanhola, em relação ao sujeito lírico,
a) é a sua língua favorita. b) é uma língua mais rica do que a língua inglesa. c) é o ponto de partida para o aprendizado de outras línguas. d) representa melhor a cultura caribenha latino-americana. e) expressa mais intensamente as suas afeições e sensações.
As questões 8 a 16 estão relacionadas ao texto abaixo.
01. Identity is about belonging, about what you have in common with some people and what di erentiates you 02. from the others. At its most basic it gives you a sense of personal location, the stable core to your individuality. 03. But it is also about your social relationships, your complex involvement with others, and in the modern world 04. these have become even more complex and confusing. Each of us lives with a variety of potentially contradictory 05. identities, which battle within us ...... allegiance: as men or women, black and white, straight or gay, able- 06. bodied or disabled. The list if potentially in nite, and so therefore are our possible belongings. Which of them we 07. focus on, bring to the fore, " identify" with, depends on a host of factors. At the center, however, are the values 08. we share with others. 09. Identities are not neutral...... the quest for identity are di erent, and often con icting values. By saying 10. who we are, we are also striving to express what we are, what we believe and what we desire.( ... ) 11. All this makes debates over values particularly fraught and delicate: they are not simply speculations ...... 12. the world and our place in it; they touch on fundamental, and deeply felt issues about who we are and what we 13. want to become. They also pose political questions: how to achieve reconciliation between our collective needs 14. as human beings and our speci c needs as individuais and members of diverse communities, how to balance 15. the universal and the particular. These are not new questions, but they are Iikely, nevertheless, to loom ever- 16. Iarger as we engage with the certainty of uncertainty that characterizes 'new times'. 17. The basic issue can be stated ...... simply: by what criteria can we choose between the con icting claims 18. of di erences? To ask the question immediately underlines the poverty of our thinking about this. Can the 19. rights of a group obliterate the rights of an individual? Should the morality of one sector be allowed to limit the 20. freedom of others? To what extent should one particular de nition of the good and the just prevail over others? 21. These are ancient questions, but the alarming fact is that one still lacks a common language for addressing 22. them, let alone resolving them.
WEEKS, J. The Value of Di erence. In: RUTHEFORD, J. ed. Identity, Culture, Di erence. London: Lawrence & Wishart, 1990. p. 88.
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8) Assinale a alternativa que preenche, correta e 11) Considere as propostas de reescrita do respectivamente, as lacunas das linhas 05, 09, 11 e 17. segmento The list is [ ... ] in nite, and so therefore are our belongings (I. 06). a) for -despite - in - just b) for - behind - about - quite I - The list is [ ... ] in nite and consequently our c) along - behind - why - sure belongings are also in nite. d) to - toward - in - indeed II - The list is [ ... ] in nite and the list of our belongings e) for - opposite - about - sure may also be in nite. III - The list is [ ... ] in nite and hence our belongings 9) O texto considera que are in nite, too.
a) as questões éticas compartilhadas encontram-se Quais poderiam substituir o segmento acima, sem no centro do processo identitário. prejuízo do sentido literal e da correção gramatical? b) o sentido de lugar, as relações sociais e as questões de gênero são os fatores que determinam a a) Apenas I. identidade individual. b) Apenas II. c) o equilíbrio entre a consciência subjetiva e a c) Apenas III. consciência social torna-se inatingível perante as d) Apenas I e III. incertezas do mundo moderno. e) I, II e III. d) a de nição das identidades individual e social depende das respostas às questões sobre direitos, 12) Assinale a alternativa que poderia substituir a moralidade e justiça. expressão fraught and delicate (I. 11), sem prejuízo do e) habitar um espaço e pertencer a ele são as sentido literal e da correção gramatical. condições que permitem de nir a Identidade social das pessoas. a) strong and weak b) annoying and gentle 10) Assinale a alternativa que apresenta sinônimos c) unsettling and touchy para core (I. 02), striving (I. 10) e pose (I. 13), d) complex and fragile respectivamente. e) easy and sensitive
a) nucleus - working - model 13) O segmento deeply felt issues (I. 12) tem a b) center - endeavoring - assent mesma estrutura de c) kernel - attempting - state d) heart - having di culty - pretend a) well distributed indeed. e) place - struggling - present b) costly building solutions. c) hard working rules. d) often discussed themes. e) elderly experienced people.
14) De acordo com o texto, a palavra as (I. 16) signi ca
a) tanto quanto. b) como. c) à medida que. d) assim. e) porque.
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15) Considere o segmento the alarming fact is that one still lacks a common language (l. 21).
Assinale a alternativa em que a palavra still tem o mesmo signi cado da palavra do segmento acima.
a) The still of the night frightened everyone. b) She cuddled her baby to still its cries. c) Today is hot. Yesterday was hotter still. d) Still we can't understand his intentions. e) The police tried to still the streets' manifestations.
16) A tradução mais adequada para a expressão let alone (I. 22), como utilizada no texto, é
a) mas apenas. b) e isso, sem mencionar. c) simplesmente. d) deixar-nos sozinhos para. e) ou, pelo menos.
As questões 17 a 25 estão relacionadas ao texto abaixo.
01. The small Turkish town of Kusköy, tucked into an isolated valley on the rainy, mountainous Black sea coast 02. of Turkey, looks ...... like the other villages in the region. Kusköy is remarkable not for how it looks but for 03. how it sounds: here, the roar of the water is ...... accompanied by loud, lilting whistles - the distinctive tones 04. of the local language. Over the past half-century, linguists and reporters, curious about what locais call "bird 05. language," have occasionally struggled up the footpaths and dirt roads that lead to Kusköy. So its thousand or so 06. residents were not surprised when biopsychologist Onur Güntürkün showed up and asked them to participate 07. in a study.
08. Whistled languages, although unusual, have been ...... for centuries. Most of the examples that have 09. been documented arose in places where it might otherwise be hard to communicate at a distance. All are based 10. on spoken languages: Kusköy version adapts standard Turkish syllables into piercing tones that can be heard 11. from more than half a mile away.
12. How does the brain handle a language that renders words as something like music? Although neuroscientists 13. have long understood that brain functions do not divide ...... between the left and right hemispheres, the 14. former appears to play a consistently dominant role in our understanding of language regardless of whether 15. the language is tonal or atonal, spoken or written, signed with the hands or clicked with the tongue. The right 16. hemisphere, meanwhile, seems to govern our understanding of pitch, melody, and rhythm. Güntürkün tested 17. this cranial division of labor with thirty-one volunteers, all uent in both spoken and whistled Turkish, to listen 18. to pairs of di erent syllables played simultaneously through headphones, one in each ear. When he gave them 19. spoken Turkish, the participants usually understood the syllable played through the right speaker, suggesting 20. that the left hemisphere was processing the sound. When he switched to whistled Turkish, however, the 21. participants understood both syllables in roughly equal measure, suggesting that both hemispheres played 22. signi cant roles in the early stages of comprehension.
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23. Although the technique used isn't as precise as laboratory techniques, his results are tantalizing. "They tell us 24. that the organization of our brain, in terms of its asymmetrical structure, is not as xed as we assume." "The way 25. information is given to us appears to change the architecture of our brain in a radical way." He now wonders whether 26. people whose spoken-Ianguage comprehension is damaged by a left-hemisphere stroke could learn to understand a 27. whistled dialect, much as some people with stroke-damaged speech can communicate by singing.
28. The opportunity to study whistled Turkish, however, is fading. In 1964, a stringer for the Times reported 29. that children in Kusköy were learning to communicate by whistling before they started school, and that both 30. men and women regularly gossiped, argued, and even courted via whistle. Three years later, a team of visiting 31. linguists observed that whistling was widely used in both the village and the surrounding countryside. But 32. Güntürkün found that few, if any, young women had learned the language, and that, although some young 33. men were uent whistlers, they had learned the skill as teenagers, more out of pride than any practical need. In 34. a small town lled with nosy neighbors, texting a ords a level of privacy that whistling never did.
Adapted from: NIJHUIS, M. The Whistled Language of Northern Turkey. Available at:
17) Select the alternative which correctly lls in the 19) Consider the statements below. blanks in lines 02, 03, 08 and 13. I - The topography of Kusköy has a signi cant a) too - seldom- under - silently bearing in the development of Whistled Turkish. b) much - often - around- cleanly II - The participants of the study were whistlers, c) much - ever - low - hard unaware of spoken Turkish. d) too - often - around - silently III - The results of the experiment have a ected the d) much - seldom- under - clean treatment of stroke victims.
18) Consider the following statements. Which are correct, according to the text?
I - Whistled languages, unlikely other language a) Only I. forms, seem to be processed as music. b) Only II. II - Recently, linguists and reporters have observed c) Only I and III. and studied a signi cant evolvement of whistled d) Only II and III. languages. e) I, II and III. III - The described experiment asserts that languages may be processed by both hemispheres of the human brain. 20) Select the alternative which presents the word and its respective synonym in the texto Which are correct according to the text? a) tucked (1. 01) - smashed a) Only I. b) roar (I. 03) - movement b) Only II. c) arose (I. 09) - came out c) Only I and III. d) renders (1. 12) - combines d) Only II and III. e) x e d (I. 24) - repaired e) I, II and III.
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21) Observe the segments below.
I - [ ... ] the distinctive tones of the local language (I. 03-04) II - [ .. ] a consistently dominant role in our understanding (l. 14) III - [ ... ] a team of visiting linguists (I. 30-31)
Select the alternative which contains, respectively, the syntactic and semantic nucleus of each segmento a) tones - understanding - linguists b) local - role - team c) languages - dominant - linguists d) tones - role - team e) distinctive - understanding - visiting
22) Select the alternative which presents the words to which its (I. 05), former (I. 14) and its (I. 24) refer. a) Black sea coast of Turkey - brain functions - techniques b) Turkey - brain - the organization of our brain c) Kusköy - the left hemisphere - the organization of our brain d) Region - the right hemisphere - structure e) Kusköy - the left and right hemispheres - our understanding of language
23) The word all (I. 09) refers to a) communities on the Turkish coast. b) residents. c) whistled languages. d) places with steep terrain and dense forests. e) spoken languages.
24) The words handle (I. 12), roughly (I. 21) and tantalizing (I. 23) can be substituted, without change in meaning, by a) treat - precisely - confusing. b) cope with - irregularly - alienating. c) deliberate - imperfectly - disappointing. d) deal with - approximately - startling. e) assert - predictably - astonishing.
25) The word nosy (l. 34) can be replaced, without change in meaning, by a) reserved. b) prying. c) restrained. d) indi erent. e) suspicious.
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PUC-RS 2020 - VERÃO
Answer questions 1 to 8 in relation to text 1. TEXT 1 Crazy Rich Asians: the rst all-Asian Hollywood lm 01. Based on Kevin Kwan’s 2013 best-selling novel, the movie Crazy Rich Asians _____ its inspiration from the writer’s elite 02. upbringing in Singapore: his grandfather helped invent Chinese cure-all Tiger Balm, and as a kid Kevin bred exotic sh that 03. now sell for up to $300,000 each. It is a story about a romantic relationship between two New York University professors. 04. After dating for two years, Nick Young (Henry Golding) _____ Rachel Chu (Constance Wu) to his native Singapore to meet 05. his family. Once there, Rachel _____ that Nick is the highly sought-after heir to an enormous fortune, and any prospect 06. of a future with Rachel in it sparks jealousy, sabotage and bullying. The “crazy” wealth of Nick’s family is on an extreme 07. scale: cruise ships with multiple pools, climate-controlled closets, and more private planes than cars. But the lm’s exotic 08. owers and million-dollar gems have been eclipsed by a far weightier conversation. There is a lack of major Hollywood roles 09. available to Asian-American actors. They are given less than 5% of speaking parts: either because the roles haven’t been 10. written, or they are marginal. 11. Director Jon M Chu’s lm has already become a beacon for representation by also exploring the dynamic that Asian- 12. Americans never feel wholly Asian or American. His audition announcement calling for aspiring actors read: “especially for 13. Asian characters of di erent shapes, sizes and talents.” “We just really wanted to open up the process because we know how 14. hard it is to get in the door”, he said. Asian actors have struggled to gain visibility in the United States, an issue cemented 15. in 1930 when Hollywood enforced the Hays Code, a list of restrictions to keep lms “wholesome” and “moral”. Hollywood 16. may have stopped enforcing the Hays Code 50 years ago, but its traditional whitewashing refuses to die. Indeed, one of the 17. rst producers interested in Crazy Rich Asians asked whether some roles, including Constance Wu’s Rachel Chu, could be 18. rewritten as Caucasian. 19. There is a moral imperative among Asian-Americans to see Crazy Rich Asians. “It’s not a movie, it’s a movement,” according 20. to Chu. It feels as if viewers must demonstrate the demand for their stories on screen – otherwise, another movie boasting 21. an all-Asian cast might not happen in Hollywood for yet another 25 years. However, Chu’s lm feels revolutionary in the way 22. it turns a culture clash into a date-night movie that actually features an Asian couple. “I know this lm won’t represent every 23. Asian American,” Constance Wu tweeted on 31 July. “So for those who don’t feel seen, I hope there is a story you nd soon 24. that does represent you. I am rooting for you. We’re not all the same, but we all have a story.”
Adapted from: https://www.theguardian.com/ lm/2018/aug/11/crazy-rich-asians-movie-kevin-kwan-jon-m-chu-constance-wu
1) The verbs that ll in the blanks in paragraph 1, 2) The main goal of text 1 is to correctly and respectively, are a) approach the lm and show its unfoldings. a) makes – introduces – knows b) use the comments on the lm to boost the book’s b catches – brings – reveals sales. c) grasps – denies – fears c) highlight Asian actors’ annoyance concerning d) takes – ies – learns Hollywood. d) incite viewers to demand their representation in the lm industry.
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3) Consider the statements below and mark T (true) 6) In the segment: “… lm has already become a or F (false) according to text 1. beacon for representation by also exploring…” (line 11), the word “by” has the same meaning as in ( ) Rachel Chu has been cast for his movie for being Jon M Chu’s relative. a) By frustrating all our team e orts, they managed ( ) The wealth shown in the lm ended up being to win the match. overshadowed by the ethnic issue. b) The branch o ce is going to be closed by the ( ) Before the Hays Code, Asian actors succeeded managing department. in struggling for being recognized in the US. c) They are supposed to hand in the report by the closing day. The correct top-down sequence to ll in the brackets d) In the photo, they were all standing by waving above is ags.
a) T – T – F 7) The alternative below that does NOT present the b) T – F – T same structure as in “Hollywood may have stopped c) F – T – F enforcing…” (lines 15 and 16) is d) F – F – T a) He would have preferred eating out. 4) The alternative that could best replace the clause b) We should have stopped playing inside. underlined in paragraph 2 is: c) She might have minded climbing the stairs. d) They could have included winning numbers. a) a movement to forbid excessive demonstration of a ection between couples. 8) Analyze the grammatical function of the word b) a document to forbid studios from showing “does” in the sentence below. interracial marriage on screen. c) a list of rules to prevent the lowering of the “So for those who don’t feel seen, I hope there is a audience’s respect for religion. story you nd soon that does represent you.” (lines 23 d) a set of guidelines to ensure that audiences and 24) consumed appropriate entertainment. The alternative in which “does” has a DIFFERENT 5) Which question below is answered in text 1? function from the example above is
a) When was the lm made? a) She does speak Polish and German. b) Was the Hays Code applied in other countries? b) He does work tasks at home. c) Why is the lm considered a movement? c) He does polish his car every week. d) Were some roles in the lm rewritten as Caucasian? d) We need someone who does want what we do.
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Responder às questões 9 e 10 com base nos textos 1 e 2. TEXT 2 The book cover
9) Analyze the sentences below, considering the content of both texts.
I. The cover of the book’s rst printing is not the one shown in text 2. II. The information at the bottom of the cover is a quote of a character from the book. III. Crazy rich people are on a higher level of wealth than lthy rich people.
The correct statement(s) is/are
a) I, only. b) I and III, only. c) II and III, only. d) I, II and III.
10) Analyze the meaning of the structures below, from texts 1 and 2, and select the alternative that presents an INCORRECT explanation.
a) A “Chinese cure-all Tiger Balm” (Text 1, line 4) is a healing ointment. b) A “highly sought-after heir” (Text 1, line 11) is someone strongly desired as a spouse. c) A “date-night movie” (Text 1, line 48) is a lm that is outdated. d) “A Pride and Prejudice-like send-up” (Text 2) means the book is a parody of a classic novel.
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PUC-RS 2019 - VERÃO
Answer questions 1 to 8 in relation to text 1. TEXT 1 Being a Better Online Reader 01. Soon after Maryanne Wolf published “Proust and the Squid,” a history of the science and the development of the reading 02. brain from antiquity to the twenty- rst century, she began to receive letters from readers. Hundreds of them. While the 03. backgrounds of the writers varied, a theme began to emerge: the more reading moved online, the less students seemed 04. to understand. 05. There were the architects who wrote to her about students who relied so heavily on ready digital information that they 06. were unprepared to address basic problems on-site. There were the neurosurgeons who worried about the “cut-and-paste 07. chart mentality” that their students exhibited, missing crucial details because they failed to delve deeply enough into any 08. one case. And there were, of course, the English teachers who lamented that no one wanted to read Henry James anymore. 09. As the letters continued to pour in, Wolf experienced a growing realization: reading had changed profoundly. She called 10. the rude awakening her “Rip van Winkle moment,” and decided that it was important enough to warrant another book. 11. What was going on with these students and professionals? Was the digital format to blame for their super cial approaches, 12. or was something else at work? 13. Certainly, as we turn to online reading, the physiology of the reading process itself shifts; we don’t read the same way 14. online as we do on paper. Reading involves factors not usually acknowledged. The contrast of pixels, the layout of the 15. words, the concept of scrolling versus turning a page, the physicality of a book versus the ephemerality of a screen, the 16. ability to hyperlink and move from source to source within seconds online – all these variables translate into a di erent 17. reading experience. 18. The screen, for one, seems to encourage more skimming behavior: when we scroll, we tend to read faster but less 19. deeply, as a way of coping with an overload of information. On screen, people browse and scan to look for keywords, and to 20. read in a less linear, more selective fashion, instead of concentrating more on just following the text. We become tired from 21. the constant need to lter out hyperlinks and possible distractions. And our eyes may grow fatigued from the constantly 22. shifting screens, layouts, colors, and contrasts, so the reading approach needs to adjust, taking mental and physical energy. 23. ______. 24. “As children move more toward an immersion in digital media, we have to gure out ways to read deeply in this new 25. environment”, said Wolf. She has decided that, despite all her training in deep reading, she, too, needs some outside help. 26. To nish her book, she has ensconced herself in a small village in France with shaky mobile reception and shakier Internet. 27. Faced with the endless distraction of the digital world, she has chosen to tune out just a bit of it. She’s not going backward; 28. she’s merely adapting. Adapted from: https://www.newyorker.com/science/maria-konnikova/being-a-better-online-reader
1) The sentence that would end paragraph 5 is
a) Their physical materiality mattered for basic comprehension. b) However, we need to do things much faster when we read online. c) Hence, skilled readers would rather read online. d) Digital reading may come at a cost to understanding, analyzing, and evaluating a text.
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2) After reading text 1 we can say that its main aim is to show
a) similarities and di erences of online reading and in print reading. b) the challenges of online reading and think of how to prepare new generations for that. c) how concerned neurosurgeons are about people’s reading skills in the face of technology. d) how concerned writers are regarding the complex process of online reading a ecting their future book sales.
3) Read the statements below.
I. Good reading in print doesn’t necessarily mean good reading on-screen. II. Wolf does not believe that we can learn to read online as deeply as we once did on paper. III. Scrolling encourages readers to skim through the text. IV. Wolf herself has experienced the e ects of the digital media.
According to the text, the only correct statements are
a) I and II. b) III and IV. c) I, III and IV. d) II, III and IV.
4) Consider the question below. “Was the digital format to blame for their super cial approaches, or was something else at work?” (lines 24-26).
From this question we can infer that
a) those whose jobs are stressful tend to have super cial approaches. b) the super cial approaches can be attributed to too many pop-up windows. c) there might be another reason leading to the super cial approaches rather than the digital format. d) the digital format is accountable for the super cial approaches when readers are working on something else while reading.
5) Select the alternative in which the two words have the same grammatical function of “reading” (line 03)
a) reading (line 03) – following (line 20) b) missing (line 07) – reading (line 09) c) growing (line 09) – reading (line 13) d) awakening (line 10) – reading (line 25)
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6) Consider the meaning of “as” in “As the letters continued to pour in, Wolf experienced a growing realization: reading had changed profoundly.” (line 09) and in the segments below:
I.. “we don’t read the same way online as we do on paper” (line 13 and 14) II. “when we scroll, we tend to read faster but less deeply, as a way of coping with an overload of information” (lines 18 and 19) III. “As children move more toward an immersion in digital media, we have to gure out ways to read deeply in this new environment.” (lines 24 and 25)
The segment(s) in which the meaning of “as” is closest to the one in line 09 is/are only
a) I. b) III. c) I and II. d) II and III.
7) Consider these segments and their paraphrase in parentheses.
I. “the more reading moved online, the less students seemed to understand” (lines 03 and 04) (the amount of digital texts increased so much that only a small number of students showed understanding) II. “they were unprepared to address basic problems on-site” (lines 05 and 06) (they were not able to deal with di culties in the digital world) III. “all these variables translate into a di erent reading experience” (lines 16 and 17) (these aspects mean reading online brings about a particular mental operation)
The segment(s) adequately paraphrased in parentheses is/are only
a) I. b) III. c) I and II. d) II and III.
8) In “to look for keywords, and to read in a less linear, more selective fashion, instead of concentrating more on just following the text.” (lines 19 and 20) and “She has decided that, despite all her training in deep reading, she, too, needs some outside help.” (line 25), the connectors instead of and despite can be replaced, without any change in form and meaning, respectively, by
a) however – nor b) whereas – though c) moreover – even so d) other than – regardless of
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Responder à questão 9 com base no texto 2. TEXT 2
01. Rip Van Winkle is a classic American short story written by Washington Irving based on local history _____ with 02. in uences from European folklore. It tells the story of a man who lived near the Catskill Mountains in New York before the 03. Revolutionary War and fell asleep for twenty years. Everything he knew _____ in the town was gone. _____, he learned that 04. he had to navigate this new world as a free citizen of the United States.
Adapted from: http://www.supersummary.com/rip-van-winkle/summary/ and https://www.bookreports.info/rip-van-winkle- summary/
9) The alternative that brings words that ll in the blanks in text 2, respectively, is
a) but – of – Therefore b) except – over – Still c) unless – from – Though d) together – about – However
Responder à questão 10 com base nos textos 1 e 2.
10) Text 2 relates metaphorically to the ideas of text 1. What idea in text 2 best expresses this metaphor?
a) Rip Van Winkle learned that he had to navigate a new world. b) Rip Van Winkle regretted having missed the Revolutionary War. c) Rip Van Winkle was disappointed when he woke up after twenty years. d) Rip Van Winkle feared living as a free American citizen.
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PUC-RS 2018 - VERÃO
Answer questions 1 to 7 in relation to text 1. TEXT 1 London: the city that ate itself
01. London is a city ruled by money. The things that make it special – the markets, pubs, high streets and communities – are 02. becoming unrecognisable. The city is su ering a form of entropy whereby anything distinctive is converted into property 03. value. Can the capital save itself? 04. London is without question the most popular city for investors,” says Gavin Sung of the international property agents 05. Savills. “There is a trust factor. It has a strong government, a great legal system, the currency is relatively safe. It has a 06. really nice lifestyle”. There are parks, museums and nice houses. Its arts of hedonism are reaching unprecedented levels: 07. its restaurants get better or at least more ambitious and its bars o er cocktails previously unknown to man. In some ways, 08. the city has never been better. It has a buzz. Its population keeps growing and investment keeps ______, both signs of its 09. desirability. As its mayor likes to boast: “London is to the billionaire as the jungles of Sumatra are to the orangutans. It is 10. their natural habitat.” 11. At the same time, to use a commonly heard phrase, the city is eating itself. Most obviously, its provision of housing is 12. failing to ______its popularity, with e ects on price that breed bizarre reactions at the top end of the market and misery at 13. the bottom. Thousands are being forced to leave London because their local authorities can’t nd them homes and people 14. on middle incomes can’t acquire a place where anyone would want to raise a family. 15. There are also e ects beyond housing, although often driven by residential property prices. The spaces for work that are 16. an essential part of the city’s economy are being squeezed, its high streets diminished, its pubs and other everyday places 17. closing. It is su eringa form of entropy whereby the distinctive or special is converted into property values. Its essential 18. qualities, which are that it was not polarised on the basis of income, and that its best places were common property, are 19. being eroded. (…) 20. This would matter less if the city were making new places with the qualities of those now packaged up and commodi ed 21. – if the supply of good stu _____ expanding – but it _____ not. Although the cranes swing, much of the new living zones 22. now _____ created range from the ho-hum to the outright catastrophic. The skyline _____ plundered for pro t, but without 23. creating towers to be proud of or making new neighbourhoods with any positive qualities whatsoever. If London is an 24. enormous party, millions of people are on the wrong side of its velvet rope. 25. In the rest of Britain, a common view of London is that it is a parasitic monster or, as Alex Salmond put it, quoting Tony 26. Travers of the London School of Economics: “The dark star of the economy, inexorably sucking in resources, people and 27. energy. Nobody quite knows how to control it.” Both the SNP and Ukip can be seen as anti-London parties, as expressions of 28. a feeling that national decisions are made in the capital, by the capital, for the capital. Those Scots who want independence 29. are less concerned about being part of the same country as Middlesbrough or Ipswich than they are about London. But 30. these views overlook the extent to which the city is feeding on its own. Adapted from: https://www.theguardian.com/uk-news/2015/jun/28/london-the-city-that-ate-itself-rowan-moore
1) The phrasal verb forms that ll in the blanks in 2) The alternative that presents all the correct lines 08 and 12 are, respectively, forms to ll in the blanks between lines 21 and 22 are, respectively, a) passing up – get back at b) sorting out – grow out of a) is – was – have been – are c) pouring in – keep up with b) were – is – being – is being d) banking on – put up with c) was – is – to be – being d) has been – was – are – to be
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3) The reading of the text allows us to say that the 7) Read paragraph 6 and mark the following author ______in the ______paragraph. sentences T (true) or F (false).
I. states that one can make a profit in London – ( ) Scots used to see Middlesbrough and Ipswich second as Tony Travers did. II. describes London’s thriving housing situation ( ) The SNP and Ukip despise London’s decision – third power. III. tackles some of London’s crisis outcomes – fourth ( ) Alex Salmond and Tony Travers do not share the IV. admits that the attempt to recover what London same opinion. has been losing is failing – fth ( ) The author thinks that not all views are concerned about how much London is eating itself. The correct statements are only Choose the alternative that presents the correct a) II and III. c) I, II and III. answers, from top to bottom, for the sentences above. b) II and IV. d) I, III and IV. a) T – T – F – F 4) The word “eroded” (line 19) refers to b) F – T – F – T c) T – F – T – F a) essential qualities. c) property values. d) F – F – T – T b) basis of income. d) best places. Responder às questões 8 e 9 com base no texto 5) Which alternative below explains the idea 2, que apresenta comentários de especialistas sobre underlined in the sentence “This would matter less if o gráfico. the city were making new places with the qualities of those now packaged up and commodi ed ...” (line 20)? TEXT 2
a) The good places are being traded as goods. b) The best places will be required for business. c) The economic package is not favoring businesses. d) The real estate market should invest in new quality places.
6) The sentence that would end paragraph 4 is
a) Serious consideration of both problems should include such options. b) It is becoming the case that delights and beauties are available only at a high price. Comment 1: (…) the proportion of the population c) Industry is the forgotten part of London’s living in their own home has gone into decline. It economy, denigrated and overlooked since long ago. peaked around the middle of the last decade, at just d) Yet it turns out to have been a prototype for over 70 per cent. similar operations across the capital. Comment 2: Owner occupiers spend an average of 18 per cent on their mortgage. That average may be misleading – those who’ve paid o their mortgage will be zilch. At least they’re building up an asset.
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Comment 3: The proportion in council homes has fallen too, thanks largely to Right to Buy. As a result, the proportion renting their own home has more than doubled in the last two decades, from under 10 per cent to over 20.
Comment 4: (…) housing which costs more than 30 per cent of your income should count as una ordable. This is a problem faced overwhelmingly by young renters.
Comment 5: Soon, the rates of the population living in their own home will be back under 60 per cent, for the rst time since the mid 1980s.
Adapted from: http://www.citymetric.com/politics/british-housing-crisis- ve-charts
8) The comments conveying ideas that have a representation on the graph are only
a) 1 and 4. b) 2 and 5. c) 1, 3 and 5. d) 2, 3 and 4.
9) Read these assertions.
I. The word “living”, in the context of comment 1, plays the same grammatical function as in How do young people make a living in London? II. If the grammatical structure “may be misleading” (comment 2) were in reported speech, it would be: The expert said that average might mislead. III. By reading comment 3, one can say that some people who had the opportunity to buy their houses from the council are now renting them to others. IV. “(…) should count as una ordable”. (comment 4) means are to be considered nancially unfeasible. V. By reading comment 5, one can say that the population living in their own home did not reach 60 per cent in 1980.
The correct assertions are only
a) I and III. b) II and IV. c) I, II and V. d) III, IV and V.
10) The alternatives below present groups of four verbs that belong to the same semantic eld, EXCEPT:
a) stir – simmer – mince – season b) overtake – divert – reverse – brake c) trim – mow – utter – water d) withdraw – owe – pro t – bounce
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PUC-RS 2017 - INVERNO
Answer questions 1 to 5 in relation to text 1. TEXT 1 Thrilling Discovery of Seven Earth-sized Planets Orbiting Nearby Star Ian Sample Science editor-published on Wed. 22 Feb 2017
01. A huddle of seven worlds, all close in size to Earth, and perhaps warm enough for water and the life it can sustain, has 02. been spotted around a small, faint star in the constellation of Aquarius. The discovery, which has thrilled astronomers, has 03. raised hopes that the hunt for alien life could start much sooner than previously thought. The next generation of telescopes 04. are due to switch on in the next decade. Astronomers reported what looked like three planets in orbit around Trappist-1, 05. a star they named after the Trappist robotic telescope in the Chilean desert that rst caught sight of the alien worlds. The 06. telescope did not see the planets directly, but recorded the shadows they cast as they crossed the face of the star. 07. It is the rst time that so many Earth-sized planets have been found in orbit around the same star, an unexpected haul 08. that suggests the Milky Way may be teeming with worlds that, in size and rmness underfoot at least, resemble our own 09. rocky home. Researchers hope to know if there is life on the planets within a decade. Ignas Snellen, an astrophysicist at the 10. Leiden Observatory in the Netherlands, who was not involved in the study, said the ndings show that Earth-like planets 11. must be extremely common. “This is really something new,” he said. “When they started this search several years ago, I really 12. thought it was a waste of time.______.” 13. Astronomers are now focusing on ______the planets have atmospheres. If they do, they could reveal the rst hints of 14. life on the surfaces below. The Hubble telescope could detect methane and water in the alien air, but both can be produced 15. without life. David Charbonneau, a professor of astronomy at Harvard University who was also not involved in the ______16. study, said a growing number of astronomers were getting excited about what he called “the M-dwarf opportunity” – the 17. study of planets around such faint dwarf stars. “It’s a fast track approach to looking for life ______the solar system,” he said. Adapted from https://www.theguardian.com/science/2017/feb/22/thrilling-discovery-of-seven-earth-sized-plan- ets-discoveredorbiting-trappist-1-star
1) The last sentence of the second paragraph was taken out of the text. The alternative below which presents the right sentence is
a) Thank God I was wise. b) I was very, very wrong. c) They told me to give up. d) In fact, I was auspicious. e) I can’t say I was mistaken.
2) The words that complete the blanks in the third paragraph are, respectively:
a) if – latter – besides b) where – latest – over c) where – last – beyond d) whether – latter – besides e) whether – latest – beyond
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Para responder à questão 3, considere as de nições abaixo. Which de nitions stand for the meanings the words “faint” (line 02), “cast” (line 06) and “hints” (line 13) have in the text?
Faint: 1. barely perceptible 2. possible but unlikely 3. lose consciousness for a short time
Cast: 1. cause to appear on a surface 2. act of throwing something forcefully 3. arrange and present in a speci ed form or style
Hint: 1. small amount 2. slight indication of the existence of something 3. suggest something without plainly asking or saying it
3) The top-down sequence which shows the correct de nitions for these words, in the text, is
a) 1 – 1 – 2 b) 1 – 2 – 2 c) 2 – 1 – 3 d) 2 – 3 – 1 e) 3 – 2 – 3
4) The word “resemble”, in “…resemble our own rocky home.”, lines 08 and 09, could be replaced, without a change in meaning, by
a) appear. b) look after. c) look as if. d) remember. e) remind us of.
5) Consider the statements below and mark T (true) or F (false) according to the text.
( ) Ignas Snellen doubts Earth-like planets are highly common. ( ) When the search began, Ignas Snellen found it a vain attempt. ( ) Astronomers’ main goal at present is to nd Earth-sized planets. ( ) The Hubble telescope having detected methane and water in the alien air does not imply the existence of life.
The alternative that shows the top-down correct sequence for the sentences above is:
a) T – F – T – F d) F – T – F – T b) T – F – F – T e) F – F – T – T c) F – T – T – F
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Responder às questões 7 a 9 com base no texto 2.
7) In text 2, the possessive adjective “its” refers to
a) each turn. b) the planet. c) the tiniest bit. d) counterclockwise. e) angular momentum.
www.google.com.br/search?q=earth+spin+humor+planet
8) Some Latin or Greek nouns are kept the same in English. One example is the word “momentum”, in text 2. Many times the plural formation of these words do not follow the rules of the English grammar. All alternatives below show words in the plural, EXCEPT
a) algae – bacilli d) fungi – bacteria b) bases – nuclei e) analysis – stimulus c) data – formulae
9) Observe the derivation process of the word “lengthen”: length (noun) --> lengthen (verb) Which two verbs below have the same derivation process as the one described above?
a) soften – tighten d) frighten – strengthen b) deepen – sti en e) sharpen – straighten c) thicken – brighten
INSTRUÇÃO: Considere os textos 1 e 2 para resolver a questão 10.
10) Read the statements below and write
1. for text 1 only 2. for text 2 only 3. for both texts
( ) the text cites a galaxy. ( ) the text tackles issues regarding astrophysics. ( ) the text reveals a major breakthrough in astronomy. ( ) the text depicts someone engaged in a physical task.
The correct top-down sequence to ll in the brackets above is
a) 1 – 2 – 2 – 3 d) 3 – 1 – 2 – 2 b) 1 – 3 – 1 – 2 e) 3 – 2 – 3 – 1 c) 2 – 3 – 1 – 3
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PUC-RS 2017 - VERÃO
Answer questions 1 to 6 in relation to text 1. TEXT 1 01. As an athlete who has been involved in doping procedures for years – and who came close to ______tests – I feel com- 02. pelled to defend cyclist Lizzie Armitstead. It might not be an ideal moment to speak up in support of an athlete who has 03. been viewed suspiciously by her fellow Olympians but I’ve been spurred into action after reading so many people, many 04. of whom love to sensationalise, o ering their opinions on Lizzie Armitstead’s missed drugs tests. A depressingly dark cloud 05. lingers over the sporting world at present – and many athletes and associations are cheating more than ever – but it’s worth 06. ______another side of the story before reaching a suspicious conclusion. 07. My own hunch is that she is not a doping cheat and that she made a mistake. Something that has not often been noted 08. in re ections of commentators over the past weeks is that in 2016 alone Armitstead faced 16 tests and all of them were 09. clean. I have been tested in all sorts of situations over the years, some more intrusive than others. Every athlete has their 10. favourite ______story. One of mine that springs to mind was after a last-eight match in Delhi in 2010. We nished gone 11. midnight after two hours of play and I was whisked o as high as a kite (not on drugs I should add) and exhausted to sit 12. and wait. Luckily for me, England physio Phil Newton generously stayed with me for support. Time was crucial and every 13. minute that ticked by made a dent in the recovery and preparation for the medal match the following day. I nally put my 14. head on a pillow just after 5am. 15. Without that test I would have bene tted from two more vital hours in the sack. It’s part of the deal though and, if 16. that’s the biggest of my issues in life then I’m OK. I had worked so hard for the event for many months and years, and the 17. early hours of that morning were a mess. During my career I have also intermittently been on the same “whereabouts” 18. programme as Armitstead and it is hard to keep tabs on. We give our availability at an address for one hour every day and 19. the testers can knock on that door whenever they want outside of that. If they arrive outside the given hour and you’re not 20. there that’s OK. But if they arrive on your given hour, you must be there and proceed to give a sample – sometimes blood 21. and urine, but always urine. 22. I’m painting this picture from my own experience not to self-indulge but to give you a snapshot of a fairly strange and 23. surreal aspect of an athlete’s life. Strangers have to come into our private homes to watch us exposing ourselves during the 24. procedures of the test because some people are willing to cheat. This must be done, but perhaps it’s important to consider 25. this information before you make conclusions about Armitstead’s case. Adapted from: https://www.theguardian.com/sport/willstrop-sworld/2016/aug/18/rio-2016-olympics-cycling- drugs-lizzie-armitstead
1) According to the text, the verb structures that ll 2) After reading text 1, one can conclude the in the blanks in lines 02, 06 and 10 are, respectively, author’s intention is to
a) miss – consider – test a) con rm athletes’ use of drugs. b) miss – to consider – test b) defend one athlete’s use of drugs. c) missed – considering – tested c) call athletes’ attention to dangerous drugs. d) missing – to consider – testing d) inform people about athletes’ hard routines. e) missing – considering – testing e) attract people’s attention to one athlete’s lifestyle.
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3) Consider the statements below and mark T (True) or F (False), according to the text.
( ) Armitstead’s peers doubt she has been clean for competing. ( ) The author states throughout the text that he is not in favor of drug tests. ( ) The author is grateful he is no longer subjected to drug tests. ( ) Olympic athletes end up carrying a burden because of cheaters.
The alternative that shows the top-down correct sequence is:
a) F – T – T – F b) F – F – T – T c) T – F – F – T d) T – T – F – T e) T – F – T – F
4) In the text, the word “hunch” (line 07) is related to an idea of
a) reason. b) intuition. c) de nition. d) explanation. e) recollection.
5) All alternatives below present the meaning that the verbs/ verb phrases have in the text, EXCEPT for:
Verbs/Verb phrases Meaning in the text a) spurred (line 03) pushed b) lingers (line 05) remains for a time c) springs (line 10) haunts d) was whisked o (line 11) was taken away fast e) not to self-indulge (line 22) not to relish oneself
6) Consider the passage below (lines 39 and 40), which presents a conditional structure:
“But if they arrive on your given hour, you must be there…”
Which alternative below announces, using a correct structure, an unreal situation in relation to the fact mentioned above?
a) Had they arrived on your given hour, you’d have been there… b) If they’d arrived on your given hour, you’d have being there… c) Had they arrived on your given hour, you’d must be there… d) If they arrived on your given hour, you’d have been there… e) If they’d arrive on your given hour, you’d have being there…
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Answer questions 7 to 10 in relation to text 2. 9) In the text, the use of the word “will” in “will power” conveys the same idea as in TEXT 2 a) His will was not found after the event. b) It was all settled because he had left a will! c) They think it will bring about all the issues again. d) Men of good will are not that common these days. e) She might return the proceeds, but nobody else will.
INSTRUÇÃO: Considere os textos 1 e 2 para resolver a questão 10.
10) Read the statements below and write
1. for text 1 only 2. for text 2 only 3. for both texts
( ) The text warns against hasty assertions. ( ) The text is conceived in a persuasive style. http://medicablogs.diariomedico.com/wwwque/tag/obesidad/ ( ) The text makes someone’s annoyance explicit. 7) The correct prepositions to ll in blanks 1, 2 and 3 ( ) The text involves the concept of brainwashing. in text 2 are, respectively, ( ) The text resorts to illustration to enhance the arguments. a) after – on – to b) while – by – of The correct top-down sequence to ll in the brackets is c) besides – in – for d) towards – of – to a) 1 – 1 – 2 – 3 – 2 e) through – for – for b) 1 – 2 – 1 – 2 – 3 c) 2 – 1 – 3 – 3 – 1 8) Read the phrases related to the method d) 2 – 3 – 2 – 1 – 3 advertised in text 2. e) 3 – 2 – 1 – 2 – 2
I. Struggling to slim down. II. Ceasing to crave caloric foods. III. Fostering weight loss. IV. Keeping track of your money.
According to text 2, one can infer that the only pieces of information that are NOT involved in the method recommended are
a) I and II. b) I and IV. c) II and III. d) II and IV. e) III and IV.
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PUC-RS 2016 - INVERNO
Answer questions 1 to 6 in relation to text 1. TEXT 1 01. Shakespeare’s 400th anniversary: ‘man of Stratford’ to be celebrated in 2016 02. Maev Kennedy 03. The world shares him and London claims him but Stratford-upon-Avon intends to spend 2016 celebrating 04. William Shakespeare as their man: the bard of Avon, born in the Warwickshire market town in 1564, who died 05. there 400 years ago. 06. Stratford remained hugely important during Shakespeare’s life, says Paul Edmondson, the head of learning 07. and research at the Shakespeare Birthplace Trust. “People often see Shakespeare as someone who turned his 08. back on Stratford and his family, went to London to earn his fortune and only came back to die,” he said. “But 09. Stratford is where he bought land and property, where he kept his library, where he lived and read and thought. 10. We are going to spend the year re-emphasizing the importance of Shakespeare, the man of Stratford.” 11. The anniversary of the death of the man from Stratford, the most famous and the most performed playwright 12. in the world, will be celebrated across Britain and the globe. Macbeth will open in Singapore, Romeo and Juliet in 13. Brussels. Shakespeare’s Globe is completing the rst world tour in the history of theatre. It has taken Hamlet to 14. every country except North Korea. In London, they are also creating a 37-screen pop-up cinema, one screen to 15. showcase each of Shakespeare’s plays. 16. The National Theatre, the Royal Shakespeare Company and nearly every other theatre production company 17. in the country will celebrate the anniversary. Interpretations of the plays will range from the highly traditional 18. to the experimental. There will also be hundreds of lectures, recitals, international academic conferences, lms, 19. concerts, operas and major exhibitions. 20. For a man famous in his own lifetime, there is little documentary evidence for Shakespeare’s life and times. 21. The plays would probably not have survived if his friends and fellow actors had not gathered together every bit 22. of every play they could nd – drafts, prompt scripts, scribbled actors’ parts and 17 plays not known in any other 23. version – into the precious First Folio published in 1623, seven years after Shakespeare’s death. Adapted from The Guardian: shakespeares-400th-anniversaryintermediate/ 555073.article; 1 January, 2016.
Read text 1 and the statements about it to solve 2) The word “except” (line 14) could be replaced, question 1. without a change in its meaning, by
I. Shakespeare died in his early 50s. a) save. II. Stratford is one of the places where Shakespeare b) rather. dwelled in. c) though. III. People from Stratford believe Shakespeare to d) instead. have been loyal to the city. e) in spite of. IV. Every theater around Great Britain will be praising Shakespeare throughout 2016. 3) In the text, the word “scribbled” (line 22) is closest in meaning to 1) The correct statements are, only, a) drawn. d) pictured. a) I and II. b) I and III. e) III and IV. b) scraped. e) illustrated. c) II and III. d) II and IV. c) scrawled.
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INSTRUCTION: To answer question 4, consider the passage below (lines 14-15).
In London, they are also creating a 37-screen pop-up cinema, one screen to showcase each of Shakespeare’s plays.
4) The correct alternative to demonstrate the passive voice structure for the sentence above is a) In London, it will also be created a 37-screen pop-up cinema, one screen to showcase each of Shakespeare’s plays. b) In London, a 37-screen pop-up cinema, one screen to showcase each of Shakespeare’s plays, will also be created. c) In London, a 37-screen pop-up cinema is also creating one screen to showcase each of Shakespeare’s plays. d) In London, a 37-screen pop-up cinema is also being created, one screen to showcase each of Shakespeare’s plays. e) In London, one screen to showcase each of Shakespeare’s plays is also been created, a 37-screen pop-up cinema.
5) The pairs of phrases below belong to the same semantic eld, EXCEPT for a) anniversary (line 11) – birthday b) playwright (line 11) – invoice c) pop-up (line 14) – temporary d) showcase (line 15) – attraction e) scripts (line 22) – copies
6) After reading the text, one can conclude that Shakespeare’s works became evident due to his a) lectures and writings. b) theaters and properties. c) colleagues and chums. d) family and acquaintances. e) exhibitions and performances.
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Answer questions 1 to 5 in relation to text 2. TEXT 2
https://www.google.com.br/search?q=strips&biw=1440&bih=805&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwiBuX3j- frLAhULk5AKHeURBCEQsAQIKA#tbm=isch&q=comic+strips+mafalda&imgrc=_
7) In pictures 3, 5 and 6, the expressions that, 9) Comparative forms, such as “better” and “brighter” respectively, t in the blanks are (picture 2), can be used in di erent constructions to convey di erent ideas. In which alternative below is the a) It – Unless – must comparative form being used to express parallel increase? b) How – Since – need c) It – Although – must a) Which is healthier for Mafalda, soup or sandwich? d) It – Besides – ought to b) The more Mafalda eats soup, the stronger she gets. e) How – Whether – have to c) According to Mafalda, little birds sing better than ever. 8) De acordo com os quadrinhos 5, 6 e 8, Mafalda d) For Mafalda, intravenous feeding is as tasty as soup. demonstra estar, respectivamente, e) Mafalda thinks the soup today is worse than it was yesterday. a) guilty – bored – full b) deceived – worried – starving 10) In picture 3, the pronoun “that” could have c) stressed – pleased – conceited been omitted without a change in meaning. Mark the d) relieved – satis ed – surprised alternative in which “that” can NOT be omitted. e) grateful – resigned – indignant a) I didn’t realize that Mafalda had gone to hospital. b) Mafalda is the girl that su ered an accident. c) Mafalda thinks that she’s in trouble now. d) Everybody knows that being in hospital can be hard. e) The truck driver never thought that he could run over someone.
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PUC-RS 2016 - VERÃO
Answer questions 1 to 5 in relation to text 1. TEXT 1 01. UNITED NATIONS, May 11, 2015 (IPS/GIN) – Speaking at the U.N. Security Council, Federica Mogherini, High 02. Representative of the European Union for Foreign A airs, called on the international community to take urgent 03. steps to end the Mediterranean crisis and dismantle the human smuggling rings that facilitate it. 04. “The EU is united and we will work, but we cannot work alone. We need to share and act together, as it’s a EU 05. responsibility and a global responsibility, “said Mogherini. 06. In 2014, 3,300 migrants died while eeing their countries of origin to enter Europe. Three people out of four 07. perished in the Mediterranean Sea, and 2015 looks set to be even worse, added Mogherini. According to the 08. U.N. Refugee Agency (UNHCR) about 60,000 men, women and children have crossed the Mediterranean this 09. year, and 1,800 of them have tragically died during the journey. 10. “Saving lives and preventing the loss of lives at sea is a top responsibility that we all share, not only as Eu- 11. ropeans but globally,” Mogherini said at the Council brie ng, adding that an exceptional situation requires an 12. immediate strategy to solve the crisis. 13. The Mediterranean problem is a structural problem rooted in poverty, increasing inequality, con icts and 14. human rights violations in African and Middle Eastern countries and beyond, including the situation in Syria, 15. Afghanistan and the Horn of Africa, said the European High Representative. 16. Also speaking at the Council was Antonio Tete, Permanent Representative Observer of the African Union to 17. the U.N., who underlined that smuggling of migrants has emerged due to several factors that lead people in 18. many African countries to escape from abject poverty, climate change, water scarcity, insu cient progress in 19. employment and rising inequality. 20. “This humanitarian emergency is also a security crisis, since smuggling networks are linked to nance and 21. terrorist activities, which contributes to instability in a region that is already unstable enough,” Mogherini said. 22. If the international community fails to frame its response to the crisis, it will be a “moral failure,” said Peter 23. Sutherland, the Special Representative of the Secretary-General for International Migration. Ieri, Valentina. Global Information Network - [New York] 11 May 2015.
Read text 1 and the statements about it to solve 2) The Mediterranean crisis is also a security crisis question 1. because
I - The international community fails to respond to a) migrants smugglers are bound to terrorism. the crisis. b) migrants smugglers are hired by terrorism. II - The number of migrants looks set to increase to c) migrants smugglers are threatened by terrorism. the end of the year. d) smuggling networks are responsible for abjectpoverty. III - The UN Secretary-General acceded the possibility e) smuggling networks are connected to naval operations. of an Army intervention. IV - The EU has encouraged dialogue and cooperation between the enmeshed countries.
1) The correct statements are, only,
a) I and II. b) I and III. e) III and IV. c) II and III. d) II and IV.
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3) O aumento no uxo de migrantes para países INSTRUCTION: To answer question 5, complete the europeus via Mediterrâneo ocorre devido a diferentes rephrased speech of Peter Sutherland (lines 22 and 23), fatores, EXCETO using the indirect speech. Peter Sutherland said that ______the international a) condição social degradante. community ______to frame its response to the crisis, b) escassez de recursos naturais. it ______a “moral failure”. c) crescente desigualdade social. d) constantes intervenções militares. 5) The alternative that lls in the blanks of the text e) falta de oportunidade de trabalho. above correctly is
4) In the text, the words “ eeing” (line 06), a) unless – fails – wouldn’t be “According” (line 07), “brie ng” (line 11), “smuggling” b) unless – failed – will be (line 17) are used as c) if – fails – would be d) if – failed – will be a) noun – adjective – verb – noun e) if – failed – would be b) noun – adjective – verb – verb c) adjective – noun – preposition – adjective d) verb – preposition – noun – noun e) verb – preposition – preposition – noun
Answer questions 6 to10 in relation to text 2. TEXT 2 01. ARCHEOLOGY: Starting Out 02. When my longtime childhood ambition of becoming a surgeon was derailed by the onset of adolescent squeamishness 03. – speci cally, a dread of blood – I turned to archeology. The sere, crumbly atmosphere of a dig, as I envisioned it, seemed a 04. welcome relief from the maelstrom I now perceived to be teeming within the human body. This was in the nineteen-seven- 05. ties, when archeology was a glamour profession. 06. I decided to take a year o before starting college and devote myself to salaried excavation in exotic places. I had grown 07. up in San Francisco and had left the United States only for occasional family trips to Mexico. I’m not sure which part of this 08. vision most enthralled me: myself prying human bones and lustrous vessels from the soil of Asia or Africa, or the forgotten 09. lives I pictured humming just _____ that soil, awaiting my discovery. After weeks of anxiously checking the mail for job 10. o ers and plane tickets, I received a single reply, from a professor at Berkeley. His avuncular tone failed to entirely blunt the 11. gist of his message: Our graduate students pay us to come on digs. And you are not even remotely quali ed. 12. Stung, I turned to some of the small pay-to-participate digs I’d seen advertised in the newsletter. In September of 1980, 13. as most of my high-school friends were starting college, I shelled out two or three hundred dollars plus airfare (my earnings 14. from long hours ______the counter of a Haight Street cafe) to join a three-week dig in Kampsville, Illinois. 15. The exoticism of Kampsville was not the sort I’d craved. The real shock was the square metre of earth – delineated by 16. strings attached to pegs – that was the extent of my archeological domain. We weren’t allowed to sit on our squares, only 17. to squat. Nor were we to dig on our dig, only to skim away ne layers of earth with a scalpel, lowering the surface of our 18. metre over the course of days, until the objects embedded there – projectile points or pottery shards – rested on top. This 19. soil-shaving took place ______a scouring sun, in ninety-degree temperatures. By day two, I was craving stewed prunes 20. long before lunchtime. By day three, I’d renounced my goal of becoming an archeologist. 21. Still, the archeology fantasy had been irrevocably dispelled, and by October I was back at my cafe job with a fresh goal: 22. save enough money to travel to Europe. But my sojourn in Kampsville has stayed with me – the sensation I had of scraping 23. away the layers ______myself and a lost world, in search of its occupants.
Egan, Jennifer. The New Yorker 87.17 (Jun 13-Jun 20, 2011): n/a (adapted)
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INSTRUCTION: Answer question 6 considering the words that correctly and respectively complete the blanks in lines 09, 14, 19, and 23.
6) According to the text, the words that t in the blanks are
a) beneath – behind – under – between d) behind – under – beneath – between b) beneath – between – behind – under e) behind – beneath – between – under c) between – behind – under – beneath
7) In the text, the word “squeamishness” (line 02) is related to a state of
a) aversion. b) tiredness. c) boldness. d) prostration. e) unpleasantness.
INSTRUCTION: Read the statements below about text 2 to solve question 8.
1. The author decided to be an archeologist. 2. The author changed her professional goals. 3. The author used to travel to Mexico with her family. 4. The author took part in an excavation in the USA.
8) The facts presented by the author about her life are chronologically organized according to the sequence
a) 3 – 4 – 2 – 1 d) 1 – 3 – 4 – 2 b) 3 – 1 – 4 – 2 e) 1 – 4 – 3 – 2 c) 3 – 1 – 2 – 4
9) Ao descobrir as reais condições de realização das escavações, o sentimento expresso pela autora é de
a) êxtase e curiosidade. b) espanto e decepção. c) desencanto e rebeldia. d) tristeza e conformismo. e) felicidade e entusiasmo.
INSTRUCTION: Consider texts 1 and 2 to solve question 10.
10) After reading text 1 and text 2, one can state that
a) only text 1 presents facts located in time. b) only text 2 has journalistic features. c) both texts make use of academic language. d) both texts narrate personal experiences. e) both texts depict authentic episodes.
146 UCS | PRÁTICA DE PROVAS R
UCS 2020 - VERÃO
As questões de 1 a 10 referem-se ao texto abaixo.
The Intimacy of Crime Scene Photos in Belle Epoque Paris by Stephanie Gorton
01. At the end of the 19th century, Parisian police o cer Alphonse Bertillon devised a new system of crime scene photography, 02. inviting detectives, jurors, and newspaper readers ______scenes of violence and private interiors never so starkly revealed before. 03. Previously, detective work had relied on rst-person testimony over circumstantial evidence. Crime scenes were recorded in 04. sketches and notes, in whatever manner the police could manage with the materials they had, free of any standard or system. 05. The camera, used sporadically since the mid-1800s to take portraits of alleged criminals, was, in Bertillon’s new system, meant to 06. usher in a new era of objectivity in forensics. His approach focused on visual documentation using measurements and uniformity. 07. They featured people whose lives had ended in violence and pain, conjuring a sense of drama that was as much a part of aesthetic 08. and cultural shifts of the time as it was a means toward justice. And these photos weren’t just for investigators. They ended up in 09. newspapers, making private demises shockingly public. 10. Bertillon insisted on two uniform mugshot poses – full-face and pro le – for the accused, and he devised a scienti c approach 11. to wielding the camera in the aftermath of a crime. His camera was calibrated so that, given a photograph, detectives could 12. recreate the proportions of a crime scene. Victims were photographed from above, requiring him to assemble his heavy tripod 13. and camera closely around the body. 14. His methods resulted in images seemingly taken from bird’s and bug’s eye views. In an image labeled “Assassinat de Monsieur 15. Canon, Boulevard de Clichy, 9 Decembre 1914”, a distinguished mustache stands out on a plainly dressed corpse, lying splay- 16. legged on a tiled oor. Often, a “horizontal plane” shot was added, as in the case of a woman noted in the record as Madame 17. Veuve Bol on the rue de Turenne. The elderly victim looks like she’s fallen asleep on her parquet oor next to her neat, richly made 18. bed. Others look less peaceful: for instance, Mademoiselle Ferrari, whose bed lies surrounded by scu ed walls, a broken mirror, 19. her ordinary tableware collection, and last night’s dirty plates. The detective’s caption states that she was killed by her lover, a 20. Monsieur Garnier. 21. Police departments near and far enthusiastically adopted Bertillon’s system, which helped them sentence serial criminals 22. at a drastically higher rate. Press censorship was abolished in France in 1881, and crime reporting rose steadily. The increasing 23. presence of the camera in police work not only captured murder victims, but exposed the intimate settings of their homes. As 24. anyone who’s visited a French household can report, house tours are rarely o ered and can feel strikingly discreet: Bedroom doors 25. are usually left rmly closed. As the public suddenly gained access to photographs of crime scenes in the morning papers, they 26. were also put in the position of voyeurs. 27. Photography was meant to be more exact than a sketch artist, more infallible than a detective’s notes, less vulnerable 28. to sensationalization than a reporter’s impressions. And yet, despite these e orts at taking subjectivity out of the equation, 29. photography proved itself wide open to it. Bertillon’s own words reveal how crime scenes were seen almost as stage sets or 30. canvasses for the viewer’s imagination of what terrible things might have happened: “The shattered windowpane, the half-open 31. window and the abandoned slippers visible in the left foreground allow the reconstruction in the imagination of the path the 32. assassins took to surreptitiously enter the dark room. You see them lighting the candle that was found on the chair; imagine the 33. rage they experience upon discovering their path blocked by the unfortunate Monsieur R., sleeping like a faithful poodle, though 34. not very vigilant, across the doors of which he defended the access”.
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35. The legacy of Bertillon is very much with us. In an everyday sense, Bertillon’s hand is felt every time law enforcement gathers 36. mugshots and scans identity papers. We still rely on photographs to bring to life distant current events and crime scenes. The ideal 37. of photography as a purely objective documentary medium has also stayed with us, though the boundaries of the frame should 38. make it clear that this is a misapprehension. Then and now, photographers decide how their subjects are posed, lit, and cropped, 39. with each decision altering how the image is perceived over the course of its life in the public eye. Even as the camera bears 40. witness to what has happened, it sparks as many imagined reconstructions, interpretations, and emotions as there are individual 41. viewers.
Disponível em: https://www.atlasobscura.com/articles/alphonse-bertillon-crime-scene-photos. Acesso em: 15 ago. 2019. (Parcial e adaptado.)
1) Assinale a alternativa que completa, correta e adequadamente, a lacuna no texto na linha 2.
a) at b) on c) into d) for e) o
2) Segundo o texto, é correto a rmar que o trabalho de Bertillon
a) seguia as tendências dramáticas da fotogra a da época. b) possibilitou que leitores de jornais tivessem acesso às cenas de crimes. c) auxiliou testemunhas oculares a identi car suspeitos de crimes. d) foi recebido com descon ança pela polícia. e) foi essencial para o m da censura à imprensa.
3) De acordo com o texto, é possível a rmar que
a) era a polícia que enviava para os jornais o material utilizado no registro das cenas de crimes. b) as fotogra as tiradas pela polícia no século 19 eram de criminosos condenados por crimes violentos. c) Bertillon fazia questão de que os acusados de crimes fossem fotografados de frente e de per l. d) as fotogra as de crimes publicadas nos jornais atraíam leitores acostumados a cenas de violência. e) a barba de uma das vítimas se destacava na fotogra a de um dos crimes porque a foto era de frente.
4) Assinale a alternativa cujos elementos melhor substituem os termos sublinhados nos segmentos a seguir.
- They featured people whose lives had ended in violence and pain (linha 07) - that was as much a part of aesthetic and cultural shifts of the time as it was a means toward justice (linhas 07 e 08)
a) advertised e disturbances b) portrayed e changes c) highlighted e standards d) promoted e alterations e) showed e disorders
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5) Assinale a alternativa em que o termo designed 8) Com relação às fotogra as de cenas de crime, é melhor substitui o vocábulo sublinhado, sem prejuízo correto a rmar que, em uma delas, a vítima para o sentido da oração. a) estava vestida elegantemente. a) and he devised a scienti c approach to b) jazia sobre um piso ladrilhado. wielding the camera (linhas 10 e 11) c) era jovem e seu semblante era tranquilo. b) Police departments near and far enthusiasti- d) estava deitada em uma cama. cally adopted Bertillon’s system (linha 21) e) vivia em uma casa com paredes decoradas. c) The increasing presence of the camera in police work not only captured murder victims (linhas 22 e 23) 9) Com relação às fotogra as de cenas de crime, é d) photography proved itself wide open to it correto a rmar que, em uma delas, havia (linha 29) e) across the doors of which he defended the a) um homem ricamente vestido. access (linha 34) b) um par de sapatos na parte posterior da foto. c) uma vidraça quebrada. 6) Segundo o texto, é correto a rmar que d) uma vela acesa sobre uma cadeira. e) um cachorro ao lado do dono. a) a reação dos assassinos, ao se depararem com Monsieur R., foi de raiva. 10) De acordo com o texto, assinale a alternativa que b) registros fotográ cos eliminam interpretações melhor substitui os termos sublinhados no segmento subjetivas de uma cena de crime. abaixo. c) o método empregado por Bertillon destinava-se a capturar a atmosfera do local do crime. - Photography was meant to be more exact than d) a foto tirada nos aposentos de Mademoiselle a sketch artist, more infallible than a detective’s Ferrari mostrava utensílios de mesa requintados. notes, less vulnerable to sensationalization than a e) o trabalho dos detetives, antes de Bertillon, reporter’s impressions (linhas 27 e 28) privilegiava testemunhos. a) de nite, helpful, impenetrable 7) Segundo o texto, é correto a rmar que b) awed, e ective, exposed c) precise, foolproof, susceptible a) o termo assemble (linha 12) pode ser melhor d) rigorous, imperfect, threatening traduzido por posicionasse. e) ambiguous, acceptable, sensitive b) o termo states (linha 19) pode ser melhor traduzido por presume. c) o termo steadily (linha 22) pode ser melhor traduzido por imensamente. d) o pronome they (linha 25) refere-se a photographs (linha 25). e) o termo rely on (linha 36) pode ser substituído, sem prejuízo ao sentido da oração, por count on.
149 R PRÁTICA DE PROVAS | UCS
UCS 2019 - VERÃO
As questões de 1 a 10 referem-se ao texto abaixo.
Irena Sendler 01. Irena Sendler, who has died in a Warsaw hospital at the age of 98, was one of the heroes of the Nazi occupation ____ Poland. 02. As a member of Zegota, the Council for Providing Aid to the Jews, an organisation set up by the Polish underground state and 03. nanced by the Polish government-in-exile in London, she succeeded ____ saving around 2,500 Jewish children in the Warsaw 04. ghetto ____ certain death in the Nazi extermination camps. 05. Born in Otwock, a resort town near Warsaw much frequented by Jews before the war, Sendler was the only daughter of a 06. doctor, Stanislaw Krzyzanowski, known for his sympathetic approach towards his Jewish neighbours. Unusually for a Catholic 07. child, Sendler was allowed to play with Jewish children as she grew up. She studied Polish literature and became active in the 08. Polish Socialist party. At the time of the Nazi invasion of Poland in 1939, she was also working as a social care nurse for the Warsaw 09. city welfare department. 10. During the Nazi occupation, conditions for the Jews in Warsaw deteriorated dramatically as more than 400,000 people were 11. con ned in the city’s ghetto, an area of perhaps four square kilometres, which was then, in 1940, sealed o . Sendler was involved 12. in providing assistance to those in need, and in December 1942 – soon after the deportation of Jews had begun to the Treblinka 13. death camp – she became head of the children’s department of Zegota. She was motivated, above all, by her sense of social 14. justice and her feelings of obligation to her Jewish friends. 15. When the German authorities decided nally to liquidate the Warsaw ghetto in 1943, Sendler was one of a group of around 16. 20 Zegota members who organised the evacuation of children, placing them in Polish families, orphanages and convents. She 17. was able to move around the ghetto legally, disguised as a public-health nurse responsible for investigating a suspected typhus 18. epidemic. Sometimes, the children were hidden in a lorry driven by a fellow conspirator, Antoni Dzbrowski. A mechanic reportedly 19. hid babies in his toolbox. At other times, they were given sleeping draughts and transported to what was known as the “Aryan” 20. side – outside the ghetto – in baskets, or chests in ambulances or streetcars. German o cials were told they had died of typhus. 21. The escaping children were provided with false identities, and many of those who remained in Poland were taught Christian 22. prayers, so they would blend into the community more easily. But their real names and details of their families were written down 23. in code and buried in jam jars, which were dug up after the war. This meant that once the con ict was over the children were able 24. to discover who they really were. 25. In October 1943, at the height of this rescue operation, Sendler was arrested by the Gestapo. She was brutally tortured in the 26. notorious Pawiak prison and sentenced to death. But she never revealed details of her contacts and, by bribing her guards, other 27. members of Zegota were able to obtain her release. 28. After Poland’s liberation in 1945, Sendler returned to the Warsaw welfare department, co-founding an orphanage and an 29. old people’s home and organising a service to deal with women and children in need. She stayed in contact with some of the 30. children she had rescued, many of whom eventually found their way to Palestine. 31. There was little recognition for Sendler’s work in Poland in the immediate aftermath of the war, but in 1965 she was awarded 32. the title of “Righteous Among the Nations” by the Yad Vashem Holocaust memorial centre in Jerusalem, and in 1991 was granted 33. honorary citizenship by the state of Israel. In 2006 she was nominated for the Nobel peace prize by an American teacher, Norman 34. Conrad, whose students had written a play and made a documentary lm about her, entitled Life in a Jar. Her Polish awards 35. included the Jan Karski award for moral courage (named after a Polish resistance ghter), the Order of the White Eagle and 36. honorary citizenship of Warsaw. In 2006, a biography of her appeared in Germany and Poland. 37. The greatness of Sendler’s achievements was widely accepted. According to Elzbieta Ficowska, one of those saved as a ve- 38. month-old baby in July 1942 and now the wife of a leading Polish poet: “It took a miracle to save a Jewish child. Sendler saved not 39. only us, but also our children and grandchildren and the generations to come”. 40. She died on the same day as a ceremony naming a Warsaw school, Gymnasium Nº 23, in her honour. Disponível em:
150 UCS | PRÁTICA DE PROVAS R
1) Assinale a alternativa que completa, correta e respectivamente, as lacunas no texto nas linhas 01, 03 e 04.
a) in, at, for b) of, in, from c) at, on, of d) on, about, in e) around, at, o
2) De acordo com o texto, é correto a rmar que
a) a forma verbal set up (linha 02) pode ser traduzida por contratada. b) a expressão above all (linha 13) é melhor traduzida pela expressão sobretudo. c) o pronome they (linha 20) refere-se a German o cials (linha 20). d) a forma verbal remained (linha 21) pode ser traduzida como se esconderam. e) a expressão dug up (linha 23) é melhor traduzida por localizadas.
3) De acordo com o texto, assinale a alternativa em que a tradução da palavra é a mais adequada.
a) approach (linha 06) – aproximação b) toolbox (linha 19) – bolsa c) draughts (linha 19) – comprimidos d) chests (linha 20) – macas e) streetcars (linha 20) – carroças
4) Assinale a alternativa cujos elementos melhor substituem os termos sublinhados nos segmentos a seguir.
- conditions for the Jews in Warsaw deteriorated dramatically (linha 10) - people were con ned in the city’s ghetto (linhas 10 e 11)
a) worsened; complimented b) degenerated; neglected c) decayed; detained d) developed; trapped e) declined; threatened
5) Assinale a alternativa cujos elementos melhor substituem os termos sublinhados nos segmentos a seguir.
- During the Nazi occupation, conditions for the Jews in Warsaw deteriorated dramatically as more than 400,000 people were con ned in the city’s ghetto (linhas 10 e 11) - She was brutally tortured in the notorious Pawiak prison and sentenced to death (linhas 25 e 26)
a) tragically; cruelly b) severely; humanely c) mildly; horribly d) easily; viciously e) badly; rmly
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6) Em relação ao segmento in December 1942 (linha 12), é correto a rmar que a oração – soon after the deportation of the Jews had begun to the Treblinka death camp – (linhas 12 e 13) apresenta uma
a) adição. b) conclusão. c) contradição. d) exempli cação. e) concessão.
7) Conforme as informações contidas no texto, Irena Sendler
a) trabalhou para o departamento de nanças da Polônia. b) salvou crianças judias condenadas à morte pelo tribunal Nazista. c) participou de uma sociedade secreta patrocinada pelos ingleses. d) frequentou com amigos judeus um resort próximo à capital polonesa. e) conviveu com judeus desde a infância.
8) Segundo o texto, é correto a rmar que
a) o gueto de Varsóvia foi fechado pelos alemães quando atingiu a lotação máxima. b) Irena che ou o departamento de infância de uma organização do governo secreto polonês. c) as crianças judias resgatadas foram convertidas ao cristianismo. d) Irena disfarçou-se de assistente social para entrar no gueto de Varsóvia. e) Irena liderou os membros da Zegota durante a evacuação do gueto.
9) Conforme o texto, é correto a rmar que Irena Sendler
a) subornou os guardas da prisão em que foi torturada pela Gestapo. b) gerenciou um orfanato e uma casa de repouso para mulheres carentes. c) reencontrou, na Palestina, algumas das crianças resgatadas por ela. d) foi premiada por serviços prestados à nação logo após o nal da guerra. e) foi agraciada com o título de cidadã honorária pelo estado de Israel.
10) De acordo com o texto, Irena
a) recebeu o Prêmio Nobel da Paz das mãos de um professor americano. b) teve sua história contada em uma peça de teatro e em um documentário. c) recebeu, de um líder da resistência, uma premiação por sua coragem. d) resgatou uma criança judia que se tornou uma poetisa famosa. e) morreu após ser homenageada em uma cerimônia realizada em uma escola de Varsóvia.
152 UCS | PRÁTICA DE PROVAS R
UCS 2018 - INVERNO
As questões de 1 a 10 referem-se aos textos abaixo.
Westminster Abbey 01. In this series of articles we’ll take a look at the most famous burial place in Britain – Westminster Abbey. The Abbey has such a 02. long history that we’ll break things up a bit into edible chunks – history is easier to digest that way. 03. The Abbey at Westminster is built upon what was once an island – Thorney Island – a marshy retreat from the City of 04. London. The island was at one time anked by two channels of the Tyburn River, which owed where Downing Street and 05. Great College now run. 06. There may have been a Christian Church on Thorney Island as early as 604 AD, just eight years after the rst Christian 07. mission under St. Augustine landed near Canterbury in 596 AD. In that same year of 604, Ethelbert, uncle of the king of the 08. East Saxons, founded St. Paul’s in the City of London. 09. Later royals followed the pattern; King Edgar (957-75) gave land for a church, and several kings, including Canute and 10. Ethelred, donated relics. St. Dunstan endowed a place for a dozen monks in 960 AD. But it is to one man we owe the 11. marvelous church we can see today. 12. Edward the Confessor (1042-1066) had a vision of an ecclesiastic-royal complex including a palace with a large monastery 13. and an abbey church suitable for royal functions. 14. Devout though Edward certainly was, he was also driven by guilt in his building project. Earlier in his reign, he had been 15. forced to ee from a Danish invasion into exile in Normandy. He made a solemn vow that if he ever regained his throne he 16. would make a pilgrimage to Rome in gratitude. 17. He indeed managed to oust the Danes and regain the throne, but the politically uncertain climate made it unwise for 18. him to leave for Rome. Pope Leo, being an understanding sort, excused Edward from his vow – on condition that the king 19. re-endow the monastery of Westminster. 20. So Edward went to work. He rebuilt the old saxon church in the Romanesque style and began his palace nearby. The 21. work was consecrated on December 28, 1065, but Edward himself lived only another eight days. 22. Harold Godwinson followed him _____ king, and he may have begun the tradition of royal coronations _____ the 23. Abbey. Certainly, Harold’s successor, William the Conqueror, was crowned here, _____ 25 December 1066.
Building and rebuilding 24. The rst part dealt brie y with the origins of the Abbey, now we’ll take a look at the Abbey in the Middle Ages. 25. The rst great contributor to the Abbey in the Middle Ages was Henry III (1216-1272). The Abbey we see today is largely 26. Henry’s work, though at the time few of his subjects appreciated his e orts; Henry diverted huge amounts of money meant 27. for running the kingdom into building plans at Westminster. 28. In 1245 Henry began rebuilding the entire church in the new Gothic style, intending it as a shrine to the memory of 29. Edward the Confessor, whom Henry idolized. Henry’s master builder in this new French style was a man named Henry de 30. Reyns, who, despite his Gallic name, was most likely English. 31. Under the direction of Master Henry, the rebuilding of the eastern end of the abbey sped along, taking just 14 years to 32. complete. By the time Henry III died in 1272 the choir and 5 bays of the 103-foot high nave were nished, but there the work 33. halted for a full century. It took until 1532 before the abbey, apart from the West Towers, was nished. Later on one of the 34. prime jewels of English architecture was added: the divine Lady Chapel. 35. The Lady Chapel is worth an article all to itself, but for now let’s just say that it is an amazingly elaborate exercise in fan 36. vaulting, with delicate vaults like a network of lace leading your eye aloft. It is almost too pretty, and in a sense, it marked 37. the end of the medieval style of building. When you have elaborated to this extent, where else is there to go but to evolve 38. new styles entirely (rhetorical question)?
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39. Ah, but the monks of Westminster had little time to enjoy their nally completed church. When Henry VIII began his 40. Dissolution of Monasteries the rich prize of Westminster was one of the rst to catch his eye. The Abbey was taken over by 41. the crown in 1534 and closed in 1540. The church then was brie y a cathedral. 42. Catholic Queen Mary I restored the monks at Westminster, but her successor Elizabeth quickly reversed that decision 43. when she became monarch. It was under Elizabeth that Westminster assumed its present role; collegiate church of St. Peter 44. at Westminster under the leadership of a dean who is answerable directly to the monarch. In a sense, then, Westminster 45. Abbey is the monarch’s own church.There you have an all-too-brief run through the origins and history of the Abbey at 46. Westminster. Disponível em:
1) Assinale a alternativa que completa, correta e respectivamente, as lacunas do texto nas linhas 22 e 23.
a) like, on, in c) for, of, at e) though, at, by b) as, in, on d) while, for, after
2) De acordo com as informações contidas no texto, entre as linhas 01 e 13, é correto a rmar que
a) as pessoas que têm títulos de nobreza são veladas na Abadia de Westminster. b) o autor comenta que irá narrar detalhadamente a história da Abadia. c) St. Augustine fundou uma igreja perto de Canterbury. d) duas ruas, atualmente, ladeiam o local antes conhecido como Ilha Thorney. e) a cidade de Londres, antigamente, era rodeada de pântanos.
3) Conforme as informações contidas no texto, entre as linhas 06 e 16, é correto a rmar que
a) a catedral de St. Paul, localizada no centro de Londres, foi fundada por um rei saxão. b) um grupo de monges era responsável pela guarda das relíquias doadas pelos reis ingleses. c) uma capela, considerada de grande beleza, foi construída no palácio do rei Edward. d) Edward, por ser um rei religioso, mandava construir monastérios imponentes. e) Edward mandou construir o complexo de Westminster, movido, em parte, por um sentimento de culpa.
4) De acordo com as informações contidas no texto, entre as linhas 09 e 21, é correto a rmar que
a) o monastério em Westminster foi construído por monges. b) Edward fez uma peregrinação a Roma antes de expulsar os invasores e retomar a coroa. c) o Pope Leo impôs uma condição para liberar Edward de uma promessa. d) o clima político era desfavorável a Edward após os dinamarqueses deixarem a Inglaterra. e) o palácio que Edward construiu para si seguia o novo estilo denominado Romanesco.
5) De acordo com as informações contidas no texto, entre as linhas 20 e 34, é correto a rmar que
a) a Abadia de Westminster foi construída com subsídios da Igreja e da coroa inglesa. b) os gastos de Henry III com a Abadia foram moderados. c) as obras executadas por Henry Reyns sofreram atrasos. d) os trabalhos na Abadia foram paralisados após a morte de Henry III. e) Harold Godwinson determinou que as coroações dos reis seriam em Westminster.
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6) Assinale a opção na qual, de acordo com o texto, a tradução do(s) termo(s) sublinhado(s) é a mais adequada.
a) St. Dunstan endowed a place for a dozen monks in 960 AD. (linha 10) – Tradução: consagrou b) He indeed managed to oust the Danes and regain the throne, but the (linha 17) – Tradução: além disso c) It took until 1532 before the abbey, apart from the West Towers, was nished. (linha 33) – Tradução: juntamente d) The Lady Chapel is worth an article all to itself, but for now (linha 35) – Tradução: é parte de e) When you have elaborated to this extent, where else is there to go but to evolve new styles entirely (rhetorical question)? (linhas 37 e 38) – Tradução: senão
7) Segundo o texto, é correto a rmar que
a) a forma verbal owe (linha 10) pode ser traduzida por atribuímos. b) a expressão for now (linha 35) é melhor traduzida pela expressão por ora. c) a expressão taken over (linha 40) pode ser traduzida por abandonada. d) a forma verbal reversed (linha 42) pode ser traduzida por corroborou. e) o pronome she (linha 43) refere-se a Mary I (linha 42).
8) De acordo com as informações contidas no texto, entre as linhas 28 e 43, é correto a rmar que
a) o estilo arquitetônico adotado na reconstrução da Abadia era oriundo da França. b) o autor considera a capela denominada Lady Chapel relativamente bonita. c) Henry III mandou construir uma cripta em memória ao rei Edward. d) os monges administram a Abadia até os dias de hoje. e) as torres do lado oeste da Abadia foram terminadas em 1532.
9) Assinale a alternativa cujos elementos melhor substituem os termos sublinhados nos segmentos a seguir.
– Henry’s master builder in this new French style was a man named Henry de Reyns, who, despite his Gallic name, was most likely English. (linhas 29 e 30). – The church then was brie y a cathedral. (linha 41).
a) certainly; lastly b) doubtfully; at long last c) probably; shortly d) surely; broadly e) naturally; greatly
10) O pronome It na linha 36 refere-se a
a) Lady Chapel (linha 35). b) article (linha 35). c) exercise (linha 35). d) fan vaulting (linhas 35 e 36). e) network of lace (linha 36).
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UCS 2018 - VERÃO
As questões de 1 a 10 referem-se ao texto abaixo.
Alice Paul: Champion of the Woman Su rage Lisa Kathleen Graddy 01. Alice Paul came to Washington in 1913 determined to change the established landscape of the su rage movement that 02. concentrated on winning the vote one state at a time. In just a few weeks she put together a pageant and a parade that marched 03. down Pennsylvania Avenue, demanding a Constitutional amendment giving women in the United States the right to vote. The 04. parade took place on March 3, the day before Woodrow Wilson took o ce, e ectively putting the incoming president on notice 05. that a new generation of woman su ragists was literally moving forward. The day was marked by violence from hostile crowds, 06. prompting a Congressional investigation into the D.C. police’s protection of the marchers, but the event and its aftermath made 07. headlines. And headlines, bringing public attention, public debate, and possibly public support and pressure, were exactly what 08. Alice Paul wanted. For seven years she kept the demand for woman su rage in the public and presidential eyes in demonstrations 09. that eventually came to the point of picketing the White House and burning President Wilson’s speeches. When her tactics became 10. too “radical” for the National American Woman Su rage Association, she formed the National Woman’s Party and continued on. 11. Paul’s life had prepared her for this work. Born in 1885, her Quaker family taught her that men and women were equals. She 12. earned advanced degrees in sociology but was frustrated by the slow progress of social work. To remedy the problems of poverty, 13. health, and education required changing laws – and changing laws required the votes of women. Paul worked for woman su rage 14. while in college but it was during her graduate studies in England that she became exposed to the confrontational tactics of the 15. English “su ragettes.” When she returned to the United States she was ready to adapt their tactics for an American audience. 16. The most dramatic episode of Paul’s su rage battle took place in January 1917, when, discouraged by President Wilson’s 17. continued opposition to the su rage amendment, Paul posted pickets at the White House gates – the rst people to ever picket 18. the White House. These “silent sentinels” stayed on duty in all weather and in the face of threats, insults, and physical violence. 19. Using their banners and their quiet courage they asked, “Mr. President How Long Must Women Wait for their Liberty?” and “Mr. 20. President What Will you do for Woman Su rage?” Hoping to provoke a response, the language on the banners became more 21. in ammatory. They used the president’s own words against him and pointed out the hypocrisy of his leading the country into the 22. rst world war to defend freedom while denying it to the women of his own country. 23. Crowds who believed the pickets’ activities were disloyal in a time of war attacked the su ragists and destroyed their banners. 24. In July the police began arresting the pickets for “obstruction of tra c.” When they refused to pay nes, they were imprisoned. 25. When they went on hunger strikes to demand the rights of political prisoners they were forcibly fed – a painful and invasive 26. procedure. The pickets continued despite the risk. Although Alice knew what lay ahead and that she, as the organizer of the 27. picketing, would receive a harsher sentence, she insisted on taking her place on the picket line. She was arrested in October. While 28. in jail she was forcibly fed and threatened with con nement to an insane asylum. Reports of the long sentences, abuse, and the 29. courage of the su ragists became public and all prisoners were released in November. Physically weakened due to the time they 30. had spent in jail, but determined to be victorious, Paul and her sister su ragists fought on. 31. The 19th amendment giving women the right to vote was rati ed on August 18, 1920. Women had won the vote but they 32. still hadn’t achieved equal rights, so Paul and the National Woman’s Party took up the ght to achieve them. Believing that the 33. more she understood about law the more useful she would be, Paul went back to school and earned three law degrees. In 1923 34. she drafted the text of the Equal Rights Amendment and worked for women’s equality in national and international forums for 35. the rest of her career. Nonetheless, it was only in 1972 that Congress passed the Equal Rights Amendment and sent it to the states 36. for rati cation. 37. Alice su ered a stroke in 1974 and died on July 9, 1977, at the age of 92. She would never know that the amendment for which 38. she had fought so long and hard would not be rati ed. Alice Paul dedicated her life to championing women and their rights. 39. Remember her the next time you vote. Disponível em:
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1) De acordo com o primeiro parágrafo, é correto a rmar que Alice Paul a) pretendia levar o movimento pelo voto feminino a vencer em um estado de cada vez. b) concordava com a abordagem adotada pelo movimento sufragista que fora iniciado na Pensilvânia. c) organizou uma passeata para exigir uma emenda constitucional pelo voto feminino. d) encontrou pouca receptividade por parte da imprensa em relação à passeata. e) realizou um comício a favor do voto feminino antes das eleições presidenciais.
2) Conforme o texto, é correto a rmar que Alice Paul a) foi ameaçada pelo presidente Woodrow Wilson durante um dos piquetes. b) utilizou as estratégias aprendidas com a família para chamar a atenção do público. c) ateou fogo em papéis durante um discurso do presidente Woodrow Wilson. d) adotou táticas consideradas radicais pela Associação da qual fazia parte. e) fundou o Partido Nacional das Mulheres com apoio da população.
3) Segundo o texto, é correto a rmar que Alice Paul a) decepcionou-se com os estudos sobre Sociologia e com o trabalho social. b) entendia que o voto feminino era necessário para mudar as leis. c) lutou pelo voto feminino em protestos com o apoio das sufragistas britânicas. d) foi treinada para participar de confrontos enquanto estudava nos Estados Unidos. e) aplicou nos Estados Unidos táticas iguais às utilizadas pelas sufragistas britânicas.
4) De acordo com o texto, é correto a rmar que a) o presidente americano convenceu o congresso a votar contra a emenda referente à igualdade de direitos. b) Alice Paul foi quem, pela primeira vez na história americana, colocou piquetes na frente da Casa Branca. c) as sufragistas protestavam em silêncio para evitar ameaças e violência da polícia. d) os cartazes utilizados nos protestos acusavam o presidente americano de traição à pátria. e) os políticos viam como ilegais as atividades das sufragistas durante a guerra.
5) Conforme o texto, é correto a rmar que a) as sufragistas foram presas por impedir a entrada de pessoas na Casa Branca. b) Alice foi presa e internada em uma instituição para tratamento psiquiátrico. c) O Congresso americano rati cou a ação da polícia durante os protestos. d) as sufragistas zeram greve de fome, a m de requerer direitos de presas políticas. e) os cartazes levados pelas sufragistas resultaram em uma resposta imediata do presidente.
6) Segundo o texto, é correto a rmar que a) as prisioneiras em greve de fome eram alimentadas à força. b) a aprovação da décima nona emenda garantiu a total igualdade de direitos para as mulheres. c) os abusos sofridos pelas sufragistas na prisão vieram a público após a libertação delas. d) o período passado na prisão abalou a determinação das sufragistas. e) Alice especializou-se em direito para participar de fóruns sobre igualdade para as mulheres.
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7) Assinale a alternativa cujos elementos melhor substituem os termos sublinhados nos segmentos a seguir.
• the day before Woodrow Wilson took o ce, e ectively putting the incoming president on notice (linha 04). • bringing public attention, public debate, and possibly public support and pressure, were exactly what Alice Paul wanted (linhas 07 e 08).
a) correctly e just b) surely e naturally c) rightly e nally d) really e precisely e) capably e consequently
8) Segundo o texto, é correto a rmar que
a) o termo pageant (linha 02) pode ser traduzido por plebiscito. b) a expressão putting...on notice (linha 04) pode ser traduzida por colocar em xeque. c) o termo aftermath (linha 06) pode ser substituído, sem prejuízo do sentido da oração, por outcome. d) o pronome their (linha 23) refere-se a Crowds (linha 23). e) o pronome it (linha 35) refere-se a Congress (linha 35).
9) De acordo com o texto, assinale a alternativa em que a tradução do(s) termo(s) sublinhado(s) é a mais adequada.
a) For seven years she kept the demand for woman su rage in the public and presidential eyes (linha 08) – Tradução: reivindicação. b) Hoping to provoke a response, the language on the banners became more in ammatory (linhas 20 e 21) – Tradução: mitigadora. c) Although Alice knew what lay ahead and that she, as the organizer of the picketing (linhas 26 e 27) – Tradução: fora tratado. d) In 1923 she drafted the text of the Equal Rights Amendment (linhas 33 e 34) – Tradução: defendeu. e) Alice su ered a stroke in 1974 (linha 37) – Tradução: atentado.
10) Leia o período abaixo e assinale a alternativa correta.
Women had won the vote but they still hadn’t achieved equal rights, so Paul and the National Woman’s Party took up the ght to achieve them (linhas 31 e 32).
a) Há uma relação de oposição entre as três orações. b) As orações apresentam, respectivamente, uma a rmação, uma contradição e uma alternativa. c) A segunda oração reforça a proposição expressa na primeira. d) A terceira oração resume a proposição expressa na primeira. e) A terceira oração, no período, encerra uma consequência da segunda oração.
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UCS 2017 - INVERNO
As questões de 1 a 10 referem-se ao texto abaixo.
RIP VAN WINKLE SUMMARY Autor do conto original: Washington Irving 01. Diedrich Knickerbocker, an old New York gentleman with an interest in the histories and stories told by the descendants 02. of Dutch settlers in New York in the early 19th century, narrates the story of a simple, good-natured man named Rip Van 03. Winkle, who lives in a small village in the Catskills. Though Rip comes from a family full of chivalrous and militaristically 04. successful men, he is unconcerned with such things and is chie y occupied with escaping his duties to his home and family 05. and avoiding his nagging wife, Dame Van Winkle. He spends most of his day out of the house with his dog Wolf, where his 06. wife can’t reach him as easily, either talking with townspeople at the inn, hunting squirrels, shing or helping on farms 07. other than his own. 08. One day Dame Van Winkle is so persistent in her haranguing pursuit of Rip that he ees to the woods with his gun and 09. dog. He absently follows a squirrel high into the Catskill Mountains and ends up taking a nap. Just as the day’s light is fading 10. and Rip is preparing to go back down the mountain, he encounters a stranger. The stranger is holding a heavy keg on his 11. back, and Rip, drawn by some mysterious force, helps the stranger carry the keg to the top of the mountain where he nds 12. strange men wearing antiquated clothing playing ninepins (these men are the spirits of Hendrick Hudson and the crew 13. of the ship Half Moon, though Rip doesn’t know that). Rip is instructed to serve them a drink that is so enticing that Rip 14. secretly tastes some himself, and then consumes it immoderately and falls into a deep sleep on the mountain. 15. When Rip wakes up he assumes he has slept through the night, and worries about the backlash he will face from Dame 16. Van Winkle. But soon it becomes apparent that something strange has happened. The gun by his side is an old and rusty 17. one, and his beard is now a foot long. His joints are sti , and he nds it di cult to climb the mountain. He tries to locate the 18. peak on which he fell asleep but cannot nd it. Wolf is also nowhere to be found, and after searching for him as long as he 19. could, Rip apprehensively descends the mountain with the rusty gun, dreading his reunion with his wife. Though the path 20. is nowhere to be found and the landscape is strange, Rip successfully makes his way back to the village. 21. On the outskirts of the village a group of children – none of whom are familiar to Rip – chase after him and point at his 22. beard. Rip notices that the village is now larger and more populated. New houses line the roads and unfamiliar faces peer 23. out at him from windows. Perplexed, Rip nds his old house. He expects to hear his wife yelling at him with a sharp voice, 24. but never does. What’s more, his house is dilapidated, as though no one has tended to it in a very long time. He sees a dog 25. that resembles Wolf, but the dog is dirty and emaciated, and does not recognize Rip. He goes to the inn to look for his old 26. friends and nds in its place the Union Hotel. 27. Rip introduced himself to the strangers at the hotel as a “loyal subject of the king” but this is met with outrage. He 28. discovers that 20 years have passed since he went up the mountain. The American Revolution has taken place. His friends 29. and neighbors Nicholas Vedder and Brom Ducher are dead, and Derrick Van Bummel is working in the newly established 30. American Congress. His son Rip Van Winkle Jr. has grown up to be just like his father, and his daughter Judith has married and 31. has a child (Rip Van Winkle III). The townspeople come to believe Rip’s story on the mountain after his tale is corroborated 32. and explained by the oldest man in town, Peter Vanderdonk, and the townsfolk eventually turn their attention back to the 33. upcoming presidential election. Rip moves in with his daughter and spends the rest of his days living as he did prior to his 34. disappearance, only now he has no need to worry about his wife’s intrusion and lives freely and peacefully. Disponível em:
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1) De acordo com o texto, é correto a rmar que Rip Van Winkle
a) contou sua história a Diedrich Knickerbocker, um escritor nova-iorquino. b) vivia em um pequeno vilarejo e era um homem dedicado à família e à esposa. c) tinha um cão que o acompanhava onde quer que fosse a trabalho. d) caçava esquilos e pescava quando tinha alguma folga do trabalho. e) tinha uma atitude de indiferença em relação às características de seus ancestrais.
2) Segundo o primeiro parágrafo, é possível a rmar que ele
a) zelava por Dame. d) sentia pena de Dame. b) discutia com a esposa. e) fazia as vontades da esposa. c) evitava a esposa.
3) Conforme o texto, é correto a rmar que Rip Van Winkle
a) despendia parte de seu tempo ajudando outros fazendeiros. b) subiu, ao entardecer, as Montanhas Catskill atrás de um esquilo. c) encontrou um estranho quando subia a montanha. d) carregou um barrilete nas costas até o topo da montanha. e) reconheceu Hendrick Hudson entre os homens na montanha.
4) De acordo com o texto, é correto a rmar que
a) alguns homens estavam jogando cartas no topo da montanha. b) o grupo vestia roupas que Rip considerou inadequadas para o clima da montanha. c) os homens que se encontravam na montanha convidaram Rip a beber com eles. d) Rip resolveu dormir na montanha porque havia bebido um pouco além da conta. e) Rip, ao acordar, se preocupou com o que sua mulher iria dizer a ele.
5) Segundo o texto, é correto a rmar que
a) o termo chie y (linha 04) pode ser substituído, sem prejuízo ao sentido da oração, por hardly. b) a expressão taking a nap (linha 09) pode ser traduzida por pegando um atalho. c) o pronome he (linha 11) refere-se a stranger (linha 10). d) o pronome it (linha 17) refere-se a mountain (linha 17). e) a expressão as though (linha 24) é melhor traduzida por como se.
6) De acordo com o texto, assinale a alternativa em que a tradução do termo sublinhado é a mais adequada.
a) He absently follows a squirrel high into the Catskill Mountains (linha 09) – Tradução: distraidamente b) these men are the spirits of Hendrick Hudson and the crew of the ship Half Moon (linhas 12 e 13) – Tradução: o ciais c) Rip is instructed to serve them a drink that is so enticing that Rip secretly tastes some himself (linhas 13 e 14) – Tradução: cheirosa d) His joints are sti , and he nds it di cult to climb the mountain (linha 17) – Tradução: inchadas e) On the outskirts of the village a group of children (linha 21) – Tradução: na parte baixa
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7) Assinale a alternativa cujos elementos melhor substituem os termos sublinhados nos segmentos a seguir.
– But soon it becomes apparent that something strange has happened (linha 16). – and the townsfolk eventually turn their attention back to the upcoming presidential election (linhas 32 e 33). a) at rst e instantly b) quickly e nally c) naturally e consequently d) undoubtedly e timely e) quickly e occasionally
8) Conforme o texto, é correto a rmar que a) as crianças que Rip encontrou na vila riram de sua aparência. b) Rip reconheceu as pessoas que o observavam das janelas de suas casas. c) Wolf, que estava sujo e cansado, foi ao encontro de Rip. d) Rip entrou na taberna, procurando por seus amigos, e deparou-se com estranhos. e) o que Rip disse aos estranhos, quando se apresentou, deixou-os indignados.
9) Leia o período abaixo e assinale a alternativa correta.
What’s more, his house is dilapidated, as though no one has tended to it in a very long time (linha 24). a) As orações apresentam, respectivamente, uma a rmação, uma descrição e uma solução. b) A segunda oração resume a proposição expressa na primeira. c) A última oração contradiz a proposição expressa na segunda. d) A última oração encerra uma conjectura em relação à proposição da segunda. e) Há uma relação de causa e efeito entre as orações.
10) De acordo com o texto, é correto a rmar que a) Rip cou surpreso ao saber que seus amigos haviam morrido. b) o lho de Rip já era adulto e tinha a mesma aparência do pai. c) ocorreram mudanças políticas no país enquanto Rip esteve fora. d) o ancião da vila corroborou a história de Rip por ter tido a mesma experiência. e) Rip mudou seu estilo de vida depois de ir morar com a lha.
161 R PRÁTICA DE PROVAS | UCS
UCS 2017 - VERÃO
INSTRUÇÃO: As questões de 1 a 10 referem-se ao texto abaixo.
01. The man in the white tunic (By Pico Iyer) 02. When I stepped o the plane in Srinagar two years ago, I was eager to celebrate Kashmir’s attempts to revive itself after 03. more than 20 years of brutal civil war. The Japanese, German and British governments had all recently lifted their travel 04. advisories against visiting the area, and although half a million Indian soldiers remained – and more than 70,000 people 05. had lost their lives in Indo-Pakistani violence there since 1989 – all o cial talk was of the future. That summer, 36 ights 06. were touching down in Srinagar each day, bringing 1.3 million Indians, often on pilgrimage, to a jewelled valley that has 07. long enchanted Moguls, British o cers and backpackers. 08. Everywhere I turned, there were stories of rebirth. Altaf Chapri the owner of the houseboat hotel to which John Bealby, 09. my tour guide, took me, had had to escape the region overnight when ghting broke out, leaving his studies un nished 10. and arriving in New Delhi with his brother and only a few wrinkled rupees in his pocket. Yet after going on to open two 11. highly successful boutique hotels in Kerala, he had returned to Kashmir to try to bring all he had mastered – gourmet food 12. and rainforest showers, wi- connections and sundeck concerts – to the area in which he’d grown up. Almost everyone I 13. met spoke of ight from the region – followed by a hopeful return. 14. But the moment that changed me came one sunny morning, near the centre of Srinagar, when Bealby led me around 15. the colourful and aromatic shops along the lake. We stopped to take a look at Su ering Moses, a store that had been 16. dazzling visitors with its papier-mâché boxes since a century before my parents rst visited, in 1941. We stepped into Asia 17. Crafts next door, ______silver-tongued Kashmiris unrolled carpets that seemed to change colour every time they were 18. turned upside-down. Then, in the same block, we climbed an unlit set of stairs, and found ourselves in a dusty room full of 19. sepia-tinted photos of Kashmir, and decades-old cameras. 20. “I’m so happy someone is interested in these things,” said the elegant proprietor, Jagdish Mehta, his spotless white tunic 21. matching his thatch of white hair, and his language as formally beautiful as a Tennyson poem. He whipped a black hood o 22. a stand-up wooden camera, its 1938 receipt from Glasgow neatly tucked into its sides. He pointed out ancient photos of 23. Kashmiris in formal dress and showed us black-and-white images printed on silver gelatine paper. “We have a picture 24. here of a queue of 40 or 50 Englishmen waiting to come in to have their photographs developed,” he went on. Mahatta 25. Photo Studio had been in the family since his grandfather founded it in 1915. 26. Caught up in the magic of the scene – in the air of revival I was hoping to take home with me, the quiet magnetism of 27. the man – I asked him what he thought of the prospects of Kashmir. He looked at me and looked at me, then walked to a far 28. o corner of the near-empty room, standing for many long moments with his back to us, completely silent. When he came 29. back, I could see his eyes were red. “I’m sorry,” he said, wiping his face with the heel of his palm. “It’s very sad.” 30. He recalled the days when he and his friends used to dive into Dal Lake and collect the pieces of bread their parents 31. threw into it. Now, he said, the water was so polluted, you could not even dip your hand in it. 32. “Will your son take over this shop one day?” I asked. He looked at me and said nothing, as if unable to say, “No. This is all 33. nished now.” 34. I encountered many beautiful things in Kashmir: the wooden mosques at the centre of Srinagar, pointed out by a South 35. Indian who had lost her heart to them; the call to prayer interlace from a thousand mosques every evening at dusk; the 36. celebrated Mughal gardens. Most of all, I found myself lulled into the gentle, seductive rhythm of life on the lake, paddling 37. past the birds when I wanted to buy snacks from a grocery store on stilts among the lotus ponds. 38. But when I returned home it was Jagdish Mehta that I remembered, if only because he spoke for so many other souls 39. I’d met in places like Lhasa and Havana and Pyongyang. I travel in part to see what can never be caught on YouTube or in 40. headlines, and the proprietor’s silence, his turning away, reminded me of why it’s so urgent to meet cultures in the esh. Disponível em:
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1) Escolha a alternativa que completa adequadamente a lacuna do texto na linha 17.
a) which c) what e) who b) whose d) where
2) Considerando o primeiro parágrafo do texto, é correto a rmar que
a) os indianos iam a Serinagar para explorar as riquezas do lugar. b) o autor participou de uma festa pelo m da guerra na Caxemira. c) as restrições a viagens impostas por japoneses, alemães e britânicos continuam em vigor. d) quinhentos mil soldados indianos permaneceram na Caxemira ao nal do con ito. e) os habitantes de Serinagar costumam falar sobre a guerra.
3) Considerando o texto, assinale a alternativa em que o termo presente na COLUNA B melhor traduz o da COLUNA A.
COLUNA A COLUNA B a) eager (linha 1) ansioso b) dusty (linha 18) escuro c) queue (linha 24) grupo d) ponds (linha 37) folhas e) headlines (linha 40) entrevistas
4) Segundo o texto, é correto a rmar que Altaf Chapri
a) concluiu seus estudos ao retornar a Serinagar. b) fugiu da Região quando a guerra começou. c) mora em um de seus hotéis. d) precisou da ajuda nanceira do irmão. e) trouxe para a Região os banhos de imersão.
5) Relacione os segmentos sublinhados nas frases listadas na COLUNA A com as ideias que eles expressam, elencadas na COLUNA B.
COLUNA A COLUNA B (1) half a million Indian soldiers remained and more than 70,000 people had ( ) Tempo lost their lives in Indo-Pakistan violence there since 1989 (linhas 04 a 05) ( ) Modo (2) That summer, 36 ights were touching down Serinagar each day (linhas 05 ( ) Adição e 06) ( ) Quantidade (3) Almost everyone I met spoke of ight from the region (linhas 12 e 13) ( ) Quantidade (4) standing for many long moments with his back to us, completely silent (linha 28)
Assinale a alternativa que preenche corretamente os parênteses, de cima para baixo.
a) 4 – 3 – 2 – 1 d) 3 – 2 – 1 – 4 b) 1 – 4 – 3 – 2 e) 2 – 1 – 4 – 3 c) 2 – 4 – 1 – 3
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6) De acordo com o texto, é correto a rmar que
a) o guia de turismo levou Pico Iyer a lojas de perfumes. b) Su ering Moses vende seus produtos há mais de cem anos. c) o Mahatta Photo Studio ca em cima da loja de tapetes. d) Jagdish Mehta utilizava gírias locais em sua fala. e) uma das câmeras estava sobre uma caixa de madeira.
7) Segundo o texto, é correto a rmar que
a) a expressão wrinkled rupees (linha 10) é melhor traduzida por rúpias desvalorizadas. b) a palavra dazzling (linha 16) pode ser traduzida por intrigando. c) o pronome they (linha 17) refere-se a boxes (linha 16). d) a expressão with the heel of his palm (linha 29) pode ser traduzida por com as costas das mãos. e) a expressão in the esh (linha 40) pode ser entendida como pessoalmente.
8) A melhor tradução para o termo spotless (linha 20) é
a) impecável. b) solta. c) longa. d) tradicional. e) elegante.
9) De acordo com o texto, é correto a rmar que
a) uma das câmeras de Jagdish era importada. b) Asia Crafts vendia prataria além de tapetes. c) a família de Jagdish trabalha com fotogra a há duas gerações. d) Jagdish mostrou-se esperançoso quanto ao futuro da Caxemira. e) o lho de Jagdish irá assumir a loja do pai, após sua aposentadoria.
10) Assinale a alternativa que melhor substitui o termo sublinhado no segmento But when I returned home it was Jagdish Mehta that I remembered (linha 38).
a) And b) Also c) Moreover d) Until e) Yet
164 UCS | PRÁTICA DE PROVAS R
UCS 2016 - INVERNO
INSTRUÇÃO: As questões de 1 a 10 referem-se ao texto abaixo.
01. Are You An Indian? 02. How often have you heard or said “I’m part Indian”? If you have, then some Native American elders have something to 03. teach you. A very touching example was told by a physician from Oregon who discovered as an adult that he was Indian. 04. This is his story. Listen well to the story he tells: 05. Some twenty or more years ago while serving the Mono and Chukchanse and Chownumnee communities in the Sierra 06. Nevada, I was asked to make a house call on a Mono elder. She was 81 years old and had contracted pneumonia after falling 07. on frozen snow while picking up some rewood. 08. I was surprised that she had asked me to come since she had always avoided anything to do with the services provided 09. through the local agencies. However, it seemed that she had decided I might be alright because I had helped her grandson 10. through some di cult times earlier and had been studying Mono language with the 2nd graders at North Fork School. 11. She greeted me from inside her house, directing me into her bedroom with the sound of her voice. She was not willing 12. to go to the hospital like her family had pleaded, but was determined to stay in her own place and wanted me to help her 13. using herbs that she knew and trusted but felt too weak to prepare by herself. I had learned to use about a dozen native 14. medicinal plants by that time, but was inexperienced in using herbs in a life or death situation. She eased my fears with her 15. kind eyes and gentle voice. I stayed with her for the next two days, treating her with herbal medicine (and some vitamin C 16. that she agreed to accept). 17. She made it through and we became friends. One evening several years later, she asked me if I knew my elders. I told her 18. that I was half Canadian and half Appalachian from Kentucky. I told her that my Appalachian grandfather was raised by his 19. Cherokee mother but nobody had ever talked much about that and I didn’t want anyone to think that I was pretending to 20. be an Indian. I was uncomfortable saying I was part Indian and never brought it up in normal conversation. 21. “What! You’re part Indian?” she said. “I wonder, would you point the part of yourself that’s Indian. Show me what part 22. you mean.” 23. I felt quite foolish and troubled by what she said, so I stammered out something to the e ect that I didn’t understand 24. what she meant. Thankfully the conversation stopped at that point. I nished bringing in several days worth of rewood for 25. her, nished the yerba santa tea she had made for me and went home still thinking about her words. 26. Some weeks later we met in the grocery store in town and she looked down at one of my feet and said, “I wonder if that 27. foot is an Indian foot. Or maybe it’s your left ear. Have you gured it out yet? “I laughed out loud, blushing and stammering 28. like a little kid. When I got outside after shopping, she was standing beside my pick-up, smiling and laughing. “You know, 29. she said, “you either are or you aren’t. No such thing as part Indian. It’s how your heart lives in the world, how you carry 30. yourself. I knew before I asked you. Nobody told me. Now don’t let me hear you say you are part Indian anymore.” 31. She died last year, but I would like her to know that I’ve heeded her words. And I’ve come to think that what she did for 32. me was a teaching that the old ones tell people like me, because others have told me that a Native American elder also said 33. almost the same thing to them. I know her wisdom helped me to learn who I was that day and her words have echoed in 34. my memory ever since. And because of her, I am no longer part Indian. Disponível em:
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1) Analise as proposições abaixo de acordo com sua 4) Analise as proposições abaixo de acordo com sua veracidade (V) ou falsidade (F). veracidade (V) ou falsidade (F).
( ) O termo touching (linha 03) quali ca o exemplo ( ) in her own place (linha 12) pode ser melhor de ensinamento contido na narrativa como comovente. traduzido por em sua própria casa. ( ) O termo gentle (linha 15) pode ser substituído ( ) I was pretending to be (linhas 19-20) pode ser por soft sem prejuízo para o sentido da oração. melhor traduzido por eu ngia ser. ( ) O termo foolish (linha 23) pode ser melhor ( ) I wonder (linha 21) pode ser melhor traduzido traduzido por desconfortável. por co surpresa.
Assinale a alternativa que completa correta e Assinale a alternativa que completa correta e adequadamente os parênteses, de cima para baixo. adequadamente os parênteses, de cima para baixo.
a) F – V – V d) V – F – F a) V – F – F b) V – F – V e) F – V – F b) V – F – V c) V – V – F c) F – V – F d) F – V – V 2) Assinale a alternativa que melhor substitui o e) V – V – F termo sublinhado no segmento a seguir: However, it seemed that she had decided I might 5) A melhor tradução para o termo trusted (linha be alright (linha 09). 13) é
a) Moreover d) Nevertheless a) tomava. b) Even though e) Anyway b) preparava. c) Therefore c) con ava. d) gostava. 3) De acordo com o texto, é correto a rmar que o autor e) colhia.
a) foi chamado por um neto da anciã porque ela 6) De acordo com o texto, é correto a rmar que o estava doente. autor b) prestava serviços para uma agência local. c) costumava atender a anciã, que con ava nele. a) sabia que tinha uma ancestral da tribo Cherokee. d) concluíra um curso da língua Mono. b) cresceu ouvindo sua família falar sobre suas e) ouvia, mas não seguia os conselhos da anciã. origens. c) curou a velha senhora usando remédios da medicina convencional. d) tornou-se amigo da anciã e aprendeu a fazer chás e infusões com ela. e) fazia pequenos favores para a anciã, como acender o fogo para ela.
166 UCS | PRÁTICA DE PROVAS R
7) Com base no texto, analise se as proposições abaixo fazem referência a uma Opinião (O) ou a um Evento (E).
( ) She made it through and we became friends. (linha 17). ( ) I told her that I was half Canadian and half Appalachian from Kentucky. (linhas 17-18). ( ) you either are or you aren't. No such thing as part Indian. (linha 29).
Assinale a alternativa que completa correta e adequadamente os parênteses, de cima para baixo.
a) E – E – O b) E – O – E c) O – E – E d) E – O – O e) O – E – O
8) Analise as proposições abaixo de acordo com sua veracidade (V) ou falsidade (F).
( ) Semanas após a anciã ter se recuperado, o autor a encontrou saindo de uma loja. ( ) O autor sentiu-se como um garotinho diante das perguntas da anciã no encontro que tiveram na cidade. ( ) A velha senhora sempre soube que ele era um nativo americano, mesmo antes de ele lhe contar isso.
Assinale a alternativa que completa correta e adequadamente os parênteses, de cima para baixo.
a) V – F – F b) V – F – V c) F – V – V d) V – V – F e) F – V – F
9) Através do uso do termo Thankfully na oração Thankfully the conversation stopped at that point (linha 24), o autor manifesta um sentimento de
a) remorso. b) alívio. c) tristeza. d) raiva. e) tranquilidade.
10) De acordo com o texto, é correto a rmar que
a) a senhora estava esperando pelo autor na porta de casa. b) a família da senhora queria que ela fosse atendida em casa. c) a anciã já estava se medicando com ervas que ela mesma preparara. d) o médico sabia usar algumas plantas medicinais. e) o autor visitava a anciã diariamente enquanto ela se recuperava.
167 R PRÁTICA DE PROVAS | UCS
UCS 2016 - VERÃO
INSTRUÇÃO: As questões de 1 a 10 referem-se ao texto abaixo.
Victoria and Albert: how a royal love changed culture By Lucinda Hawksley 01. When Queen Victoria inherited the British throne just a few weeks after her 18th birthday, there was immediate 02. speculation ______who she would marry. Few had foreseen that this little-known princess would become their 03. monarch. But when the country found itself with a young queen after so many dissolute Hanoverian kings, it seemed 04. that an exciting new era was beginning. 05. Queen Victoria’s mother and the government had expected her to marry her cousin Prince Ernst. ______when 06. Victoria fell in love with Ernst’s younger brother, Albert, the public was fascinated. The media made much of the fact that 07. the queen’s ancé was of her own choosing and that she, being of a higher rank, had proposed. This overwhelming love 08. shared by a queen and her prince would change British culture forever. Many of the traditions we take for granted today, 09. and the artistic legacies we celebrate, emerged from Victoria and Albert’s marriage. 10. Both the queen and her consort were accomplished artists, as well as great collectors. In addition to paintings and 11. sculpture, the couple also commissioned love tokens from jewellers and helped boost that industry. When Prince Albert 12. gave Queen Victoria an engagement ring – an item little known in Britain in the rst half of the 19th Century – he began a 13. new fashion that has endured ever since. 14. Gift-giving as we know it now took its form ______Victoria and Albert too. They gave – and expected – gifts at 15. every wedding anniversary, birthday and Christmas celebration, usually of works of art. (And of course we all know how 16. Albert helped introduce the German tradition of the Christmas tree into British life.) They loved to surprise each other 17. with a ‘secret’ present, such as the surprisingly sexy painting of the young Victoria, with tendrils of hair tumbling over bare 18. shoulders, by German artist Franz Winterhalter (1805-73). The painting was commissioned by the queen as a present for 19. Albert, in 1843. Over a decade after his death, the queen wrote fondly about the painting in her journal as “my darling 20. Albert’s favourite picture”. 21. Despite the fact that Victoria and Albert often favoured artists from Germany, most notably Winterhalter, they also 22. commissioned British artists. At Christmas 1841, the queen gave Prince Albert a painting by Edwin Landseer of the prince’s 23. favourite greyhound, Eos, and Landseer was regularly engaged to paint their pets from then on. The queen also loved 24. the works of the Pre-Raphaelite rebel turned society-portrait painter John Everett Millais (1829-1896), whose portrait of 25. her adored Prime Minister Benjamin Disraeli was ordered to be garlanded with black mourning when Disraeli died. In the 26. 1850s, Frederic Leighton knew his career as a painter was assured when his rst major sale was to the queen. Cimabue’s 27. Celebrated Madonna, painted when Leighton was living in Rome, was exhibited at the Royal Academy exhibition of 1855. 28. Victoria wrote in her journal “Albert was enchanted by it – so much so that he made me buy it”. 29. Scottish authors Robert Louis Stevenson and Sir Walter Scott also owe Victoria a debt – in fact, the royal couple’s love of 30. Scotland also changed the very idea of what was ‘British’. Until her reign, Scotland and England’s rivalry remained at a fever 31. pitch, with England seeing itself as superior. But when the queen fell in love with Scotland, visiting her home in Balmoral as 32. often as she could, the rest of the British Isles did likewise. Suddenly tartan was immensely fashionable and couture houses 33. re ected the new trend. 34. Artistic collectors such as the queen and prince consort were an absolutely vital part of Britain’s artistic heritage and 35. their love of the arts helped to transform the country. In a world hidebound by the rigidity of the class system, an entirely 36. new stratum of society – a creative class – was created throughout Queen Victoria’s reign. By the last quarter of the 19th 37. Century, successful artists, writers, artisans and actors had become considered a new elite. Disponível em:
168 UCS | PRÁTICA DE PROVAS R
1) Assinale a alternativa que completa correta e respectivamente as lacunas do texto nas linhas 02, 05 e 14.
a) at, But, for d) about, So, under b) for, Then, on e) in, Hence, from c) to, Though, since
2) Assinale a alternativa em que o termo noted melhor substitui o vocábulo sublinhado, sem prejuízo para o sentido da oração.
a) This overwhelming love shared by a queen and her prince would change British culture forever (linhas 07 e 08). b) In addition to paintings and sculpture, the couple also commissioned love tokens from jewellers and helped boost that industry (linhas 10 e 11). c) At Christmas 1841, the queen gave Prince Albert a painting by Edwin Landseer of the prince’s favourite greyhound (linhas 22 a 23). d) Cimabue’s Celebrated Madonna, painted when Leighton was living in Rome (linhas 26 e 27). e) Victoria wrote in her journal “Albert was enchanted by it – so much so that he made me buy it” (linha 28).
3) Considerando o texto, assinale a alternativa em que o termo presente na COLUNA B melhor traduz o da COLUNA A.
COLUNA A COLUNA B a) ancé (linha 07) companheiro b) overwhelming (linha 07) incomum c) boost (linha 11) impulsionar d) fondly (linha 19) cuidadosamente e) tartan (linha 32) seda
4) Com base no texto, é correto a rmar que
I. foi Vitoria quem pediu Alberto em casamento. II. take for granted (linha 08) pode ser traduzido como que recebemos como doações. III. Alberto e Vitoria eram artistas talentosos.
Das proposições acima,
a) apenas I está correta. d) apenas I e III estão corretas. b) apenas II está correta. e) I, II e III estão corretas. c) apenas III está correta.
5) Em relação à expressão engagement ring (linha 12), é correto a rmar que o segmento – an item little known in Britain in the rst half of the 19th Century – (linha 12), encerra uma
a) comparação. d) explicação. b) conclusão. e) contradição. c) exempli cação.
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6) Assinale a alternativa cujos elementos melhor 8) Com base no texto, analise as proposições a substituem, respectivamente, os termos sublinhados seguir, quanto à sua veracidade (V) ou falsidade (F). nos segmentos a seguir. Vitoria
I. Despite the fact that Victoria and Albert often ( ) tornou-se Rainha devido a um grande clamor favoured artists from Germany (linha 21). popular. II. Scottish authors Robert Louis Stevenson and ( ) contribuiu para eliminar a animosidade Sir Walter Scott also owe Victoria a debt – in fact, the existente entre a Escócia e a Inglaterra. royal couple’s love of Scotland (linhas 29 e 30). ( ) visitava sua casa na Escócia, sempre que possível. a) While – because of it b) Although – in reality Assinale a alternativa que preenche correta e c) Even if – besides respectivamente os parênteses, de cima para baixo. d) Though – so e) Yet – in truth a) F – V – V d) V – F – F b) F – V – F e) F – F – V 7) Com base no texto, analise as proposições a c) V – F – V seguir, quanto à sua veracidade (V) ou falsidade (F). O pronome 9) Com base no texto, é correto a rmar que
( ) his (linha 19) refere-se a Albert (linha 19). I. a palavra heritage (linha 34) pode ser substituída, ( ) they (linha 21) refere-se a artists (linha 21). sem prejuízo ao sentido do texto, por patrimony. ( ) whose (linha 24) refere-se a The queen (linha 23). II. era comum, na Inglaterra Pré-Vitoriana, presentear a futura esposa com um anel de noivado. Assinale a alternativa que preenche correta e III. Alberto mandava buscar árvores de Natal na respectivamente os parênteses, de cima para baixo. Alemanha.
a) F – V – F Das a rmativas apresentadas, b) V – F – V c) V – F – F a) apenas I está correta. d) V – V – V b) apenas II está correta. e) F – F – V c) apenas I e II está correta. d) apenas I e III estão corretas. e) I, II e III estão corretas.
10) De acordo com o texto, é correto a rmar que
a) Landseer passou a ser contratado pelo casal real após fazer a pintura do cão de Alberto. b) a moldura do retrato de Disraeli foi trocada por outra, de cor preta, em sinal de luto. c) Vitoria costumava escrever para os pintores que contratava, comentando suas obras. d) os ingleses passaram a construir casas no estilo escocês durante o Reinado de Vitoria. e) os autores Robert Louis Stevenson e Sir Walter Scott deviam dinheiro à Rainha Vitoria.
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ENEM 2019
1) If children live with criticism, they learn to condemn. If children live with fear, they learn to be apprehensive. If children live with pity, they learn to feel sorry for themselves. If children live with ridicule, they learn to feel shy. If children live with tolerance, they learn patience. If children live with praise, they learn appreciation. If children live with acceptance, they learn to love. If children live with approval, they learn to like themselves. If children live with recognition, they learn it is good to have a goal. If children live with sharing, they learn generosity. If children live with fairness, they learn justice. If children live with kindness and consideration, they learn respect. If children live with friendliness, they learn the world is a nice place in which to live. NOLTE, D. L. Disponível em: www.americanfamilytraditions.com. Acesso em: 30 jul. 2012.
Valores culturais de um povo revelam sua forma de ser, agir e pensar. Na concepção da autora, as diferentes formas de educar crianças nos Estados Unidos con rmam que as crianças
a) temem quem as amedronta. b) aprendem com o que vivem. c)amam aqueles que as aceitam. d) são gentis quando respeitadas. e) ridicularizam quem as intimida.
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2) 5 Ways Pets Can Improve Your Health A pet is certainly a great friend. After a di cult day, pet owners quite literally feel the love. In fact, for nearly 25 years, research has shown that living with pets provides certain health bene ts. Pets help lower blood pressure and lessen anxiety. They boost our immunity. They can even help you get dates. Allergy Fighters: A growing number of studies have suggested that kids growing up in a home with “furred animals” will have less risk of allergies and asthma. Date Magnets: Dogs are great for making love connections. Forget Internet matchmaking — a dog is a natural conversation starter. Dogs for the Aged: Walking a dog or just caring for a pet — for elderly people who are able — can provide exercise and companionship. Good for Mind and Soul: Like any enjoyable activity, playing with a dog can elevate levels of serotonin and dopamine — nerve transmitters that are known to have pleasurable and calming properties. Good for the Heart: Heart attack patients who have pets survive longer than those without, according to several studies. DAVIS, J. L. Disponível em: www.webmd.com. Acesso em: 21 abr. 2013 (adaptado).
Ao discutir sobre a in uência de animais de estimação no bem-estar do ser humano, a autora, a m de fortalecer seus argumentos, utiliza palavras e expressões como research, a growing number of research e several studies com o objetivo de
a) mostrar que animais de estimação ajudam na cura de doenças como alergias e asma. b) convencer sobre os benefícios da adoção de animais de estimação para a saúde. c) fornecer dados sobre os impactos de animais de estimação nas relações amorosas. d) explicar como o contato com animais de estimação pode prevenir ataques cardíacos. e) esclarecer sobre o modo como idosos devem se relacionar com animais de estimação.
KEEFER, M. Disponível em: www.nj.com. Acesso em: 3 dez. 2018. 3) No cartum, o estudante faz uma pergunta usando turn this thing on por
a) suspeitar que o colega está com seu material por engano. b) duvidar que o colega possa se tornar um bom aluno. c) descon ar que o livro levado é de outra matéria. d) entender como desligada a postura do colega. e) desconhecer como usar um livro impresso.
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4) LETTER TO THE EDITOR: Sugar fear-mongering unhelpful By The Washington Times Tuesday, June 25, 2013
In his recent piece “Is obesity a disease?” (Web, June 19), Dr. Peter Lind refers to high-fructose corn syrup and other “manufactured sugars” as “poison” that will “guarantee storage of fat in the body.” Current scienti c research strongly indicates that obesity results from excessive calorie intake combined with a sedentary lifestyle. The fact is Americans are consuming more total calories now than ever before. According to the U.S. Department of Agriculture, our total per-capita daily caloric intake increased by 22 percent from 2,076 calories per day in 1970 to 2,534 calories per day in 2010 — an additional 458 calories, only 34 of which come from increased added sugar intake. A vast majority of these calories come from increased fats and our/cereals. Surprisingly, the amount of caloric sweeteners (i.e. sugar, high-fructose, corn syrup, honey, etc.). Americans consume has actually decreased over the past decade. We need to continue to study the obesity epidemic to see what more can be done, but demonizing one speci c ingredient accomplishes nothing and raises unnecessary fears that get in the way of real solutions.
JAMES M. RIPPE Shrewsbury, Mass. Disponível em: www.washingtontimes.com. Acesso em: 29 jul. 2013 (adaptado).
Ao abordar o assunto “obesidade”, em uma seção de jornal, o autor
a) defende o consumo liberado de açúcar. b) aponta a gordura como o grande vilão da saúde. c) demonstra acreditar que a obesidade não é preocupante. d) indica a necessidade de mais pesquisas sobre o assunto. e) enfatiza a redução de ingestão de calorias pelos americanos.
5) In this life Sitting on a park bench Thinking about a friend of mine He was only twenty-three Gone before he had his time. It came without a warning Didn't want his friends to see him cry He knew the day was dawning And I didn't have a chance to say goodbye. MADONNA. Erotica. Estados Unidos: Maverick, 1992.
A canção, muitas vezes, é uma forma de manifestar sentimentos e emoções da vida cotidiana. Por exemplo, o sofrimento retratado nessa canção foi causado
a) pela morte precoce de um amigo jovem. b) pelo término de um relacionamento amoroso. c) pela mudança de um amigo para outro país. d) pelo m de uma amizade de mais de vinte anos. e) pela traição por parte de pessoa próxima.
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ENEM 2019 - PPL
1) 2) Classifying
Philip and Annie wear glasses and so do Jim and Sue, but Jim and Sue have freckles, and Tracey and Sammy too. Philip and Jim are in boy’s group but Philip is tall like Sam whilst Jim is small like Tracey and Sue and Clare and Bill and Fran. Sue is in Guides and football whilst Helen ts in most things — except she’s a girl and quite tall. Jenny is curly and blonde and short whilst Sally is curly but dark; Jenny likes netball, writing and maths but Sally likes no kind of work. Disponível em: www.globalenglish.com. Philip and Sam are both jolly, Acesso em: 20 abr. 2015. Fran’s best for a quiet chat: now I O infográ co aborda a importância do inglês para have freckles, like joking, am tall, curly, dark, in os negócios. Nesse texto, as expressões but e yet only Guides, football evidenciam and play penny whistles and the piano… how do I t into all that? a) um impedimento às transações comerciais em contexto internacional. NICHOLS, J. In: COLLIE, J.; LADOUSSE, G. Paths into Poetry. b) o desinteresse dos funcionários nos cursos England: Oxford University Press, 1993. oferecidos pelas empresas. c) uma comparação entre as visões dos executivos No poema Classifying, a escritora inglesa Judith sobre o aprendizado do inglês. Nichols compara várias pessoas com o objetivo de d) a necessidade de inserção de funcionários nativos no mercado de trabalho globalizado. a) enumerar a diversidade de características físicas. e) um contraste entre o ideal e o real sobre a b) classi car as preferências de diferentes pessoas. comunicação em inglês no mundo empresarial. c) ilustrar a relação entre tipo físico e estilo de vida. d) destacar as singularidades de cada ser humano. e) denunciar a intolerância às diferenças físicas.
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3) NYPD 911 OPERATORS Opportunities as a Police Communications Technician Police Communications Technicians (911 Operators/ Radio Dispatchers) Starting Salary: $33,162 and can increase to $44,899 Requirements: 1. Four year high school diploma. 2. New York City residency is required within 90 days of appointment. 3. Must be able to understand and be understood in English. 4. Must pass a drug screening. APPLICATION FEE: $47.00 - Payable on the day of the test.
Disponível em: www.nypdcivilianjobs.com. Acesso em: 17 out. 2013.
Neste anúncio de emprego no Departamento de Polícia da cidade de Nova Iorque, um dos requisitos para se preencher a vaga é
a) ser capaz de se comunicar em inglês. b) pagar a taxa de inscrição antecipadamente. c) morar em Nova Iorque por 90 dias após o teste. d) ser experiente na área de combate às drogas. e) ter diploma de ensino médio há quatro anos.
4) Englishman in New York Na letra da canção Englishman in New York, a fala do I don't drink co ee I take tea my dear eu lírico evidencia uma atitude de I like my toast done on one side And you can hear it in my accent when I talk a) exaltação dos hábitos de um outro povo. I'm an Englishman in New York b) di culdade de adaptação à cultura alheia. c) valorização da diversidade de costumes. See me walking down Fifth Avenue d) disponibilidade para aprender coisas novas. A walking cane here at my side e) predisposição a um comportamento solitário. I take it everywhere I walk I'm an Englishman in New York
[…]
I'm an alien, I'm a legal alien I'm an Englishman in New York I'm an alien, I'm a legal alien I'm an Englishman in New York
Modesty, propriety can lead to notoriety You could end up as the only one Gentleness, sobriety are rare in this society At night a candle's brighter than the sun STING. Nothing Like the Sun. Studio Album. United States: A&M Records, 1987 (fragmento).
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5) April 22, 2012 The Power of Pictures by Vickie An In February, the group took a photography eld trip to Haiti’s La Visite national park. A student holds up a lizard as her classmates snap away. It’s said that a picture is worth a thousand words. Conservation photographer Robin Moore believes this. He especially believes that the stories photographs can tell about the environment can inspire people to care for the earth. “It doesn’t matter what language you speak or what culture you come from, because a photo can speak to everyone,” Moore says. That’s the idea behind Frame of Mind. Moore cofounded the organization last year with environmental educator Deanna Del Vecchio and fellow nature photographer Neil Ever Osborne. The group is on a mission to help young people around the world connect with nature through photography workshops. In August 2011, Frame of Mind hosted its very rst workshop with 20 youth journalists in Jacmel, Haiti. The workshop was held in partnership with Conservation International and Panos Caribbean. Each student was given a digital camera to use for the week and was taught how to use it. During the session, the kids learned about the local environment and how it relates to their lives. AN, V. Disponível em: www.timeforkids.com. Acesso em: 1 maio 2012 (adaptado).
Reconhecendo o potencial da fotogra a como uma linguagem universal, a organização mencionada intenciona levar
a) as gerações mais jovens a reconhecerem diferentes línguas e culturas. b) os jovens a compreenderem melhor a relação entre o meio ambiente e suas vidas. c) os estudantes haitianos a conhecerem seus parques nacionais. d) os jornalistas locais a buscarem parcerias com organizações não governamentais. e) os alunos de jornalismo do Haiti a usarem câmeras digitais em pesquisas.
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ENEM 2018 - 1ª APLICAÇÃO
1) Lava Mae: Creating Showers on Wheels for the Homeless San Francisco, according to recent city numbers, has 4,300 people living on the streets. Among the many problems the homeless face is little or no access to showers. San Francisco only has about 16 to 20 shower stalls to accommodate them. But Doniece Sandoval has made it her mission to change that. The 51-years-old former marketing executive started Lava Mae, a sort of showers on wheels, a new project that aims to turn decommissioned city buses into shower stations for the homeless. Each bus will have two shower stations and Sandoval expects that they'll be able to provide 2,000 showers a week. ANDREANO, C. Disponível em: http://abcnews.go.com. Acesso em: 26 jun. 2015 (adaptado)
A relação dos vocábulos shower, bus e homeless, no texto, refere-se a
a) empregar moradores de rua em lava a jatos para ônibus. b) criar acesso a banhos gratuitos para moradores de rua. c) comissionar sem-teto para dirigir os ônibus da cidade. d) exigir das autoridades que os ônibus municipais tenham banheiros. e) abrigar dois mil moradores de rua em ônibus que foram adaptados.
2)
No cartum, a crítica está no fato de a sociedade exigir do adolescente que
a) se aposente prematuramente. b) amadureça precocemente. c) estude aplicadamente. d) se forme rapidamente. e) ouça atentamente.
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3) Don't write in English, they said, English is not your mother tongue... … The language I speak Becomes mine, its distortions, its queerness All mine, mine alone, it is half English, half Indian, funny perhaps, but it is honest, It is as human as I am human… ...It voices my joys, my longings my Hopes… (Kamala Das, 1965:10) GARGESH, R. South Asian Englishes. In: KACHRU, B.; KACHRY, Y.; NELSON, C. L. (Eds.). The Handbook of World Englishes. Singapore: Blackwell, 2006.
A poetisa Kamala Das, como muitos escritores indianos, escreve suas obras em inglês, apesar de essa não ser sua primeira língua. Nesses versos, ela
a) usa a língua inglesa com efeito humorístico. b) recorre a vozes de vários escritores ingleses. c) adverte sobre o uso distorcido da língua inglesa. d) demonstra consciência de sua identidade linguística. e) reconhece a incompreensão na sua maneira de falar inglês.
4) TEXTO I A Free World-class Education for Anyone Anywhere The Khan Academy is an organization on a mission. We're a not-for-pro t with the goal of changing education for the better by providing a free world-class education to anyone anywhere. All of the site's resources are available to anyone. The Khan Academy's materials and resources are available to you completely free of charge. Disponível em: www.khanacademy.org. Acesso em: 24 fev. 2012 (adaptado).
TEXTO II I didn't have a problem with Khan Academy site until very recently. For me, the problem is the way Khan Academy is being promoted. The way the media sees it as “revolutionizing education”. The way people with power and money view education as simply “sit-and-get”. If your philosophy of education is “sit-and-get”, i.e., teaching is telling and learning is listening, then Khan Academy is way more e cient than classroom lecturing. Khan Academy does it better. But TRUE progressive educators, TRUE education visionaries and revolutionaries don't want to do these things better. We want to DO BETTER THINGS. Disponível em: http://fnoschese.wordpress.com. Acesso em 2 mar. 2012.
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Com o impacto das tecnologias e a ampliação das redes sociais, consumidores encontram na internet possibilidades de opinar sobre serviços oferecidos. Nesse sentido, o segundo texto, que é um comentário sobre o site divulgado no primeiro, apresenta a intenção do autor de
a) elogiar o trabalho proposto para a educação nessa era tecnológica. b) reforçar como a mídia pode contribuir para revolucionar a educação. c) chamar a atenção das pessoas in uentes para o signi cado da educação d) destacar que o site tem melhores resultados do que a educação tradicional. e) criticar a concepção de educação em que se baseia a organização.
5) 1984 (excerpt) ‘Is it your opinion, Winston, that the past has real existence?’ [...] O'Brien smiled faintly. ‘I will put it more precisely. Does the past exist concretely, in space? Is there somewhere or other a place, a world of solid objects, where the past is still happening?’ ‘No.’ ‘Then where does the past exist, if at all?’ ‘In records. It is written down.’ ‘In records. And — —?’ ‘In the mind. In human memories.’ ‘In memory. Very well, then. We, the Party, control all records, and we control all memories. Then we control the past, do we not?’ ORWELL, G. Nineteen Eighty-Four. New York: Signet Classics, 1977
O romance 1984 descreve os perigos de um Estado totalitário. A ideia evidenciada nessa passagem é que o controle do Estado se dá por meio do(a)
a) boicote a ideais libertários. b) veto ao culto das tradições. c) poder sobre memórias e registros. d) censura a produções orais e escritas. e) manipulação de pensamentos individuais.
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ENEM 2018 - 2ª APLICAÇÃO
1)
Pelas expressões do it yourself e How-Tos, entende-se que a pesquisa realizada na página da internet revela uma busca por
a) agendamento de serviços autorizados. b) instrução para a realização de atividades. c) esclarecimento de dúvidas com outros usuários. d) inscrição em cursos para elaboração de projetos. e) aquisição de produtos para a execução de tarefas.
2) Which skin colour are you? The human swatch chart that confronts racism
In 1933, in a book called The Masters and the Slaves, the Brazilian anthropologist Gilberto Freyre wrote: “Every Brazilian, even the light-skinned, fair-haired one, carries about him on his soul, when not on soul and body alike, the shadow, or at least the birthmark, of the aborigine or the negro.” This was forefront in the mind of the French artist Pierre David when he moved to Brazil in 2009. “When I was in the streets, I could see so many skin colours”, he says. He decided to make a human colour chart, like one you would nd in the paint section of B&Q shop, but showing the gradations and shades of our skin colour. The project, called Nuancier or “swatches”, was rst shown at the Museu de Arte Moderna in Salvador – Bahia, and is now on show in his native France. “Brazil has a better attitude to skin colour than other developed nations”, he says. “There's no doubt, because the concept of skin colour di erence was recognised very early in their history. Now, it even appears on identity documents.” Yet Nuancier, David says, is still a critique of racism, in Brazil and around the world. “This work may seem provocative – to classify men by colour, to industrially produce the colour of an individual so it can be store-bought. But this is a demonstration of the commodi cation of bodies. It denounces racism anywhere it is found in the world.” SEYMOUR, T. Disponível em: www.theguardian.com. Acesso em: 21 out. 2015 (adaptado).
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O artista francês Pierre David, ao evidenciar seu encantamento com a diversidade de cores de peles no Brasil, no projeto Nuancier, também
a) desencadeia um estudo sobre a atitude dos brasileiros com base na análise de características raciais. b) denuncia a discriminação social gerada com a distinção de cores na população de Salvador. c) destaca a mistura racial como elemento-chave no impedimento para a ascensão social. d) provoca uma re exão crítica em relação à classi cação e à mercantilização das raças. e) elabora um produto com base na variedade de cores de pele para uso comercial.
3) Monks embrace web to reach recruits Stew Milne for The New York Times
The Benedictine monks at the Portsmouth Abbey in Portsmouth have a problem. They are aging and their numbers have fallen to 12, from a peak of about 24 in 1969. So the monks have taken to the Internet with an elaborate ad campaign featuring videos, a blog and even a Gregorian chant ringtone. “If this is the way the younger generation are looking things up and are communicating, then this is the place to be”, said Abbot Caedmon Holmes, who has been in charge of the abbey since 2007. That place is far from the solitary lives that some may think monks live. In fact, in this age of social media, the monks have embraced what may be the most popular form of public self-expression: a Facebook page, where they have uploaded photos and video testimonials. Some monks will even write blogs.
MILNE, S. Disponível em: www.nytimes.com. Acesso em: 19 jun. 2012 (adaptado).
A internet costuma ser um veículo de comunicação associado às camadas mais jovens da população, embora não exclusivamente a elas. Segundo o texto, a razão que levou os religiosos a fazerem uma campanha publicitária na internet foi o(a)
a) busca por novos interessados pela vida religiosa de monge. b) baixo custo e a facilidade de acesso dos monges à rede. c) desejo de diminuir a solidão vivida pelos monges na abadia. d) necessidade dos monges de se expressarem publicamente. e) divulgação de fotos pessoais dos monges no Facebook.
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4)
Spring Break Camp, 2015. Fôlder. Orange County Regional History Center.
Tendo em vista a procura por atividades de lazer em períodos de recesso escolar, esse fôlder
a) divulga uma proposta de acampamento com abordagem temática. b) anuncia a exibição de uma série de lmes sobre tradições culturais. c) comunica a abertura de inscrições para um curso de música folclórica. d) encoraja a realização de o cinas de contação de história para crianças. e) convida para a apresentação de uma peça teatral sobre cultura indígena.
5) Most people today have a mobile phone. In fact, many people can't imagine how they ever got along without a portable phone. However, many people also complain about cell phone users. People complain about other people loudly discussing personal matters in public places. They complain when cell phones ring in movie theaters and concert halls. They complain about people driving too slow, and not paying attention to where they are going because they are talking on a cell phone. And they complain about people walking around talking to people who aren't there. Whenever a new communications technology becomes popular, it changes the way society is organized. Society has to invent rules for the polite way to use the new devices. Our social etiquette, our rules of politeness for cell phones, is still evolving. Disponível em: www.indianchild.com. Acesso em: 28 fev. 2012 (adaptado).
O uso de celulares em lugares públicos tem sido prática corrente. O texto aponta que essa prática tem gerado
a) anseios por recursos para ampliar os benefícios dos dispositivos. b) reclamações sobre a falta de normas no comportamento dos usuários. c) questionamentos a respeito da dependência constante dessa tecnologia. d) discussões acerca da legislação para a comercialização de telefones. e) dúvidas dos usuários em relação ao manuseio de novos aparelhos.
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ENEM 2017 - 1ª APLICAÇÃO
1) One of the things that made an incredible impression on me in the lm was Frida’s comfort in and celebration of her own unique beauty. She didn’t try to t into conventional ideas or images about womanhood or what makes someone or something beautiful. Instead, she fully inhabited her own unique gifts, not particularly caring what other people thought. She was magnetic and beautiful in her own right. She painted for years, not to be a commercial success or to be discovered, but to express her own inner pain, joy, family, love and culture. She absolutely and resolutely was who she was. The trueness of her own unique vision and her ability to stand rmly in her own truth was what made her successful in the end. HUTZLER, L. Disponível em: www.etbscreenwriting.com. Acesso em: 6 maio 2013.
A autora desse comentário sobre o lme Frida mostra-se impressionada com o fato de a pintora
a) ter uma aparência exótica. b) vender bem a sua imagem. c) ter grande poder de sedução. d) assumir sua beleza singular. e) recriar-se por meio da pintura.
2) British Government to Recruit Teens as Next Generation of Spies In the 50 years since the rst James Bond movie created a lasting impression of a British secret agent, a completely di erent character is about to emerge. Britain’s intelligence agencies are to recruit their next generation of cyber spies by harnessing the talents of the “Xbox generation”. In an expansion of a pilot program, Foreign Secretary William Hague announced Thursday that up to 100 18-year- olds will be given the chance to train for a career in Britain’s secret services. The move to recruit school-leavers marks a break with the past, when agencies mainly drew their sta from among university graduates. “Young people are the key to our country’s future success, just as they were during the War”, Hague said. “Today we are not at war, but I see evidence every day of deliberate, organized attacks against intellectual property and government networks in the United Kingdom.” The new recruitment program, called the Single Intelligence Account apprenticeship scheme will enable students with suitable quali cations in science, technology or engineering, to spend two years learning about communications, security and engineering through formal education, technical training and work placements. JEARY, P. Disponível em: http://worldnews.nbcnews.com. Acesso em: 19 nov. 2012.
Segundo informações veiculadas pela NBC News, a geração digital já tem seu espaço conquistado nas agências britânicas de inteligência. O governo britânico decidiu que
a) enfrentará a guerra vigente e deliberada contra a propriedade intelectual no Reino Unido. b) abandonará a política de contratação de universitários como agentes secretos. c) recrutará jovens jogadores de Xbox como ciberespiões das agências de inteligência. d) implantará um esquema de capacitação de adolescentes para atuarem como agentes secretos. e) anunciará os nomes dos jovens a serem contratados pelas agências de inteligência.
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3) Nesse texto publicitário são utilizados recursos verbais e não verbais para transmitir a mensagem. Ao associar os termos anyplace e regret à imagem do texto, constata-se que o tema da propaganda é a importância da
a) preservação do meio ambiente. b) manutenção do motor. c) escolha da empresa certa. d) consistência do produto. e) conservação do carro.
Reader's Digest, set. 1993.
4) Letters
Children and Guns Published: May 7, 2013 To the Editor: Re “Girl’s Death by Gunshot Is Rejected as Symbol” (news article, May 6): I nd it abhorrent that the people of Burkesville, Ky., are not willing to learn a lesson from the tragic shooting of a 2-year-old girl by her 5-year-old brother. I am not judging their lifestyle of introducing guns to children at a young age, but I do feel that it’s irresponsible not to practice basic safety with anything potentially lethal — guns, knives, re and so on. How can anyone justify leaving guns lying around, unlocked and possibly loaded, in a home with two young children? I wish the family of the victim comfort during this di cult time, but to dismiss this as a simple accident leaves open the potential for many more such “accidents” to occur. I hope this doesn’t have to happen several more times for legislators to realize that something needs to be changed. EMILY LOUBATON, Brooklyn, May 6, 2013
Disponível em: www.nytimes.com. Acesso em: 10 maio 2013.
No que diz respeito à tragédia ocorrida em Burkesville, a autora da carta enviada ao The New York Times busca
a) reconhecer o acidente noticiado como um fato isolado. b) responsabilizar o irmão da vítima pelo incidente ocorrido. c) apresentar versão diferente da notícia publicada pelo jornal. d) expor sua indignação com a negligência de portadores de armas. e) reforçar a necessidade de proibição do uso de armas por crianças.
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5) Israel Travel Guide
Israel has always been a standout destination. From the days of prophets to the modern day nomad this tiny slice of land on the eastern Mediteranean has long attracted visitors. While some arrive in the ‘Holy Land’ on a spiritual quest, many others are on cultural tours, beach holidays and eco-tourism trips. Weeding through Israel’s convoluted history is both exhilarating and exhausting. There are crumbling temples, ruined cities, abandoned forts and hundreds of places associated with the Bible. And while a sense of adventure is required, most sites are safe and easily accessible. Most of all, Israel is about its incredibly diverse population. Jews come from all over the world to live here, while about 20% of the population is Muslim. Politics are hard to get away from in Israel as everyone has an opinion on how to move the country forward — with a ready ear you’re sure to hear opinions from every side of the political spectrum.
Disponível em: www.worldtravelguide.net. Acesso em: 15 jun. 2012.
Antes de viajar, turistas geralmente buscam informações sobre o local para onde pretendem ir. O trecho do guia de viagens de Israel
a) descreve a história desse local para que turistas valorizem seus costumes milenares. b) informa hábitos religiosos para auxiliar turistas a entenderem as diferenças culturais. c) divulga os principais pontos turísticos para ajudar turistas a planejarem sua viagem. d) recomenda medidas de segurança para alertar turistas sobre possíveis riscos locais. e) apresenta aspectos gerais da cultura do país para continuar a atrair turistas estrangeiros.
ENEM 2017 - 2ª APLICAÇÃO
1) A poposta da capa da revista, associando aspectos verbais e visuais, transmite a seguinte mensagem:
a) O combate aos problemas decorrentes do aquecimento global é visto como uma guerra. b) O aquecimento global é mundialmente considerado um problema insuperável e irreversível. c) O problema do aquecimento global poderá ser solucionado com a ajuda do Exército. d) As grandes guerras provocaram devastação, o que contribuiu para o aquecimento global. e) O Exército está trabalhando no processo de reposição de árvores em áreas devastadas.
Disponível em: www.time.com. Acesso em: 30 jul. 2012 (adaptado).
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2) If You’re Out There
If you hear this message If you feel the same, we’ll go on and say Wherever you stand If you’re out there I’m calling every woman Sing along with me if you’re out there Calling every man I’m dying to believe that you’re out there We’re the generation Stand up and say it loud if you’re out there We can’t a ord to wait Tomorrow’s starting now...now...now […] The future started yesterday We can destroy Hunger And we’re already late We can conquer Hate We’ve been looking for a song to sing Put down the arms and raise your voice Searched for a melody We’re joining hands today […] Searched for someone to lead LEGEND, J. Evolver. Los Angeles: Sony Music, 2008 We’ve been looking for the world to change (fragmento).
O trecho da letra de If You’re Out There revela que essa canção, lançada em 2008, é um(a)
a) convocação à luta armada. b) apelo ao engajamento social. c) atitude saudosista. d) crítica a atitudes impensadas. e) elogio à capacidade de aceitação.
3) Synopsis
Filmed over nearly three years, WASTE LAND follows renowned artist Vik Muniz as he journeys from his home base in Brooklyn to his native Brazil and the world’s largest garbage dump, Jardim Gramacho, located on the outskirts of Rio de Janeiro. There he photographs an eclectic band of “catadores” — self-designated pickers of recyclable materials. Muniz’s initial objective was to “paint” the catadores with garbage. However, his collaboration with these inspiring characters as they recreate photographic images of themselves out of garbage reveals both the dignity and despair of the catadores as they begin to re-imagine their lives. Director Lucy Walker (DEVIL’S PLAYGROUND, BLINDSIGHT and COUNTDOWN TO ZERO) and co-directors João Jardim and Karen Harley have great access to the entire process and, in the end, o er stirring evidence of the transformative power of art and the alchemy of the human spirit.
Disponível em: www.wastelandmovie.com. Acesso em: 2 dez. 2012.
Vik Muniz é um artista plástico brasileiro radicado em Nova York. O documentário Waste Land, produzido por ele em 2010, recebeu vários prêmios e
a) sua lmagem aconteceu no curto tempo de três meses b) seus personagens foram interpretados por atores do Brooklyn. c) seu cenário foi um aterro sanitário na periferia carioca. d) seus atores fotografaram os lugares onde moram. e) seus diretores já pensam na continuidade desse trabalho.
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4) The Four Oxen and the Lion
A Lion used to prowl about a eld in which Four Oxen used to live. Many a time he tried to attack them; but whenever he came near, they turned their tails to one another, so that whichever way he approached them he was met by the horns of one of them. At last, however, they quarreled among themselves, and each went o to pasture alone in a separate corner of the eld. Then the Lion attacked them one by one and soon made an end of all four.
Disponivel em: www.aesopfables.com. Acesso em: 1 dez. 2011.
A fábula The Four Oxen and the Lion ilustra um preceito moral, como se espera em textos desse gênero. Essa moral, podendo ser compreendida como o tema do texto, está expressa em:
a) O mais forte sempre vence. b) A união faz a força. c) A força carrega a justiça nas costas. d) O ataque é a melhor defesa. e) O inimigo da vida é a morte.
5) As Furniture Burns Quicker, Fire ghters Reconsider Tactics
House res have changed. The New York Fire Department is rethinking its tactics for residential res, while trying to hold onto its culture of "aggressive interior re ghting" charging inside burning buildings as fast as possible. Plastic llings in sofas and mattresses burn much faster than older llings like cotton, helping to transform the behavior of house res in the last few decades, re ghters and engineers say. With more plastic in homes, residential res are now likely to use up all the oxygen in a room before they consume all ammable materials. "Years ago you could break a window and it took the re several minutes to develop — or tens of minutes", a re battalion chief in Queens, George K. Healy, said. "Now we're learning when you vent that window or the door, the re is developing in, say, a minute."
LIBRADO. R. Disponivel em: Acesso em: 15 jun. 2013 (adaptado).
O texto aborda o tema dos incêndios residenciais, que se propagam com mais rapidez atualmente por causa
a) da composição sintética dos móveis. b) da estrutura das construções atuais. c) da acumulação demasiada de tecidos. d) dos recursos insu cientes de combate ao fogo. e) da ventilação inapropriada dos cômodos.
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ENEM 2016 - 1ª APLICAÇÃO
1) Italian university switches to English By Sean Coughlan, BBC News education correspondent 16 May 2012 Last updated at 09:49 GMT
Milan is crowded with Italian icons, which makes it even more of a cultural earthquake that one of Italy’s leading universities — the Politecnico di Milano — is going to switch to the English language. The university has announced that from 2014 most of its degree courses — including all its graduate courses — will be taught and assessed entirely in English rather than Italian. The waters of globalisation are rising around higher education — and the university believes that if it remains Italian-speaking it risks isolation and will be unable to compete as an international institution. “We strongly believe our classes should be international classes — and the only way to have international classes is to use the English language". says the university's rector, Giovanni Azzone. COUGHLAN, S. Disponível em: www.bbc.co.uk. Acesso em 31 jul. 2012.
As línguas têm um papel importante na comunicação entre pessoas de diferentes culturas. Diante do movimento de internacionalização no ensino superior, a universidade Politecnico di Milano decidiu
a)elaborar exames em língua inglesa para o ingresso na universidade. b) ampliar a oferta de vagas na graduação para alunos estrangeiros. c) nvestir na divulgação da universidade no mercado internacional. d) substituir a língua nacional para se inserir no contexto da globalização. e)estabelecer metas para melhorar a qualidade do ensino de italiano.
2) Ebony and ivory live together in perfect harmony Side by side on my piano keyboard, oh Lord, why don’t we? We all know that people are the same wherever we go There is good and bad in ev’ryone, We learn to live, we learn to give Each other what we need to survive together alive McCARTNEY, P. Disponível em: www.paulmccartney.com. Acesso em: 30 maio 2016.
Em diferentes épocas e lugares, compositores têm utilizado seu espaço de produção musical para expressar e problematizar perspectivas de mundo. Paul McCartney, na letra dessa canção, defende
a) aprendizado compartilhado. b) a necessidade de donativos. c) as manifestações culturais. d) o bem em relação ao mal. e)o respeito étnico
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3) Frankentissue: printable cell technology 4) Orientações à população são encontradas In November, researchers from the University of também em sites o ciais. Ao clicar no endereço Wollongong in Australia announced a new bio-ink that eletrônico mencionado no cartaz disponível na is a step toward really printing living human tissue on internet, o leitor tem acesso aos(às) an inkjet printer. It is like printing tissue dot-by-dot. A drop of bioink contains 10,000 to 30,000 cells. The focus a) ações do governo local referentes a calamidades. of much of this research is the eventual production of b) relatos de sobreviventes em tragédias marcantes. tailored tissues suitable for surgery, like living Band- c) tipos de desastres naturais possíveis de acontecer. Aids, which could be printed on the inkjet. d) informações sobre acidentes ocorridos em However, it is still nearly impossible to e ectively Connecticut. replicate nature's ingenious patterns on a home o ce e) medidas de emergência a serem tomadas em accessory. Consider that the liver is a series of globules, catástrofes. the kidney a set of pyramids. Those kinds of structures demand 3D printers that can build them up, layer by 5) BOGOF is used as a noun as in ‘There are some layer. At the moment, skin and other at tissues are great bogofs on at the supermarket’ or an adjective, most promising for the inkjet. usually with a word such as ‘o er’ or ‘deal’ - ‘there are Disponível em: http://discovermagazine.com. some great bogof o ers in store’. Acesso em: 2 dez. 2012. When you combine the rst letters of the words in a phrase or the name of an organisation, you have O texto relata perspectivas no campo da tecnologia an acronym. Acronyms are spoken as a word so NATO para cirurgias em geral, e a mais promissora para este (North Atlantic Treaty Organisation) is not pronounced momento enfoca o(a) N-A-T-O. We say NATO. Bogof, when said out loud, is quite comical for a native speaker, as it sounds like a) uso de um produto natural com milhares de an insult, ‘Bog o !’ meaning go away, leave me alone, células para reparar tecidos humanos. slightly childish and a little oId-fashioned. b) criação de uma impressora especial para traçar BOGOF is the best-known of the supermarket mapas cirúrgicos detalhados. marketing strategies. The concept was rst imported c) desenvolvimento de uma tinta para produzir pele from the USA during the 1970s recession, when food e tecidos humanos nos. prices were very high. It came back into fashion in the d) reprodução de células em 3D para ajudar nas Iate 1990, led by big supermarket chains trying to gain cirurgias de recuperação dos rins. a competitive advantage over each other. Consumers e) extração de glóbulos do fígado para serem were attracted by the idea that they could get reproduzidos em laboratório. something for nothing. Who could possibly say ‘no’? Disponivel em: www.bbc.co.uk. Acesso em: 2 ago. 2012 (adaptado).
Considerando-se as informações do texto, a expressão “bogof' é usada para
a) anunciar mercadorias em promoção. b) pedir para uma pessoa se retirar. c) comprar produtos fora de moda. d) indicar recessão na economia. e) chamar alguém em voz alta.
Disponível em: www.ct.gov. Acesso em: 30 jul. 2012 (adaptado)
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ENEM 2016 - 2ª APLICAÇÃO
1) Mauritius: gender roles and statuses
Division of Labor by Gender. The economic success of industry has led to low unemployment rates. This has changed the workplace and home life as women joined the workforce. This industrialization also led to women being promoted faster. According to the Minister of Women, Family Welfare, and Child Development, a quarter of all managers are now women. Women are the traditional homekeepers of the society. Between 1985 and 1991 the number of women w orking outside the home increased from 22 percent to 41 percent. With that trend continuing, hired housekeeping and child care have become relatively new and important industries. The Relative Status of Women and Men. Historically, women have had subordinate roles in Mauritian society. However, the Constituion speci cally prohibits discrimination based on sex, and women now have access to education, employment, and governmental services. In March 1998 the Domestic Violence Act was passed. This gave greater protection and legal authority to combat domestic abuse. In that same year it also became a crime to abandon one’s family or pregnant spouse for more than two months, not to pay food support, or to engage in sexual harassment. Women are underrepresented in the government. The National Assembly has seventy seats, of which women hold ve. Disponível em: www.everyculture.com. Acesso em: 4 fev. 2013.
Questões como o papel de homens e mulheres na sociedade contemporânea vêm sendo debatidas de diferentes pontos de vista, in uenciados por valores culturais especí cos de cada sociedade. No caso das Ilhas Maurício, esses valores sustentam a tomada de decisão em torno da
a) importância do reconhecimento da presença feminina na estrutura familiar. b) manutenção da igualdade entre mulheres e homens no trabalho. c) proteção legal da mulher contra atos discriminatórios. d) representatividade da mulher em cargos políticos. e) criação de auxílio à mulher abandonada pelo cônjuge.
2) Anúncios publicitários buscam chamar a atenção do consumidor por meio de recursos diversos. Nesse pôster, os números indicados correspondem ao(à)
a) comprimento do cigarro. b) tempo de queima do cigarro. c) idade de quem começa a fumar. d) expectativa de vida de um fumante. e) quantidade de cigarros consumidos.
Disponível em: www.colint sher.com. Acesso em: 30 maio 2016.
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3) New vaccine could ght nicotine addiction
Cigarette smokers who are having trouble quitting because of nicotine’s addictive power may some day be able to receive a novel antibody-producing vaccine to help them kick the habit. The average cigarette contains about 4 000 di erent chemicals that — when burned and inhaled — cause the serious health problems associated with smoking. But it is the nicotine in cigarettes that, like other addictive substances, stimulates rewards centers in the brain and hooks smokers to the pleasurable but dangerous routine. Ronald Crystal, who chairs the department of genetic medicine at Weill-Cornell Medical College in New York, where researchers are developing a nicotine vaccine, said the idea is to stimulate the smoker’s immune system to produce antibodies or immune proteins to destroy the nicotine molecule before it reaches the brain. BERMAN, J. Disponível em: www.voanews.com. Acesso em: 2 jul. 2012.
Muitas pessoas tentam parar de fumar, mas fracassam e sucumbem ao vício. Na tentativa de ajudar os fumantes, pesquisadores da Weill-Cornell Medical College estão desenvolvendo uma vacina que
a) diminua o risco de o fumante se tornar dependente da nicotina. b) seja produzida a partir de moléculas de nicotina. c) substitua a sensação de prazer oferecida pelo cigarro. d) ative a produção de anticorpos para combater a nicotina. e) controle os estímulos cerebrais do hábito de fumar.
4) A campanha desse pôster, direcionada aos croatas, tem como propósito
a) alertar os cidadãos sobre a lei em vigor contra a discriminação. b) conscientizar sobre as consequências do preconceito na sociedade. c) reduzir os prejuízos causados por motoristas alcoolizadas. d) fazer uma crítica à falta de habilidade das mulheres ao volante. e) evitar os acidentes de trânsito envolvendo mulheres.
Disponível em http://bruketa-zinic.com. Acesso em: 3 ago. 2012.
5) Bansky é um gra teiro famoso. Na obra pintada em um muro da cidade de Claremont, Califórnia, em 2007, ele fez uso de um trocadilho com a palavra “change”, o que caracteriza seu gra te como um protesto contra a
a) escolha da mendicância como forma de vida. b) condição de vida das pessoas em miséria. c) falta de solidariedade dos mais favorecidos. d) marginalização das pessoas desabrigadas. e) incapacidade de os mendigos mudarem de vida.
BANSKY. Disponível em: www.weburbanist.com. Acesso em: 2 ago. 2012.
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ENEM 2016 - 3ª APLICAÇÃO
1) Are Twitter and Facebook A ecting How We Think?
Is constant use of electronic gadgets reshaping our brains and making our thinking shallower?
By Neil Tweedie How many times do you click on your email icon in a day? Or look at Facebook, or Twitter? And how many times when reading on the internet do you click on a link navigating away from the text that was the original object of your enquiry? The web, it seems, is like an electronic sweet shop, forever tempting us in di erent directions. But does this mental promiscuity, this tendency to it around online, make us, well, thicker? Nicholas Carr, the American science writer, has mined this theme for his new book, “The Shallows”, in which he argues that new media are not just changing our habits but our brains. It turns out that the mature human brain is not an immutable seat of personality and intellect but a changeable thing, subject to “neuroplasticity”. When our activities alter, so does the architecture of our brain. “I’m not thinking the way I used to think,” writes Carr. “I feel it most strongly when I’m reading.” Disponível em: www.telegraph.co.uk. Acesso em: 27 fev. 2012.
Neil Tweedie levanta vários questionamentos sobre a utilização de diferentes recursos tecnológicos disponiveis hoje em dia. A partir desses questionamentos e dos argumentos do escritor norte-americano Nicholas Carr, o texto sugere que
a) o ato de clicar em ícones e manusear aparelhos prejudica o comportamento. b) o mundo virtual pode ser nocivo aos jovens, por ser muito promíscuo. c) a internet contribui para o amadurecimento intelectual dos usuários. d) o uso intenso de recursos tecnológicos pode afetar nosso cérebro. e) as redes sociais virtuais ajudam a melhorar nossa forma de pensar.
2) Getting Every Child to School Right now 67 million children are missing out on their right to an education. They can’t go to school because they have to work to survive, because they are girls or even because there are no schools where they live. Where will these children be when they grow up without the chance to learn? We’re working to make sure every child goes to school. We’re helping build schools, train teachers, advocating girI’s education and reaching children who have to work or are caught up in emergencies with learning. You can help uphold every child’s right to an education. Make a donation today to not olnly give children the chance to go to school, but also save their lives and protect their childhoods. Disponivel em: www.supportunicef.org. Acesso em: 20 maio 2013 (adaptado).
Essa campanha pretende contribuir para diminuir a desigualdade social, uma vez que
a) denuncia o trabalho de menores. b) aponta motivos para a evasão escolar. c) divulga o numero de crianças fora da escola. d) defende a reforma de políticas educacionais. e) pede ajuda para garantir às crianças o direito a educação.
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3) On the Meaning of Being Chinese 4) Hunger Games Review: Family Film Guide Ethnically speaking, I feel I am complicated to Parent Concerns: There is de nitely violence in this classify, but who isn’t, right? To me, being Chinese- lm. The central Hunger Games may not be as bloody and brutal as author Suzanne Collins describes in the Brazilian in America means a history of living in three novel, but there’s a visceral reaction to seeing the kid- opposite cultures, and sometimes feeling that I did not on-kid violence ratherthan conjuring it in your own belong in neither, a constant struggle that immigrants, imagination. The tributeskill each other in a host of and national citizens, face when their appearance is ways, from spear, knife and arrow wounds to hand-to- foreign to natives in the country. Jokingly, I say that I hand battles that leave teens with their heads smashed am Asian in America, Brazilian in China, and a “gringa” in or necks snapped. The editing is quick and the shots in Brazil. Nevertheless, I believe that dealing with these never linger on anything overly graphic, but there is blood and twenty-two adolescents, aged 12-18, die in hard to reconcile extremes have somehow helped me the annual blood sport pageant. Immature teens, even to become more comfortable with my identity. if they’ve read the books, may not be ready to handle to BELEZA Ll. Disponivel em: www.aiisf.org. Aoesso em: 28 the lm just yet. A good rule of thumb: if they’re not old mar. 2014. enough to be reaped into the Hunger Games, they’re probably not mature enough to see it. Nesse fragmento, Beleza Li resume sua experiéncia ANGULO-CHEN, S. Disponivel em: de vida ao descrever a complexidade em httpzllnewsmoviefonecom. Aoesso em: 28jun. 2012.
Produções literárias e cinematográ cas estão, a) viver como imigrante em um país asiático. muitas vezes, articuladas. No caso do lme Hunger b) de nir quem ela é no que concerne a etnia. Games, a autora da resenha chama a atenção para a c) compreender as culturas que a constituem. questão da violência, que é mais d) lidar com brincadeiras sobre sua aparéncia. e) lutar contra a discriminação nos Estados Unidos. a)detalhada do que a autora do Iivro gostaria que fosse. b) brutal do que os pais permitiriam para seus lhos. c) amena do que os adolescentes imaginavam. d) super cial do que o público poderia esperar. e) impactante do que a representada no livro.
5) A sigla “AV”, usada no texto, representa o alvo da crítica sobre a elevação do custo de um(a)
a) enquete sobre pro ssões em baixa. b) referendo realizado pelo governo. c) tratamento médico inovador. d) software de última geração. e) novo sistema eleitoralt
ABOOLS, M. Disponivel em: http://blog.eclecticmemes.oom. Acesso em: 1 jan. 2015.
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ENEM 2015
1) Why am I compelled to write? Because the writing saves me from this complacency I fear. Because I have no choice. Because I must keep the spirit of my revolt and myself alive. Because the world I create in the writing compensates for what the real world does not give me. By writing I put order in the world, give it a handle so I can grasp it.
ANZALDÚA, G. E. Speaking in tongues: a letter to third world women writers. In: HERNANDEZ, J. B. (Ed.). Women writing resistance: essays on Latin America and the Caribbean. Boston: South End, 2003.
Gloria Evangelina Anzaldúa, falecida em 2004, foi uma escritora americana de origem mexicana que escreveu sobre questões culturais e raciais. Na citação, o intuito da autora é evidenciar as
a) razões pelas quais ela escreve. b) compensações advindas da escrita. c) possibilidades de mudar o mundo real. d) maneiras de ela lidar com seus medos. e) escolhas que ela faz para ordenar o mundo.
2) How fake images change our memory and behaviour For decades, researchers have been exploring just how unreliable our own memories are. Not only is memory ckle when we acess it, but it's also quite easily subverted and rewritten. Combine this susceptibility with modern image-editing software at out ngertips like Photoshop, and it's a recipe for disaster. In a world where we can witness news and world events as they unfold, fake images surround us, and our minds accept these pictures as real, and remember them later. These fake memories don't just distort how we see our past, they a ect our current and future behaviour too – from what we eat, to how we protest and vote. The problem is there's virtually nothing we can do to stop it. Old memories seem to be the easiest to manipulate. In one study, subjects were showed images from their childhood. Along with real images, researchers snuck in manipulated photographs of the subject taking a hotair balloon ride with his or her family. After seeing those images, 50% of subjects recalled some part of that hot-air balloon ride – though the event was entirely made up.
EVELETH, R. Disponível em: www.bbc.com. Acesso em: 16 jan. 2013 (adaptado).
A reportagem apresenta consequências do uso de novas tecnologias para a mente humana. Nesse contexto, a memória das pessoas é in uenciada pelo(a)
a) alteração de imagens. b) exposição ao mundo virtual. c) acesso a novas informações. d) fascínio por softwares inovadores. e) interferência dos meios de comunicação.
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3) 4) My brother the star, my mother the earth my father the sun, my sister the moon, to my life give beauty, to my body give strength, to my corn give goodness, to my house give peace, to my spirit give truth, to my elders give wisdom.
Disponível em: www.blackhawkproductions.com. Acesso em: 8 ago. 2012.
Produções artístico-culturais revelam visões de mundo próprias de um grupo social. Esse poema demonstra a estreita relação entre a tradição oral da cultura indígena norte-americana e a
a) transmissão de hábitos alimentares entre gerações. b) dependência da sabedoria de seus ancestrais. c) representação do corpo em seus rituais. d) importância dos elementos da natureza. e) preservação da estrutura familiar.
5)
Transportation Security Administration. Disponível em: www.tsa.gov. Acesso em: 13 jan. 2010 (adaptado). RIDGWAY, L. Disponível em: http://fborfw.com. Acesso em: 23 fev. 2012. As instituições públicas fazem uso de avisos como Na tira da série For better or for worse, a comunicação instrumento de comunicação com o cidadão. Esse entre as personagens ca comprometida em um aviso, voltado a passageiros, tem o objetivo de determinado momento porque a) solicitar que as malas sejam apresentadas para inspeção. a) as duas amigas divergem de opinião sobre b) noti car o passageiro pelo transporte de produtos futebol. proibidos. b) uma das amigas desconsidera as preferências da outra. c) informar que a mala foi revisada pelos o ciais de c) uma das amigas ignora que o outono é temporada segurança de futebol. d) dar instruções de como arrumar malas de forma d) uma das amigas desconhece a razão pela qual a a evitar inspeções. outra a maltrata. e) apresentar desculpas pelo dano causado à mala e) as duas amigas atribuem sentidos diferentes à durante a viagem. palavra season.
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ENEM 2014
1)
Disponível em: http://wefeedback.org. Acesso em: 30 jul. 2012
A internet tem servido a diferentes interesses, ampliando, muitas vezes, o contato entre pessoas e instituições. Um exemplo disso é o site WeFeedback, no qual a internauta Kate Watts
a) comprou comida em promoção. b) inscreveu-se em concurso. c) fez doação para caridade. d) participou de pesquisa de opinião. e) voluntariou-se para trabalho social.
2) If You Can’t Master English, Try Globish PARIS — It happens all the time: during an airport delay the man to the left, a Korean perhaps, starts talking to the man opposite, who might be Colombian, and soon they are chatting away in what seems to be English. But the native English speaker sitting between them cannot understand a word. They don’t know it, but the Korean and the Colombian are speaking Globish, the latest addition to the 6,800 languages that are said to be spoken across the world. Not that its inventor, Jean-Paul Nerrière, considers it a proper language. “It is not a language, it is a tool,” he says. “A language is the vehicle of a culture. Globish doesn’t want to be that at all. It is a means of communication.” Nerrière doesn’t see Globish in the same light as utopian e orts such as Kosmos, Volapuk, Novial or staunch Esperanto. Nor should it be confused with barbaric Algol (for Algorithmic language). It is a sort of English lite: a means of simplifying the language and giving it rules so it can be understood by all.
BLUME, M. Disponível em: www.nytimes.com. Acesso em: 28 out. 2013 (fragmento).
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Considerando as ideias apresentadas no texto, o Globish (Global English) é uma variedade da língua inglesa que
a) tem status de língua por re etir uma cultura global. b) facilita o entendimento entre o falante nativo e o não nativo. c) tem as mesmas características de projetos utópicos como o esperanto. d) altera a estrutura do idioma para possibilitar a comunicação internacional. e) apresenta padrões de fala idênticos aos da variedade usada pelos falantes nativos.
3) A Tall Order The sky isn’t the limit for an architect building the world`s rst invisible skycraper
Charles Wee, one of the world’s leading high-rise architects, has a confession to make: he’s bored with skyscrapers. After designing more than 30, most of which punctuate the skylines of rapidly expanding Asian cities, he has struck upon a novel concept: the rst invisible skyscraper. As the tallest structure in South Korea, his Ini nity Tower will loom over Seoul until somebody pushes a button and it completely disappears. When he entered a 2004 competition to design a landmark tower, the Korean-American architect rejected the notion of competing with Dubai, Toronto, and Shanghai to reach the summit of man-made summits. “I thought, let’s not jump into this stupid race to build another ‘tallest’ tower,” he says in a phone conversation. “Let’s take an opposite approach — let’s make an anti-tower.” The result will be a 150-story building that fades from view at the ick of a switch. The tower will e ectively function as an enormous television screen, being able to project an exact replica of whatever is happening behind it onto its façade. To the human eye, the building will appear to have melted away. It will be the most extraordinary achievement of Wee’s stellar architectural career. After graduating from UCLA, he worked under Authony Lumsden, a proli c Californian architect who helped devise the modern technique of wrapping buildings inside smooth glass skins.
HINES, N. Disponível em: http://mag.newsweek.com. Acesso em: 13 out. 2013 (adaptado).
No título e no subtítulo desse texto, as expressões A Tall Order e The sky isn’t the limit são usadas para apresentar uma matéria cujo tema é:
a) Inovações tecnológicas usadas para a construção de um novo arranha-céu em Seul. b) Con ssões de um arquiteto que busca se destacar na construção de aranha-céus. c) Técnicas a serem estabelecidas para a construção de edifícios altos na Califórnia. d) Competição entre arquitetos para a construção do edifício mais alto do mundo. e) Construção de altas torres de apartamentos nas grandes metrópoles da Ásia.
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4) Masters of War 5) The Road Not Taken (by Robert Frost)
Come you masters of war Two roads diverged in a wood, and I — You that build all the guns I took the one less traveled by, You that build the death planes And that has made all the di erence. You that build all the bombs You that hide behind walls Disponível em: www.poetryfoundation.org. Acesso em: 29 You that hide behind desks nov. 2011 (fragmento). I just want you to know I can see through your masks. Estes são os versos nais do famoso poema The Road Not Taken, do poeta americano Robert Frost. You that never done nothin’ Levando-se em consideração que a vida é comumente But build to destroy metaforizada como uma viagem, esses versos indicam You play with my world que o autor Like it’s your little toy You put a gun in my hand a) festeja o fato de ter sido ousado na escolha que And you hide from my eyes fez em sua vida. And you turn and run farther b) lamenta por ter sido um viajante que encontrou When the fast bullets y muitas bifurcações. c) viaja muito pouco e que essa escolha fez toda a Like Judas of old diferença em sua vida. You lie and deceive d) reconhece que as di culdades em sua vida foram A world war can be won todas superadas. You want me to believe e) percorre várias estradas durante as diferentes But I see through your eyes fases de sua vida. And I see through your brain Like I see through the water That runs down my drain.
BOB DYLAN. The Freewheelin’ Bob Dylan. Nova York: Columbia Records, 1963 (fragmento).
Na letra da canção Masters of War, há questionamentos e re exões que aparecem na forma de prostesto contra
a) o envio de jovens à guerra para promover a expansão territorial dos Estados Unidos. b) o comportamento dos soldados norte- americanos nas guerras de que participaram. c) o sistema que recruta soldados para guerras motivadas por interesses econômicos. d) o desinteresse do governo pelas famílias dos soldados mortos em campos de batalha. e) as Forças Armadas norte-americanas, que enviavam homens despreparados para as guerras.
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ENEM 2013
1) After prison blaze kills hundreds in Honduras, UN warns on overcrowding 15 February 2012
A United Nations human rights o cial today called on Latin American countries to tackle the problem of prison overcrowding in the wake of an overnight re at a jail in Honduras that killed hundreds of inmates. More than 300 prisoners are reported to have died in the blaze at the prison, located north of the capital, Tegucigalpa, with dozens of others still missing and presumed dead. Antonio Maldonado, human rights adviser for the UN system in Honduras, told UN Radio today that overcrowding may have contributed to the death toll. “But we have to wait until a thorough investigation is conducted so we can reach a precise cause,” he said. “But of course there is a problem of overcrowding in the prison system, not only in this country, but also in many other prisons in Latin America.”
Disponível em: www.un.org. Acesso em: 22 fev. 2012 (adaptado).
Os noticiários destacam acontecimentos diários, que são veiculados em jornal impresso, rádio, televisão e internet. Nesse texto, o acontecimento reportado é a
a) ocorrência de um incêndio em um presídio superlotado em Honduras. b) questão da superlotação nos presídios em Honduras e na América Latina. c) investigação da morte de um o cial das Nações Unidas em visita a um presídio. d) conclusão do relatório sobre a morte de mais de trezentos detentos em Honduras. e) causa da morte de doze detentos em um presídio superlotado ao norte de Honduras.
2) National Geographic News Christine Dell’Amore Published April 26, 2010
Our bodies produce a small steady amount of natural morphine, a new study suggests. Traces of the chemical are often found in mouse and human urine, leading scientists to wonder whether the drug is being made naturally or being delivered by something the subjects consumed. The new research shows that mice produce the “incredible painkiller” — and that humans and other mammals possess the same chemical road map for making it, said study co-author Meinhart Zenk, who studies plant-based pharmaceuticals at the Donald Danforth Plant Science Center in St. Louis, Missouri.
Disponível em: www.nationalgeographic.com. Acesso em: 27 jul. 2010.
Ao ler a matéria publicada na National Geographic, para a realização de um trabalho escolar, um estudante descobriu que
a) os compostos químicos da mor na, produzidos por humanos, são manipulados no Missouri. b) os ratos e os humanos possuem a mesma via metabólica para produção de mor na. c) a produção de mor na em grande quantidade minimiza a dor em ratos e humanos. d) os seres humanos têm uma predisposição genética para inibir a dor. e) a produção de mor na é um traço incomum entre os animais.
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3) Steve Jobs: A Life Remembered 1955-2011 Readersdigest.ca takes a look back at Steve Jobs, and his contribution to our digital world.
CEO. Tech-Guru. Artist. There are few corporate gures as famous and well-regarded as former-Apple CEO Steve Jobs. His list of achievements is staggering, and his contribution to modern technology, digital media, and indeed the world as a whole, cannot be downplayed. With his passing on October 5, 2011, readersdigest.ca looks back at some of his greatest achievements, and pays our respects to a digital pioneer who helped pave the way for a generation of technology, and possibilities, few could have imagined.
Disponível em: www.readersdigest.ca. Acesso em: 25 fev. 2012.
Informações sobre pessoas famosas são recorrentes na mídia, divulgadas de forma impressa ou virtualmente. Em relação a Steve Jobs, esse texto propõe
a) expor as maiores conquistas da sua empresa. b) descrever suas criações na área da tecnologia. c) enaltecer sua contribuição para o mundo digital. d) lamentar sua ausência na criação de novas tecnologias. e) discutir o impacto de seu trabalho para a geração digital.
4)
Disponível em: www.gocomics.com. Acesso em: 26 fev. 2012.
A partir da leitura dessa tirinha, infere-se que o discurso de Calvin teve um efeito diferente do pretendido, uma vez que ele
a) decide tirar a neve do quintal para convencer seu pai sobre seu discurso. b) culpa o pai por exercer in uência negativa na formação de sua personalidade. c) comenta que suas discussões com o pai não correspondem às suas expectativas. d) conclui que os acontecimentos ruins não fazem falta para a sociedade. e) reclama que é vítima de valores que o levam a atitudes inadequadas.
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5) Do one thing for diversity and inclusion
The United Nations Alliance of Civilizations (UNAOC) is launching a campaign aimed at engaging people around the world to Do One Thing to support Cultural Diversity and Inclusion. Every one of us can do ONE thing for diversity and inclusion; even one very little thing can become a global action if we all take part in it.
Simple things YOU can do to celebrate the World Day for Cultural Diversity for Dialogue and Development on May 21.
1. Visit an art exhibit or a museum dedicated to other cultures. 2. Read about the great thinkers of other cultures. 3. Visit a place of worship di erent than yours and participate in the celebration. 4. Spread your own culture around the world and learn about other cultures. 5. Explore music of a di erent culture.
There are thousands of things that you can do, are you taking part in it? UNITED NATIONS ALLIANCE OF CIVILIZATIONS. Disponível em: www.unaoc.org. Acesso em: 16 fev. 2013 (adaptado).
Internautas costumam manifestar suas opiniões sobre artigos on-line por meio da postagem de comentários. O comentário que exempli ca o engajamento proposto na quarta dica da campanha apresentada no texto é:
a) “Lá na minha escola, aprendi a jogar capoeira para uma apresentação no Dia da Consciência Negra.” b) “Outro dia assisti na TV uma reportagem sobre respeito à diversidade. Gente de todos os tipos, várias tribos. Curti bastante.” c) “Eu me inscrevi no Programa Jovens Embaixadores para mostrar o que tem de bom em meu país e conhecer outras formas de ser.” d) “Curto muito bater papo na internet. Meus amigos estrangeiros me ajudam a aperfeiçoar minha pro ciência em língua estrangeira.” e) “Pesquisei em sites de culinária e preparei uma festa árabe para uns amigos da escola. Eles adoraram, principalmente, os doces!"
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ENEM 2012
Quotes of the Day Friday, Sep. 02. 2011
“There probably was a shortage of not just respect and boundaries but also love. But you do need, when they cross the line and break the law, to be very tough.” British Prime Minister DAVID CAMERON, arguing that those involved in the recent riots in England need “tough love” as he vows to “get to grips” with the country’s problem families.
Disponível em: www.time.com. Acesso em: 5 nov. 2011 (adaptado).
1) A respeito dos tumultos causados na Inglaterra em agosto de 2011, as palavras de alerta de David Cameron têm como foco principal
a) enfatizar a discriminação contra os jovens britânicos e suas famílias. b) criticar as ações agressivas demonstradas nos tumultos pelos jovens. c) estabelecer relação entre a falta de limites dos jovens e o excesso de amor. d) reforçar a ideia de que os jovens precisam de amor, mas também de rmeza. e) descrever o tipo de amor que gera problemas às famílias de jovens britânicos.
2) Aproveitando-se de seu status social e da possível in uência sobre seus fãs, o famoso músico Jimi Hendrix associa, em seu texto, os termos love, power e peace para justi car sua opinião de que
a) a paz tem o poder de aumentar o amor entre os homens. b) o amor pelo poder deve ser menor do que o poder do amor. c) o poder deve ser compartilhado entre aqueles que se amam. d) o amor pelo poder é capaz de desunir cada vez mais as pessoas. e) a paz será alcançada quando a busca pelo poder deixar de existir.
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3) Cartuns são produzidos com o intuito de satirizar comportamentos humanos e assim oportunizam a re exão sobre nossos próprios comportamentos e atitudes. Nesse cartum, a linguagem utilizada pelos personagens em uma conversa em inglês evidencia a
a) predominância do uso da linguagem informal sobre a língua padrão. b) dificuldade de reconhecer a existência de diferentes usos da linguagem. c) aceitação dos regionalismos utilizados por pessoas de diferentes lugares. d) necessidade de estudo da língua inglesa por parte dos personagens. e) facilidade de compreensão entre falantes com sotaques distintos.
I, too
I, too, sing America. I am the darker brother. They send me to eat in the kitchen When company comes, But I laugh, And eat well, And grow strong. Tomorrow, I’ll be at the table When company comes. Nobody’ll dare Say to me, “Eat in the kitchen,” Then. Besides, They’ll see how beautiful I am And be ashamed. I, too, am America.
HUGHES, L. In: RAMPERSAD, A.; ROESSEL, D. (Ed.). The collected poems of Langston Hughes. New York; Knopf, 1994.
4) Langston Hughes foi um poeta negro americano que viveu no século XX e escreveu I, too em 1932. No poema, a personagem descreve uma prática racista que provoca nela um sentimento de
a) coragem, pela superação. d) superioridade, pela arrogância. b) vergonha, pelo retraimento. e) resignação, pela submissão. c) compreensão, pela aceitação.
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23 February 2012 Last update at 16:53 GMT BBC World Service J. K. Rowling to pen rst novel for adults
Author J. K. Rowling has announced plans to publish her rst novel for adults, which will be “very di erent” from the Harry Potter books she is famous for. The book will be published worldwide although no date or title has yet been released. “The freedom to explore new territory is a gift that Harry’s success has brought me,” Rowling said. All the Potter books were published by Bloomsbury, but Rowling has chosen a new publisher for her debut into adult ction. “Although I’ve enjoyed writing it every bit as much, my next book will be very di erent to the Harry Potter series, which has been published so brilliantly by Bloomsbury and my other publishers around the world,” she said, in a statement. “I’m delighted to have a second publishing home in Little, Brown, and a publishing team that will be a great partner in this new phase of my writing life.”
Disponível em: www.bbc.co.uk. Acesso em: 24 fev. 2012 (adaptado).
5) J. K. Rowling tornou-se famosa por seus livros sobre o bruxo Harry Potter e suas aventuras, adaptados para o cinema. Esse texto, que aborda a trajetória da escritora britânica, tem por objetivo
a) informar que a famosa série Harry Potter será adaptada para o público adulto. b) divulgar a publicação do romance por J. K. Rowling inteiramente para adultos. c) promover a nova editora que irá publicar os próximos livros de J. K. Rowling. d) informar que a autora de Harry Potter agora pretende escrever para adultos. e) anunciar o novo livro da série Harry Potter publicado por editora diferente.
ENEM 2011
Para responder à questão de número 1, leia o texto ao lado.
1) Na fase escolar, é prática comum que os professores passem atividades extraclasse e marquem uma data para que as mesmas sejam entregues para correção.No caso da cena da charge, a professora ouve uma estudante apresentando argumentos para
a) discutir sobre o conteúdo do seu trabalho já entregue. b) elogiar o tema proposto para o relatório solicitado. c) sugerir temas para novas pesquisas e relatórios. d) reclamar do curto prazo para entrega do trabalho. e) convencer de que fez o relatório solicitado.
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2) Going to university seems to reduce the risk of 3) O projeto Mappiness, idealizado pela London dying from coronary heart disease. An American study School of Economics, ocupa-se do tema relacionado that involved 10 000 patients from around the world has found that people who leave school before the age a) ao nível de felicidade das pessoas em tempos of 16 are ve times more likely to su er a heart attack de guerra. and die than university graduates.' b) à di culdade de medir o nível de felicidade das pessoas a partir de seu humor. Em relação às pesquisas, a utilização da expressão c) ao nível de felicidade das pessoas enquanto falam university graduates evidencia a intenção de ao celular com seus familiares. informar que d) à relação entre o nível de felicidade das pessoas e o ambiente no qual se encontram. a) as doenças do coração atacam dez mil pacientes. e) à in uência das imagens gra tadas pelas ruas no b) as doenças do coração ocorrem na faixa dos aumento do nível de felicidade das pessoas. dezesseis anos. c) as pesquisas sobre doenças são divulgadas no Para responder à questão de número 4, leia o texto. meio acadêmico. d) jovens americanos são alertados dos riscos de War doenças do coração. Until the philosophy which hold one race superior e) maior nível de estudo reduz riscos de ataques And another inferior do coração. is nally and permanently discredited and abandoned, Everywhere is war – Me say war. Para responder à questão de número 3, leia o texto. That until there are no longer First class and second class citizens af any nation How’s your mood? Until the color of a man’s skin For an interesting attempt to measure cause and is of no more signi cance than the color of his eyes e ect try Mappiness, a project run by the London Me say war. School of Economics, which o ers a phone app that [...] prompts you to record your mood and situation. And until the ignoble and unhappy regimes The Mappiness website says: “We’re particularly that hold our brothers in Angola, in Mozambique, interested in how people’s happiness is a ected by South Africa sub-human bondage have been toppled, their local environment – air pollution, noise, green Utterly destroyed - spaces, and so on – which the data from Mappiness will Well, everywhere is war – Me say war. be absolutely great for investigating.” War in the east, war in the west Will it work? With enough people, it might. But there war up north, war down south – are other problems. We’ve been using happiness and war – war – rumours of war. well-being interchangeably. Is that ok? The di erence And until that day, the African continent will not comes out in a sentiment like: “We were happier during know peace. the war.” But was our well-being also greater then? We Africans will ght – we nd it necessary – And we know we shall win as we are con dent in the victory. [...]
MARLEY, B. Disponível em: http://www.sing365.com. Acesso em: 30 jun. 2011 (fragmento).
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4) Bob Marley foi um artista popular e atraiu muitos fãs com suas canções. Ciente de sua in uência social, na música War, o cantor se utiliza de sua arte para alertar sobre
a) a inércia do continente africano diante das injustiças sociais. b) a persistência da guerra enquanto houver diferenças raciais e sociais. c) as acentuadas diferenças culturais entre os países africanos. d) as discrepâncias sociais entre moçambicanos e angolanos como causa de con itos. e) a fragilidade das diferenças raciais e sociais como justi cativas para o início de uma guerra.
Para responder à questão de número 5, leia o texto.
5) A tira, de nida como um segmento de história em quadrinhos, pode transmitir uma mensagem com efeito de humor. A presença desse efeito no diálogo entre Jon e Gar eld acontece porque
a) Jon pensa que sua ex-namorada é maluca e que Gar eld não sabia disso. b) Jodell é a única namorada maluca que Jon teve, e Gar eld acha isso estranho. c) Gar eld tem certeza de que a ex-namorada de Jon é sensata, o maluco é o amigo. d) Gar eld conhece as ex-namoradas de Jon e considera mais de uma como maluca. e) Jon caracteriza a ex-namorada como maluca e não entende a cara de Gar eld.
ENEM 2010
Para responder à questão de número 1, leia o texto a seguir.
The death of the PC The days of paying for costly software upgrades are numbered. The PC will soon be obsolete. And Business Week reports 70% of Americans are already using the technology that will replace it. Merrill Lynch calls it “a $160 billion tsunami.” Computing giants including IBM, Yahoo!, and Amazon are racing to be the rst to cash in on this PC-killing revolution. Yet, two little-known companies have a huge head start. Get their names in a free report from The Motley Fool called, “The Two Words Bill Gates Doesn’t Want You to Hear...” Click here for instant access to this FREE report! Brought to you by the motley fool
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1) Ao optar por ler a reportagem completa sobre o assunto anunciado, tem-se acesso a duas palavras que Bill Gates não quer que o leitor conheça e que se referem
a) aos responsáveis pela divulgação desta informação na internet. b) às marcas mais importantes de microcomputadores do mercado. c) aos nomes dos americanos que inventaram a suposta tecnologia. d) aos sites da internet pelos quais o produto já pode ser conhecido. e) às empresas que levam vantagem para serem suas concorrentes.
Para responder à questão de número 2, leia o texto a seguir.
Viva la Vida I used to rule the world Seas would rise when I gave the word Now in the morning and I sleep alone Sweep the streets I used to own I used to roll the dice Feel the fear in my enemy’s eyes Listen as the crowd would sing “Now the old king is dead! Long live the king!” One minute I held the key Next the walls were closed on me And I discovered that my castles stand Upon pillars of salt and pillars of sand [...]
MARTIN, C. Viva la vida, Coldplay.In: Viva la vida or Death and all his friends. Parlophone, 2008.
2) Letras de músicas abordam temas que, de certa forma, podem ser reforçados pela repetição de trechos ou palavras. O fragmento da canção Viva la vida, por exemplo, permite conhecer o relato de alguém que
a) costumava ter o mundo aos seus pés e, de repente, se viu sem nada. b) almeja o título de rei e, por ele, tem enfrentado inúmeros inimigos. c) causa pouco temor a seus inimigos, embora tenha muito poder. d) limpava as ruas e, com seu esforço, tornou-se rei de seu povo. e) tinha a chave para todos os castelos nos quais desejava morar.
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Para responder à questão de número 3, leia o texto a seguir.
The weather man They say that the British love talking about the weather. For other nationalities this can be a banal and boring subject of conversation, something that people talk about when they have nothing else to say to each other. And yet the weather is a very important part of our lives. That at least is the opinion of Barry Gromett, press o cer for The Met O ce. This is located in Exeter, a pretty cathedral city in the southwest of England. Here employees – and computers – supply weather forecasts for much of the world.
Speak Up. Ano XXIII, no 275.
3) Ao conversar sobre a previsão do tempo, o texto mostra
a) o aborrecimento do cidadão britânico ao falar sobre banalidades. b) a falta de ter o que falar em situações de avaliação de línguas. c) a importância de se entender sobre meteorologia para falar inglês. d) as diferenças e as particularidades culturais no uso de uma língua. e) o con ito entre diferentes ideias e opiniões ao se comunicar em inglês.
Para responder à questão de número 4, veja a imagem.
Disponível em: http://www.chris-alexander.co.uk/1191. Acesso em: 28 jul. 2010 (adaptado).
4) De nidas pelos países membros da Organização das Nações Unidas e por organizações internacionais, as metas de desenvolvimento do milênio envolvem oito objetivos a serem alcançados até 2015. Apesar da diversidade cultural, esses objetivos, mostrados na imagem, são comuns ao mundo todo, sendo dois deles:
a) O combate à AIDS e a melhoria do ensino universitário. b) A redução da mortalidade adulta e a criação de parcerias globais. c) A promoção da igualdade de gêneros e a erradicação da pobreza. d) A parceria global para o desenvolvimento e a valorização das crianças. e) A garantia da sustentabilidade ambiental e o combate ao trabalho infantil.
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Para responder à questão de número 5, veja a imagem.
5) Os cartões-postais costumam ser utilizados por viajantes que desejam enviar notícias dos lugares que visitam a parentes e amigos. Publicado no site do projeto ANDRILL, o texto em formato de cartão-postal tem o propósito de
a) comunicar o endereço da nova sede do projeto nos Estados Unidos. b) convidar colecionadores de cartões-postais a se reunirem em um evento. c) anunciar uma nova coleção de selos para angariar fundos para a Antártica. d) divulgar às pessoas a possibilidade de receberem um cartão-postal da Antártica. e) solicitar que as pessoas visitem o site do mencionado projeto com maior frequência.
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ENEM UNIDADES PRISIONAIS - 2015
1) a) foi objeto de novelas televisivas baseadas em sua vida noturna e artística. b) manteve sua elegância e espírito cosmopolita, apesar das crises econômicas. c) teve sua energia e aspecto empreendedor ofuscados pela incerteza da economia. d) foi marcada historicamente por uma vida nanceira estável, com repercussão na arte. e) parou de atrair apreciadores da gastronomia, devido ao alto valor de sua moeda.
Disponível em: www.barhampc.kentparishes.gov.uk. 3) Horse or cow Acesso em: 31 jul. 2012. Prior to taking retirement and selling o his land, a Uma campanha pode ter por objetivo conscientizar farmer needed to get rid of all the animals he owned, a população sobre determinada questão social. Na so he decided to call on every house in his village. At campanha realizada no Reino Unido, a frase “A third houses where the man was the boss, he gave a horse; of the food we buy in the UK ends up being thrown at houses where the woman was the boss, he gave a away" foi utilizada para enfatizar o(a) dairy cow. Approaching one cottage, he saw a couple a) desigualdade social. gardening and called out, ‘Who’s the boss around here?’ b) escassez de plantações. ‘I am,’ said the man. c) reeducação alimentar. The farmer said: ‘I have a black horse and a brown d) desperdício de comida. horse. Which one would you like?’ e) custo dos alimentos. The man thought for a minute and said, ‘The black one.’ ‘No, no, get the brown one,’ said his wife. 2) 36 hours in Buenos Aires The farmer said, ‘Here’s your cow.’ Contemporary Argentine history is a roller coaster TIBBALLS, G. The book of senior jokes. Great Britain: of nancial booms and cracks, set to gripping political Michael O’Mara, 2009 (adaptado). soap operas. But through all the highs and lows, one thing has remained constant: Buenos Aires’s graceful O texto relata o caso de um fazendeiro prestes a elegance and cosmopolitan cool. This attractive city se aposentar e vender sua fazenda. O aspecto cômico continues to draw food lovers, design bu s and party desse texto provém da people with its riotous night life, fashion-forward styling and a favorable exchange rate. Even with the uncertain a) constatação pelo fazendeiro da razão de sua economy, the creative energy and enterprising spirit of aposentadoria. Porteños, as residents are called, prevail — just look to b) opinião dos vizinhos referente à forma de se livrar the growing ranks of art spaces, boutiques, restaurants dos animais. and hotels. c) percepção do fazendeiro quanto à relação de SINGER, P. Disponível em: www.nytimes.com. Acesso em: 30 poder entre o casal. jul. 2012. d) agressividade da esposa relacionada a um questionamento inocente. Nesse artigo de jornal, Buenos Aires é apresentada e) indecisão dos cônjuges quanto à melhor escolha como a capital argentina, que a ser feita no momento.
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4) First footing
One of the major Hogmanay custos was “ rst-footing”. Shortly after the “bells” – the stroke of midnight when public clocks would chime to signal the start of the new year —, neighbours would visit one another’s houses to wish each other a good new year. This visiting was Known as “ rst-footing”, and the luckiest rst-foot into any house was a tall, dark and handsome man — perhaps as a reward to the woman who traditionally had spent the previous day scrubbing her house (another Hogmanay ritual). Women or red heads, however, were always considered bad luck as rst-foots. First-foots brought symbolic gifts to “handset” the house: coal for the re, to ensure that the house would be warm and safe, and shortbread or black bun (a type of fruit cake) to symbolise that the household would never go hungry that year. First-footing has faded in recent years, particularly with the growth of the major street celebrations in Edinburgh and Glasgow, although not the Scots love of a good party, of which there are plenty on the night! Disponível em: www.visitscotland.com. Acesso em: 23 nov. 2011.
A partir da leitura do texto sobre a comemoração do Ano-novo na Escócia, observa-se que, com o tempo, aspectos da cultura de um povo podem ser
a) passados para outros povos. b) substituídos por outras práticas. c) reforçados pelas novas gerações. d) valorizados pelas tradições locais. e) representados por festas populares.
5) Annual Greenhouse Gas Emissions by Sector A emissão de gases tóxicos na atmosfera traz diversas consequências para nosso planeta. De acordo com o grá co, retirado do texto Global warming is an international issue, observa-se que
a) as queimadas poluem um pouco mais do que os combustíveis usados nos meios de transporte. b) as residências e comércios são os menores emissores de gases de efeito estufa na atmosfera. c) o processo de tratamento de água contribui para a emissão de gases poluentes no planeta. d) os combustíveis utilizados nos meios de transportes poluem mais do que as indústrias. e) os maiores emissores de gases de efeito estufa na atmosfera são as usinas elétricas.
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ENEM UNIDADES PRISIONAIS - 2014
1)
Disponível em: http://1.bp.blogspot.com. Acesso em: 30 jul 2012.
Implementar políticas adequadas de alimentação e nutrição é uma meta prioritária em vários países do mundo. A partir da campanha If you can´t read it, why eat it?, os leitores são alertados para o perigo de
a) acessarem informações equivocadas sobre a formulação química de alimentos empacotados. b) consumirem alimentos industrializados sem o interesse em conhecer a sua composição. c) desenvolverem problemas de saúde pela falta de conhecimento a respeito do teor dos alimentos. d) incentivarem crianças a ingerirem grande quantidade de alimentos processados e com conservantes. e) ignorarem o aumento constante da obesidade causada pela má alimentação na fase de desenvolvimento da criança.
2) Languages and cultures use non-verbal communication which conveys meaning. Although many gestures are similar in Thai and English such as nodding for a rmation many others are not shared. A good example of this is the ubiquitous “Thai smile”. The “smile” carries a far wider range of meanings in Thai than it does in English culture. This can sometimes lead to serious communication breakdowns between Thais and English speakers. An example from my own early experience in Thailand illustrates the point. When confronting the Thai owner of a language school with administrative problems, complaints regarding student numbers in the class were met by a beaming smile and little else. I took this to mean lack of concern or an attempt to trivialise or ignore the problem. I left the discussion upset and angry by what appeared to be the owner’s o hand attitude to my problems. It was only later when another native speaking English teacher, with considerably more experience of Thailand, explained that a smile meant an apology and the fact that the following day all my complaints had been addressed, that I fully understood the situation. Disponível em: www.spring.org.uk. Acesso em: 11 jul. 2011 (fragmento).
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Viver em um país estrangeiro pode ser uma JOBS, S. Disponível em: www.msnbc.msn.com. Acesso em: experiência enriquecedora, embora possa também ser 28 fev. 2012 (adaptado). um desa o, pelo choque cultural. A experiência relatada pelo autor do texto revela diferentes atribuições de Ao abordar o deslocamento de várias espécies, com sentido a um determinado comportamento, mostrando base em um estudo que leu, Steve Jobs apresenta o que naquela situação o sorriso indicava um(a) computador como uma ferramenta que
a) forma educada de fazer uma reclamação. a) amplia a quantidade de energia gasta no planeta. b) modo irônico de reagir a uma solicitação. b) alcança a mesma velocidade de uma bicicleta. c) jeito de reconhecer um erro e se desculpar. c) altera a velocidade com a qual nos movemos. d) tentativa de minimizar um problema. d) torna of meiso de transporte mais e cientes. e) estratégia para esconder a verdade. e) aumenta o potencial de nossas mentes.
3) Tennesse Mountain Properties 5) Turning Brown Description A four-year-old boy was eating an apple in the back seat of the car, when he asked, “Daddy, why is my apple Own a renovated house for less than $290 per turning brown?” month!!!!!! New windows, siding, ooring (laminate “Because,” his dad explained, “after you ate the skin throughout and tile in entry way and bathroom), o , the meat of the apple came into contact with the air, kitchen cabinets, counter top, back door, fresh paint which caused it to oxidize, thus changing the molecular and laundry on main oor. Heat billsare very low due structure and turning it into a di erent color.” to a good solid house and an energy e cient furnace. There was a long silence. Then the son asked softly, “Daddy, are you talking to me?” Disponível em: www.freerealstateads.net. Acesso em 30 nov. 2011 (adaptado). Disponível em: http://hayspost.com. Acesso em: 10 nov. 2011. Em jornais, há diversos anúncios que servem aos Considerando os participantes da conversa nessa leitores. O conteúdo do anúncio veiculado por este piada, nota-se que o efeito de humor é obtido em função texto interessará a alguém que esteja procurando
a) da di culdade que o pai estava enfrentando para a) emprego no setor imobiliário. dar uma resposta ao lho. b) imóvel residencial para compra. b) de o pai dizer que a maçã tem carne e que muda c) serviço de reparos em domicílio. de cor em contato com o ar. d) pessoa para trabalho doméstico. c) de um menino de quatro anos entender uma e) curso de decorador de interiores. explicação cientí ca sobre a oxidação. d) do fato de a criança não saber por que a maçã 4) I read a study that measured the e ciency of que estava comendo era marrom. locomotion for various species on the planet. The e) da escolha inadequada do tipo de linguagem condor used the least energy to move a kilometer. para se conversar com uma criança. Humans came in with a rather unimpressive showing about a third of the way down the list ... That didn’t look so good, but then someone at Scienti c American had the insight to test the e ciency of locomotion for a man on a bicycle. And a man on a bicycle blew the condor away. That’s what a computer is to me: the computer is the most remarkable tool that we’ve ever come up with. It’s the equivalent of a bicycle for our minds.
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ENEM UNIDADES PRISIONAIS - 2013
1) his presence you can’t help feeling happier. If you ask him if he’s happy, even though he’s su ered the loss of his country, the Dalai Lama will give you an unconditional yes. What’s more, he’ll tell you that happiness is the purpose of life, and that “the very motion of our life is towards happiness”. How to get there has always been the question. He’s tried to answer it before, but he’s never had the help of a psychiatrist to get the message across in a context we can easily understand.
LAMA, D.; CUTLER, H. The Art of Happiness: a handbook for living. Putnam Books, 1998.
Pelo título e pela sinopse do livro de Lama e Cutler, constata-se que o tema da obra é
a) o sucesso dos autores no Tibet. b) a busca da felicidade no cotidiano. c) o Prêmio Nobel recebido por Lama. Disponível em: www.seton.com. Acesso em: 28 fev. 2012. d) a liderança de Dalai Lama no Tibet. e) a discussão de Lama e seu psiquiatra. Placas como a da gravura são usadas para orientar os usuários de um espaço urbano. Essa placa, 3) Cyberbullying is harassment through electronic especi camente, tem a função de avisar que somente means such as telephone text messages, social media such as Facebook and Twitter or online blogs and a) as despesas feitas com estacionamento são bulletin boards. In normal bullying, students are given deduzidas. a daily break from the torment as bully and victim b) os donos de carro entram no estacionamento do each go to their separate homes. But for victims of parque. cyberbullying, there is no reprieve, as the abuse enters c) o proprietário autoriza a validação do into their private lives. In the US, there are at least 44 estacionamento. states that have anti-bullying laws on the books. While d) os rebocadores precisam de permissão para only six of them use the actual word “cyberbullying”, 31 entrar no local. others have laws that speci cally mention “electronic e) os veículos autorizados podem estacionar harassment”. naquela área. Prosecution in the UK is a little more di cult. While all schools are required to have anti-bullying policies 2) The art of happiness in place, cyberbullying itself is not named as a criminal o ence. O enders in the UK would have to be charged Nearly every time you see him, he’s laughing or at under various other laws, including the Protection from least smiling. And he makes everyone else around him Harassment Act of 2003. This makes prosecution much feel like smiling. He’s the Dalai Lama, the spiritual and more di cult. temporal leader of Tibet, a Nobel Prize winner, and an Authorities agree that in order to stop cyberbullying, increasingly popular speaker and statesman. Why is he there has to be parental involvement. Parents need to so popular? Even after spending only a few minutes in be vigilant about their children’s access to technology.
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They should monitor their children’s use of social media, especially children under the age of 14. Bullies are not going to simply disappear, but parents can go a long way in protecting their children from being bullied.
Go! English, ano II, n. 14 (fragmento).
De acordo com o texto, nos Estados Unidos, alguns estados têm leis especí cas para assédio via meios eletrônicos. Já no Reino Unido, a instauração de processos contra praticantes de cyberbullying é mais difícil porque
a) as vítimas precisam recorrer a outras leis existentes, pois o cyberbullying não é considerado crime. b) as leis que regulamentam o uso da internet e dos meios eletrônicos de comunicação são inexistentes. c) os pais das vítimas não têm interesse em denunciar os agressores de seus lhos às autoridades competentes. d) os estudantes com idade inferior a 18 anos não podem sofrer acusações de prática de cyberbullying ou bullying. e) as leis como a de Proteção contra Atos de Assédio de 2003 estabelecem que o cyberbullying não é crime.
4)
Disponível em: www.arcamax.com. Acesso em: 26 fev. 2012.
Tirinhas são construídas a partir de contextos sociais e podem promover re exões diversas. Essa tirinha provoca no leitor uma re exão acerca da
a) divisão de espaço com os pais. b) perda da atenção dos pais. c) submissão aos pais. d) ausência dos pais. e) semelhança com os pais.
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5) Movie: Hijras – The Third Gender Director: Devika Urvashi Bhisé Duration: 29 minutes
Hijras are the outcastes of Indian society and live on its fringes. These eunuchs (originally only castrated males) were once employed by sultans and maharajas to guard the women in their harems. Now shunned by society, they are treated with less respect than the Dalits, or untouchables. Considered neither men nor women, Hijras have no constitutional rights. Currently, there is an ongoing debate in India regarding whether or not they should be granted the status of a third gender. Most hijras are genetically born as men, but believe they are women within. The rest are hermaphrodites with some abnormality in genitalia. For those born men, becoming a hijra is a painful process that involves removing the entire genitalia in a secret ceremony that is often undergone without any anesthetic. Currently, most hijras have only three ways in which they can make a living: prostitution, begging, and as performing shamans removing bad luck and/or spells from suspicious Indian households. Sex work is one of the only options for hijras because there are few employment opportunities available to them. Hijras are most commonly seen knocking on car windows, begging for money at stoplights. Although hijras are feared for their dissimilarities, they are also revered for their alleged mystical abilities. Most Indian families seek their blessings during any auspicious ceremony such as a birth, a wedding, or the building of a new house. As pariahs of society, they are subjected to prejudice that is often translated into verbal abuse, humiliation, extreme discrimination, and violence in public as well as private venues. I have documented a short lm to create awareness of the plight of this segment of society and allow their voices to be heard. I was privileged to share this community’s inner life and have tried to capture its stark reality as a friend rather than a voyeur. The lming took place from June 2008 to September 2008 in various cities and locations in India.
Disponível em: www.engendered.org. Acesso em: 25 fev. 2012.
O lme Hijras – The Third Gender tem como objetivo chamar atenção para a situação vivida por um segmento da sociedade indiana, os hijras. De acordo com o que se captura dessas vozes no lme e do que se lê no texto, esse segmento reivindica
a) os mesmos direitos dos dalits, ou intocáveis. b) o direito constitucional de sair da marginalidade. c) um processo mais humano de mudança de sexo. d) a regulamentação de suas atuais funções sociais. e) o reconhecimento de suas habilidades místicas.
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ENEM UNIDADES PRISIONAIS - 2012
1)
BELL, D. Disponível em: www.candorville.com. Acesso em: 29 fev. 2012.
Com base nas informações verbais e no contexto social da tirinha, infere-se que o cliente
a) constrange e intimida o garçom, a m de não pagar a conta devida. b) está indisposto para conversar com o garçom sobre assuntos pessoais. c) explica ao garçom que vai aguardar outra pessoa chegar ao restaurante. d) mostra descontentamento com o serviço para não ter que pagar por ele. e) demonstra bom humor, fazendo piada no momento de fechar a conta.
2) Home is where the heart is The heart of psychosocial care is to be found in the home and it is here that the main trust of external e orts to improve the wellbeing of vulnerable children must be directed. The best way to support the wellbeing of young children a ected by HIV/AIDS is to strengthen and reinforce the circles of care that surround children. Some children — especially those living outside families, on the streets or institutions, with chronically ill caregivers, and orphans — are more vulnerable and especially require psychosocial care and support. However, this social support needs to be provided in family settings, with the same characteristics of commitment, stability, and individualized a ectionate care. The primary aim of all psychosocial support programmes should be an encouraging and enabling family support, including foster care, and placing and maintaining young children in stable and a ectionate family environments. Only secondarily should direct services be provided to a ected children.
RICHTER, L.; FOSTER, G.; SHERR, L. Where the heart is: meeting the psychosocial needs of young children in the context of HIV/ AIDS. Holanda: Bernard van Leer Foundation, 2006 (adaptado).
Ao tratar dos problemas psicossociais dos portadores do vírus HIV/AIDS, o texto argumenta que
a) as crianças em ambiente familiar enfrentam melhor a doença. b) o suporte das instituições traz mais benefícios que o familiar. c) as famílias dos portadores do HIV aprendem umas com as outras. d) a recuperação dos portadores do vírus HIV exige internamento. e) o tratamento dos pacientes depende de nanciamento externo.
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3) Scared t
My body was telling me things I did not want to hear. In February 2010, my doctor con rmed what my body was telling me. My not feeling well was a result of years of neglecting my body and diet. At 62, I had developed high blood pressure, type 2 diabetes, and my cholesterol was going through the roof. At 4’ 10” and weighing 227 pounds, the problem was in the mirror looking back at me. My doctor said, “lose weight, start eating healthy, and start exercising if you want to live to a ripe old age”. Needless to say, I was scared I wouldn’t see my grandkids and great-grandkids grow up.
PAZ, A. Disponível em: www.healthand tnessmag.com. Acesso em: 28 fev. 2012.
No texto Scared t, que relata a experiência de Amanda de la Paz relacionada aos cuidados com a saúde, a palavra scared faz referência ao seu medo de
a) emagrecer mais que o necessário. b) encarar exercícios físicos pesados. c) enfrentar sua aparência no espelho. d) sofrer as consequências de seu descuido. e) enfrentar uma dieta com restrição de doces.
4) Our currency
Australia was the rst country in the world to have a complete system of bank notes made from plastic (polymer). These notes provide much greater security against counterfeiting. They also last four times as long as conventional paper ( brous) notes. The innovative technology with which Australian bank notes are produced — developed entirely in Australia — o ers artists brilliant scope for the creation of images that re ect the history and natural environment of Australia. At the same time, the polymer notes are cleaner than paper notes and easily recyclable. Australia’s currency comprises coins of 5, 10, 20 and 50 cent and one and two dollar denominations; and notes of 5, 10, 20, 50 and 100 dollar denominations.
AUSTRALIA GOVERNMENT. About Australia. Disponível em: www.newzealand.com. Acesso em: 7 dez. 2011.
O governo da Austrália, por meio de seu Departamento de Assuntos Estrangeiros, divulga inovações tecnológicas desse país. Associando as informações apresentadas na busca pelo tema, percebe-se que o texto se refere
a) à educação ambiental na Austrália. b) ao sistema monetário australiano. c) aos expoentes da arte australiana. d) à situação econômica da Austrália. e) ao controle bancário australiano.
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5) Ebonics
The word ebonics is made up of two words. Ebony, which means black and phonics, which refers to sound. It is a systematic rule-governed natural speech that is consistent as any other language in sentence structure. This is referred to as syntax. What makes this speech pattern uniquely di erent to “so called” American Standard English is its verb tense or lack of it. An example of this can be seen in the sentence, “He is sick today”. This same sentence translated in ebonics would read, “He sick today”. As you can see the verb has been omitted. However, this speech pattern is consistently used. Major controversy has arisen whether or not ebonics is a separate language or simply a dialect. In doing my research, I have found that most linguists take the position that ebonics is a dialect. What distinguishes dialect from language is that in dialect two speakers share most or some of the same vocabulary and is recognizable and understandable. In contrast, separate languages are present only when the inability to communicate verbally occurs.
Disponível em: www.writework.com. Acesso em: 17 ago. 2011 (adaptado).
A linguística é a ciência que se interessa pela linguagem humana em seus mais diferentes aspectos, e assim nos ajuda a pensar sobre a diversidade cultural e linguística. Nesse texto, a questão da diversidade linguística é discutida por meio
a) da polêmica em torno da legitimação do ebônico como uma língua. b) da di culdade de aceitação do ebônico como uma mistura de línguas. c) do reconhecimento conquistado pelos afroamericanos falantes do ebônico. d) do desprestígio do dialeto ebônico socialmente marcado pelos linguistas. e) do impedimento de compreensão entre falantes de dialetos distintos.
ENEM UNIDADES PRISIONAIS - 2011
1) Ao estabelecer uma relação entre a Matemática e o blues a partir da opinião pessoal de um dos rapazes, a charge sugere que
a) as canções iniciadas com a contagem de 1 a 4 fazem lembrar o blues. b) o blues, com seu ritmo depressivo, alivia o sentimento causado pela Matemática. c) as canções devem se iniciar com a contagem de 1 a 4 para se tornarem tristes. d) o blues, assim como a Matemática, consegue despertar um sentimento inspirador. e) o sentimento despertado pela Matemática serve como motivação para o blues.
GLASBERGEN, R. Today’s cartoon. Disponível em: http://www.glasbergen.com. Acesso em: 23 jul. 2010.
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2)
Disponível em: http://www.comics.com. Acesso em: 28 abr. 2011. A tirinha é um gênero textual que, além de entreter, trata de diferentes temas sociais. No caso dessa tirinha, as falas no 3º quadrinho revelam o foco do tema, que é
a) a curiosidade dos lhos ao interpelarem os pais. b) a desobediência dos lhos em relação aos pais. c) a paciência dos pais ao conversarem com os lhos. d) a postura questionadora dos lhos em relação aos pais. e) o cansaço dos pais em repetir as coisas para os lhos. 3) Last Monday was a really awful day. I got to school late because I had missed the bus. Then I had a Math test and did badly because I hadn’t studied for it. Things went from bad to worse: while I was waiting for the bus home I realised I had lost my money so I had to walk home. I really wanted to go to the cinema with my parents that evening but by the time I got home they had already gone out. I put my dinner in the oven, went to watch TV and fell asleep. When I woke up an hour later, there was a terrible smell and smoke coming up the stairs: I had forgotten to take my dinner out of the oven.
ACEVEDO, A.; GOWER, M. High Flyer. Longman, 1996.
A intenção do narrador, nesse texto, é
a) descrever o incidente na cozinha. b) justi car a perda de uma prova. c) lamentar a perda da aula. d) reclamar do atraso do ônibus. e) relatar um dia de problemas.
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4) Mary Mac’s mother’s making Mary Mac marry me. My mother’s making me marry Mary Mac. Will I always be so Merry when Mary’s taking care of me? Will I always be so merry when I marry Mary Mac? (from a song by Carbon Leaf)
Disponível em: http://www.uebersetzung.at. Acesso em: 27 jun. 2011.
O trava-língua, além de funcionar como um exercício de pronúncia, também pode abordar assuntos relacionados à sociedade. No texto, o tema abordado refere-se
a) à união de duas pessoas que se amam há anos. b) à decisão de Mary Mac de se casar com seu amor. c) aos cuidados de Mary Mac com seu futuro esposo. d) às dúvidas do lho sobre a felicidade após o casamento. e) à felicidade da mãe com relação ao casamento da lha.
5) Slumdog Millionaire
Danny Boyle’s “Slumdog Millionaire” hits the ground running. This is a breathless, exciting story, heartbreaking and exhilarating at the same time, about a Mumbai orphan who rises from rags to riches on the strength of his lively intelligence. The lm’s universal appeal presents the real India to millions of moviegoers for the rst time. The real India, supercharged with a plot as reliable and eternal as the hills. The lm’s surface is so dazzling that you hardly realize how traditional it is underneath. But it’s the buried structure that pulls us through the story like a big engine on a short train. By the real India, I don’t mean an unblinking documentary like Louis Malle’s “Calcutta” or the recent “Born Into Brothels.” I mean the real India of social levels that seem to be separated by centuries. What do people think of when they think of India? On the one hand, Mother Teresa, “Salaam Bombay!” and the wretched of the earth. On the other, the “Masterpiece Theater”-style images of “A Passage to India,” “Gandhi” and “The Jewel in the Crown.” The lm uses dazzling cinematography, breathless editing, driving music and headlong momentum to explode with narrative force, stirring in a romance at the same time.
EBERT, R. Disponível em: http://rogerebert.suntimes.com. Acesso em: 11 abr. 2011 (adaptado).
O texto trata do premiado lme indiano “Slumdog Millionaire”. Segundo a resenha apresentada, a história retrata uma Índia real, uma vez que
a) retrata sentimentos universais compartilhados por algumas culturas. b) revela a tradicional separação de classes sociais em um cenário inovador. c) se assemelha a documentários anteriormente produzidos por outros cineastas. d) representa o caráter romântico da cultura indiana expressa em suas produções. e) aproxima a nova cinematogra a indiana de lmes grandiosos produzidos em outros países.
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ENEM UNIDADES PRISIONAIS - 2010
1) The record industry 2) The six-year molars
The record industry is undoubtedly in crisis, with The six-year molars are the “keystone” of the dental labels laying o employees in continuation. This is arch. They are also extremely susceptible to decay. because CD sales are plummeting as youngsters prefer Parents have to understand that these teeth are to download their music from the Internet, usually free very important. Over 25% of 6 to 7 year old children of charge. have beginning cavities in one of the molars. And yet it´s not all gloom and doom. Some labels are The early loss of one of these molars causes serious in fact thriving. Putumayo World Music, for example, is problems in childhood and adult life. It is never easy for growing, thanks to its catalogue of ethnic compilation parents to make kids take care of their teeth. Even so, albums, featuring work by largely unknown artists from parents have to insist and never give up. around the planet. Putumayo, which takes its name from a valley in Módulo do Ensino Integrado : Fundamental, Médio, Colombia, was founded in New York in 1993. It began Pro ssional- DCL. life as an alternative clothing company, but soon O texto aborda uma temática inerente ao processo decided to concentrate on music. Indeed its growth de desenvolvimento do ser humano, a dentição. Há appears to have coincided with that of world music as informação quanti cada na mensagem quando se diz a genre. que as cáries dos dentes mencionados
Speak Up. Ano XXIII, nº 275 (fragmento). a) acontecem em mais de 25% das crianças entre seis e sete anos. A indústria fonográ ca no século XX e, como b) ocorrem em menos de 25% das crianças entre consequência, as empresas enfrentaram crises. Entre seis e sete anos. as causas, o texto da revista Speak Up aponta c) surgem em uma pequena minoria das crianças. d) começam em crianças acima dos 7 anos. a) o baixo interesse dos jovens por alguns gêneros e) podem levar dezenas de anos para ocorrer. musicais. b) o acesso a músicas, geralmente sem custo, pela Internet. c) a compilação de álbuns com diferentes estilos musicais. d) a ausência de artistas populares entre as pessoas mais jovens. e) o aumento do número de cantores desconhecidos.
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3) Hip hop music
Hip hop music is a musical genre which developed as part of hip hop culture, and is de ned by key stylistic elements such as rapping, DJing, sampling (or synthesis), scratching and beatboxing. Hip hop began in the South Bronx of New York City in the 1970s. The term rap is often used synonymously with hip hop, but hip hop denotes the practices of an entire subculture.
Disponível em: http://en.wikipedia.org. Acesso em: 8 jul. 2010.
Brazilian hip hop is one of the world’s major hip hop scenes, with active rap, break dance, and gra ti scenes, especially in São Paulo, where groups tend to have a more international style, in uenced by old school hip hop and gangsta rap. Brazilian rap has served as a re ection of politicial, social, and racial issues plaguing the disenfranchised youth in the suburbs of São Paulo and Rio. The lyrical content, band names, and song names used by Brazilian hip hop artists often connote the socio-political issues surrounding their communities.
Disponível em: http://en.wikipedia.org. Acesso em: 8 jul. 2010 (fragmento).
Sendo a música uma das formas de manifestação cultural de um país, o rap brasileiro, a partir das informações do texto, tem sido caracterizado
a) pela in uência internacional nos nomes de bandas e de músicas. b) como um instrumento de re exão crítica do jovem da periferia. c) pela irreverência dos cantores, adeptos e suas vestimentas. d) como um gênero musical de menor prestígio na sociedade. e) pela criatividade dos primeiros adeptos do gênero hip hop.
4) Crystal Ball Come see your life in my crystal glass – Twenty- ve cents is all you pay. Let me look into your past – Here’s what you had for lunch today: Tuna salad and mashed potatoes, Collard greens pea soup and apple juice, Chocolate milk and lemon mousse. You admit I’ve got told it all? Well, I know it, I confess, Not by looking, in my ball, But just by looking at your dress.
SILVERSTEIN, S. Falling up. New York: Harper Collins Publishers, 1996.
A curiosidade a respeito do futuro pode exercer um fascínio peculiar sobre algumas pessoas, a ponto de colocá-las em situações inusitadas. Na letra da música Crystal Ball! revelado à pessoa que ela
a) recebeu uma boa notícia. c) se sujou durante o almoço. e) encontrou uma moeda. b) ganhou um colar de pedras. d) comprou vestidos novos.
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Os aparelhos eletrônicos contam com um número cada vez maior de recursos. O autor do desenho detalha os diferentes acessórios e características de um celular e, a julgar pela maneira como os descreve, ele
a) prefere os aparelhos celulares com i p , mecanismo que se dobra, estando as teclas protegidas contra eventuais danos. b) apresenta uma opinião sarcástica com relação aos aparelhos celulares repletos de recursos adicionais. c) escolhe seus aparelhos celulares conforme o tamanho das teclas, facilitando o manuseio. d) acredita que o uso de aparelhos telefônicos portáteis seja essencial para que a comunicação se dê a qualquer instante. e) julga essencial a presença de editores de textos nos celulares, pois ele pode concluir seus trabalhos pendentes fora do escritório.
Disponível em: http://www.weblogcartoons.com. Acesso em: 13 jul. 2010.
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UPF 2020 - VERÃO
1 B 3 E 5 E 7 B 2 C 4 D 6 D 8 A
UPF 2019 - INVERNO
1 C 3 E 5 A 7 D 2 A 4 B 6 E 8 D
UPF 2019 - VERÃO
1 C 3 A 5 C 7 D 2 B 4 E 6 C 8 A
UPF 2018 - INVERNO
1 B 3 A 5 D 7 E 2 C 4 B 6 E 8 D
UPF 2018 - VERÃO
1 A 3 D 5 E 7 E 2 C 4 D 6 B 8 A
UPF 2017 - INVERNO
1 A 3 B 5 E 7 B 2 C 4 D 6 E 8 D
225 R PRÁTICA DE PROVAS | GABARITOS
FUVEST 2020
1 6 11 16 21 26 2 7 12 17 22 27 3 8 13 18 23 28 4 9 14 19 24 29 5 10 15 20 25 30
FUVEST 2019
1 6 11 16 21 26 2 7 12 17 22 27 3 8 13 18 23 28 4 9 14 19 24 29 5 10 15 20 25 30
FUVEST 2018
1 6 11 16 21 26 2 7 12 17 22 27 3 8 13 18 23 28 4 9 14 19 24 29 5 10 15 20 25 30
FUVEST 2015
1 6 11 16 21 26 2 7 12 17 22 27 3 8 13 18 23 28 4 9 14 19 24 29 5 10 15 20 25 30
226 GABARITOS | PRÁTICA DE PROVAS R
UnB 2019
1 C 6 X 11 E 16 E 21 E 26 E 2 E 7 C 12 E 17 C 22 E 27 E 3 C 8 E 13 X 18 C 23 E 28 C 4 E 9 C 14 C 19 E 24 E 29 X 5 C 10 C 15 C 20 C 25 C 30 D
X: Anulada
UnB 2018
1 E 6 E 11 C 16 C 21 C 26 E 2 E 7 C 12 C 17 E 22 C 27 C 3 C 8 E 13 E 18 E 23 E 28 E 4 C 9 E 14 C 19 E 24 E 29 D 5 C 10 E 15 C 20 C 25 E 30 D
UFSC 2020 - VERÃO
1 03 3 66 5 21 7 36 2 37 4 11 6 40 8 41
UFSC 2019 - INVERNO
1 96 3 36 5 88 7 21 2 07 4 35 6 34 8 09
UFSC 2019 - VERÃO
1 18 3 24 5 17 7 36 2 44 4 29 6 42 8 26
227 R PRÁTICA DE PROVAS | GABARITOS
UFSC 2018 - INVERNO
1 03 3 18 5 29 7 17 2 06 4 19 6 16 8 17
UFSC 2018 - VERÃO
1 08 3 05 5 21 7 14 2 22 4 17 6 19 8 20
UFRGS 2020
1 C 6 A 11 C 16 B 21 D 2 B 7 B 12 E 17 E 22 A 3 D 8 C 13 C 18 D 23 A 4 D 9 D 14 A 19 A 24 A 5 E 10 B 15 E 20 C 25 D
UFRGS 2019
1 E 6 A 11 D 16 E 21 C 2 E 7 A 12 D 17 A 22 A 3 D 8 C 13 B 18 C 23 D 4 C 9 B 14 C 19 D 24 B 5 D 10 A 15 C 20 B 25 E
UFRGS 2018
1 D 6 B 11 C 16 A 21 C 2 E 7 C 12 A 17 E 22 B 3 C 8 D 13 E 18 A 23 D 4 E 9 C 14 B 19 D 24 A 5 D 10 B 15 C 20 B 25 D
228 GABARITOS | PRÁTICA DE PROVAS R
UFRGS 2017
1 C 6 C 11 B 16 E 21 C 2 E 7 B 12 B 17 C 22 E 3 E 8 C 13 D 18 B 23 B 4 A 9 B 14 B 19 A 24 A 5 C 10 D 15 A 20 D 25 D
UFRGS 2016
1 D 6 B 11 D 16 B 21 D 2 D 7 E 12 C 17 B 22 C 3 B 8 B 13 D 18 C 23 C 4 E 9 A 14 C 19 A 24 D 5 A 10 C 15 D 20 C 25 B
PUC-RS 2020 - VERÃO
1 D 3 C 5 C 7 D 9 B 2 A 4 D 6 A 8 B 10 C
PUC-RS 2019 - VERÃO
1 D 3 C 5 C 7 B 9 A 2 B 4 C 6 B 8 D 10 A
PUC-RS 2018 - VERÃO
1 C 3 D 5 A 7 B 9 D 2 B 4 A 6 B 8 C 10 C
229 R PRÁTICA DE PROVAS | GABARITOS
PUC-RS 2017 - INVERNO
1 B 3 A 5 D 7 B 9 D 2 E 4 E 6 C 8 E 10 B
PUC-RS 2017 - VERÃO
1 E 3 C 5 C 7 E 9 D 2 D 4 B 6 A 8 B 10 B
PUC-RS 2016 - INVERNO
1 A 3 C 5 B 7 C 9 B 2 A 4 D 6 C 8 E 10 B
PUC-RS 2016 - VERÃO
1 D 3 D 5 E 7 A 9 B 2 A 4 D 6 A 8 B 10 E
UCS 2020 - VERÃO
1 C 3 C 5 A 7 E 9 C 2 B 4 B 6 E 8 B 10 C
UCS 2019 - VERÃO
1 B 3 A 5 A 7 E 9 E 2 B 4 C 6 A 8 B 10 B
230 GABARITOS | PRÁTICA DE PROVAS R
UCS 2018 - INVERNO
1 B 3 E 5 D 7 B 9 C 2 D 4 C 6 E 8 A 10 A
UCS 2018 - VERÃO
1 C 3 B 5 D 7 D 9 A 2 D 4 B 6 A 8 C 10 E
UCS 2017 - INVERNO
1 E 3 A 5 E 7 B 9 D 2 C 4 E 6 A 8 E 10 C
UCS 2017 - VERÃO
1 D 3 A 5 C 7 E 9 A 2 D 4 B 6 B 8 A 10 E
UCS 2016 - INVERNO
1 C 3 B 5 C 7 A 9 B 2 D 4 E 6 A 8 C 10 D
UCS 2016 - VERÃO
1 D 3 C 5 D 7 C 9 A 2 E 4 D 6 B 8 A 10 A
231 R PRÁTICA DE PROVAS | GABARITOS
ENEM ENEM 2019 2019 - PPL
1 B 2 B 3 E 4 D 5 A 1 E 2 D 3 A 4 B 5 B
ENEM ENEM 2018 - 1ª APLICAÇÃO 2018 - 2ª APLICAÇÃO
1 B 2 B 3 D 4 E 5 E 1 B 2 D 3 A 4 A 5 B
ENEM ENEM 2017 - 1ª APLICAÇÃO 2017 - 2ª APLICAÇÃO
1 D 2 D 3 C 4 D 5 E 1 A 2 B 3 C 4 B 5 A
ENEM ENEM 2016 - 1ª APLICAÇÃO 2016 - 2ª APLICAÇÃO
1 D 2 E 3 C 4 E 5 A 1 C 2 D 3 D 4 A 5 B
ENEM ENEM 2016 - 3ª APLICAÇÃO 2015
1 D 2 E 3 B 4 E 5 E 1 A 2 A 3 C 4 D 5 E
ENEM ENEM 2014 2013
1 C 2 D 3 A 4 C 5 A 1 A 2 B 3 C 4 C 5 C
ENEM ENEM 2012 2011
1 D 2 B 3 B 4 A 5 D 1 E 2 E 3 D 4 B 5 D
232 GABARITOS | PRÁTICA DE PROVAS R
ENEM ENEM 2010 UNIDADES PRISIONAIS - 2015
1 E 2 A 3 D 4 C 5 D 1 D 2 B 3 C 4 B 5 E
ENEM ENEM UNIDADES PRISIONAIS - 2014 UNIDADES PRISIONAIS - 2013
1 B 2 C 3 B 4 E 5 E 1 E 2 B 3 A 4 E 5 B
ENEM ENEM UNIDADES PRISIONAIS - 2012 UNIDADES PRISIONAIS - 2011
1 E 2 A 3 D 4 B 5 A 1 E 2 D 3 E 4 D 5 B
ENEM UNIDADES PRISIONAIS - 2010
1 B 2 A 3 B 4 C 5 B
233