PUC-RIO-2016-VESTIBULAR-GRUPO 2-LÍNGUA INGLESA- Pontifícia Universidade Católica do RJ - Prova com gabarito.

Welcome back to another post!

➧ PROVA DE LÍNGUA INGLESA: PUC/RIO-2016-VESTIBULAR GRUPO 2, aplicada em 11/10/2015.

➧ BANCA/ORGANIZADOR: Pontifícia Universidade Católica - http://www.puc-rio.br/vestibular/

➧ PADRÃO/COMPOSIÇÃO DA PROVA: 10 questões do tipo (A,B,C,D,E).

➧ GABARITO:

01-D,  02-D,  03-E,  04-A,  05-C

06-B,  07-A,  08-D,  09-E,  10-C

➧TÓPICOS ABORDADOS ao longo da prova:

1-VERBS:

• [to dictate(dikTêit) = command(kãMénd) = determine (diTôrmén) = ditar, determinar]

• [to dispute(dêsPíut) = contest = question = disputar, contestar, questionar]

• [to embody(emBári) = incorporate = assimilate = incorporar, assimilar]

• [to follow = seguir]

• [How to raise an adult = Como criar um adulto]
• [to soak(Sôuk) = immerse(iMôrs) = submergir, imergir]

• [to submit = give in = submeter]

• [to usher = conduzir]

2-PHRASAL VERBS - USES:

• [You must figure this out = Você deve descobrir isso]

• [to upbring(criar)  = to raise someone, to take care of children while they are growing up]

3-MODAL VERBS - USES:

• [must = DEVER(no sentido de ter que fazer alguma coisa)(ter a necessidade de fazer algo)(ter a obrigação de fazer algo)]

* É mudo o "t" do "must" quando seguido de consoante.
* You must figure this out for yourself.(MâsFíguiôr)

* You mustn't (iú-Mâssnt)

4-NOUN:

• [accomplishment(aKômpleximent) = realization(ríulaZêixén) = realização]
• [anxiety(enZáirí) = worry = ansiedade, preocupação)]

• [children(Thíldrén) = crianças, os filhos]

• [failure(Féliôr) = lack of success = fracasso, falta de sucesso]

• [loser(Lúzôr) = defeated person = fracassado, pessoa derrotada]

• [paradigm(Péurêdáim) = a model of something, or a very clear example of something]

* Paradigm has three syllables and the stress is on that FIRST syllable.

5-ADJECTIVES:

• [anxious(Ênxás) = impatient(ênPêixênt) = ansioso, impaciente]

• [clever(klévôr) = intelligent(ênTélédjént)]
• [failing(Félén) = weak(uík) = fraco]
• [needy(Níri) = necessitous(niSSéssêrês) = necessitado, carente]
• [thriving(Thráivén) = prosperous(Próspôrês) = próspero]
• [triumphant(Thrái'unFént) = successful(suk'ssésFól) = bem-sucedido]

6-ADVERBS:

• [even = mesmo, ainda]

7-ADJECTIVE PHRASES(Adjective+noun):

• [anxious parents = pais ansiosos]
• [anxious child = criança ansiosa]

• [college admissions arms race = corrida armamentista de admissão à faculdade]

• [school trips = viagens escolares]

• [the central aim = o objetivo central]
• [the fundamental insecurity = a insegurança fundamental]
• [The looming question = A questão iminente, A questão principal]

• [the overparenting trap = a armadilha da paternidade excessiva]

• [This reigning paradigm = Este modelo reinante]
• [unbending fixation = fixação inflexível]

• [the ambient anxiety → a ansiedade ambiental]

• [the Overparenting Trap → a armadilha da superproteção dos pais]

• [thriving adults → adultos prósperos]

8-IDIOMS(Expressões Idiomáticas):

• [doing his own laundry = lavando sua própria roupa]

• [overparenting = superproteção dos pais]

• [to sally forth = desenvolver-se]

• [to mold your offspring = moldar sua prole]

• But once you escape the trap, the goal remains the same: to mold your offspring into thriving adults."

(Mas uma vez que você escape da armadilha, o objetivo permanece o mesmo: moldar sua prole em adultos prósperos.)

9-COLLOCATIONS:

• [make them happy = torná-los felizes]

10-GENITIVE CASE:

• [in the country's best universities = nas melhores universidades do país]

11-FALSE COGNATES:

• [college = faculdade]

• [parents = pais]

➧ FONTE DE TEXTO:

➧TEXTO:

1

When did the central aim of parenting become preparing children for success? This reigning paradigm, which dictates that every act of nurturing be judged on the basis of whether it will usher a child toward a life of accomplishment or failure, embodies the fundamental insecurity of global capitalist culture, with its unbending fixation on prosperity and the future. When each nurturing act is administered with the distant future in mind, what becomes of the present? A child who soaks in the ambient anxiety that surrounds each trivial choice or activity is an anxious child, formed in the hand- ringing, future-focused image of her anxious parents.

2  
"How to Raise an Adult: Break Free of the Overparenting Trap and Prepare Your Kid for Success" seems to lie at the precise crossroads of this inherently conflicted approach. Like so many others, Julie Lythcott-Haims has identified overparenting as a trap. But once you escape the trap, the goal remains the same: to mold your offspring into thriving adults. Whether a child is learning to ride a bike or doing his own laundry, he is still viewed through the limited binary lens of either triumphant or fumbling adulthood. The looming question is not 'Is my child happy?' but "Is my child a future president poised to save the environment, or a future stoner poised to watch his fifth episode of 'House of Cards' in a row?"

3
Lythcott-Haims, who brings some authority to the subject as Stanford’s former dean of freshment and undergraduate advising, has seen varieties of extreme parental interference suggesting not just a lack of common sense, but a lack of wisdom and healthy boundaries (if not personal dignity) as well. Instead of allowing kids to experiment and learn from their mistakes, parents hover where they’re not wanted or welcome, accompanying children on school trips or shadowing them on campus. Caught up in what the author calls the “college admissions arms race,” parents treat securing their children a spot at one of 20 top schools (as decreed by U.S. News and World Report’s popular but somewhat dubious rankings) as an all-or-nothing proposition. Concerned about the effects of a flawed high school transcript, parents do their children’s homework, write or heavily edit their papers, fire questions at teachers, dispute grades and hire expensive subject tutors, SAT coaches and “private admissions consultants” (26 percent of college applicants reported hiring these in 2013). Even after kids graduate, the madness continues. Lythcott-Haims offers anecdotes of parents touring graduate schools, serving as mouthpieces for their shy, passive children, and submitting résumés to potential employers, sometimes without theirchildren’s knowledge. These behaviors do more than mold kids into dependent beings, she argues; they corral and constrict their possibilities and their imaginations. “We speak of dreams as boundless, limitless realms,” Lythcott-Haims writes. “But in reality often we create parameters, conditions and limits within which our kids are permitted to dream — with a checklisted childhood as the path to achievement.”
4
Lythcott-Haims takes pains to demonstrate that overparenting doesn't merely threaten a child's future income; it also does enormous psychological harm. She cites a 2011 study by sociologists at the University of Tennessee at Chattanooga that found a correlation, in college-student questionnaires, between helicopter parenting and medication for anxiety or depression. One researcher at a treatment center for addicts in Los Angeles found that "rates of depression and anxiety among affluent teens and young adults correspond to the rates of depression and anxiety suffered by incarcerated juveniles." Other studies suggest that overparented kids are "less open to new ideas" and take "less satisfaction in life." For LythcottHaims, the message behind this research is the same: Kids need to sally forth independently without constant supervision. They need to try and even fail. And when they fail and look around for a parent to bail them out, they need to hear the words, "You must figure this out for yourself."

By Heather Havrilesky, (with slight adaptations). On 6/15/2015; The New York Times. Available at: http://www.nytimes.com/2015/06/21/books/review/how-to-raise-an-adult-by-julie- -lythcott-haims.html?smid=fb-nytimes&smtyp=cur&_r=0

01 – (PUC-RIO-2016-VESTIBULAR-GRUPO 2)

The main purpose of the text is to

(A) alert society of the fact that kids nowadays should be overparented.
(B) warn parents about the serious implications of overparenting their kids.
(C) defend the idea that parents should not help their kids with their schoolwork.
(D) recommend parents to raise their kids aiming at their professional success.
(E) blame global capitalism for kids' insecurity in heading into a successful future.

02 – (PUC-RIO-2016-VESTIBULAR-GRUPO 2)

In the fragment

"But once you escape the trap, the goal remains the same: to mold your offspring into thriving adults"(lines 19-20), 

THRIVING can be substituted, without change in meaning, by

(A) failing
(B) needy
(C) prosperous
(D) clever
(E) open-minded

03 – (PUC-RIO-2016-VESTIBULAR-GRUPO 2)

In the second paragraph of the text, by posing the question

"Is my child a future president poised to save the environment, or a future stoner poised to watch his fifth episode of 'House of Cards' in a row?" (lines 25-27),

Lythcott-Haims exposes the binary situation into which most parents are trapped.

This binary situation is the one of

(A) raising children to make them happy or unhappy.
(B) being over-alert or negligent to the problem of drug use in adolescence.
(C) providing or not kids with a good education, so that they become future presidents.
(D) upbringing kids to be triumphant adults or losers.

(E) making children's minds more or less receptive to face new situations.

04 – (PUC-RIO-2016-VESTIBULAR-GRUPO 2)

The pronoun THEY in the fragment

"…where they're not wanted or welcome, accompanying children on school trips or shadowing them on campus." (lines 35-37)

refers to:

(A) "common sense" and "wisdom"(line 32)
(B) "healthy boundaries"(line 33)
(C) "kids" (line 34)
(D) "parents" (line 35)
(E) "mistakes" (line 35)

05 – (PUC-RIO-2016-VESTIBULAR-GRUPO 2)

According to Lythcott-Haims, most parents are caught up in what she calls the "college admissions arms race" (lines 38-39)

because they want

(A) to see the names of their kids in national excellence rankings.
(B) to ensure their children a place in the country’s best universities.
(C) their children to have a comfortable life on the university campus.
(D) their children to be awarded scholarships in good universities.
(E) to see their kids with less homework assignments.

06 – (PUC-RIO-2016-VESTIBULAR-GRUPO 2)

The INCORRECT statement concerning the meanings of the words extracted from the text is

(A) "Usher"(line 4) is the same as "follow".
(B) "Embodies"(line 5) can be replaced with "incorporates".
(C) "Soaks" (line 10) can be replaced by "is immersed".
(D) "Dispute" (line 46) can be substituted by "question".
(E) "Submitting" (line 52) can be substituted by "giving".

07 – (PUC-RIO-2016-VESTIBULAR-GRUPO 2)

In the third paragraph, Lythcott-Haims says that parents don't allow kids to learn from their mistakes when they

(A) hover around successful people.
(B) don't realize their kids' need for privacy.
(C) deprive their children of their friends’ company.
(D) employ tutors to edit their kids’ homework and papers.
(E) hire expensive consultants to dispute their kids' grades at school.

08 – (PUC-RIO-2016-VESTIBULAR-GRUPO 2)

In the fragments

"Lythcott-Haims offers anecdotes of parents touring graduate schools, serving as mouthpieces for their shy, passive children,"(lines 50-52) and "We speak of dreams as boundless, limitless realms,"(lines 57-58)

the words mouthpieces and realms mean, respectively

(A) spokesperson - arrangements
(B) public relations - width
(C) informants - extensions
(D) spokesmen - areas
(E) deputies – family

09 – (PUC-RIO-2016-VESTIBULAR-GRUPO 2)

In lines 75 to 81, Lythcott-Haims summarizes the message behind the research about overparenting saying that

(A) if children fail, they should ask for the help of their parents.
(B) kids need to try to sail autonomously, without the help of their parents.
(C) parents need to let kids commit mistakes and help them find solutions to them.
(D) when kids don’t listen to their parents’ words, they may try things and fail.
(E) kids should travel independently, with low parental monitoring.

10 – (PUC-RIO-2016-VESTIBULAR-GRUPO 2)

In

"You must figure this out for yourself."(lines 80-81),

the writer expresses a (n)

(A) unquestionable truth.
(B) concrete possibility.
(C) logical assumption.
(D) improbable guess.
(E) absolute obligation.