UECE-2012/2-VESTIBULAR 2ª FASE da Universidade Estadual do Ceará - Prof° Valdenor Sousa - Prova de INGLÊS com gabarito.

Welcome back to another post!

➧NESTE POST: PROVA de INGLÊS da UECE-2012/2-VESTIBULAR 2ª FASE, prova aplicada em 24/06/2012.

➧BANCA/ORGANIZADOR:

• UECE - Universidade Estadual do Ceará.

• CEV - Comissão Executiva do Vestibular.

➧LEITURA de textos de jornais digitais, revistas, websites, é um excelente treino para a prova.

➧PADRÃO/COMPOSIÇÃO DA PROVA:

• It consists of 20 multiple-choice questions(A,B,C,D).

Vamos à Prova:

TEXTO:

SPEAKING two languages rather than just one has obvious practical benefits in an increasingly globalized world. But in recent years, scientists have begun to show that the advantages of bilingualism are even more fundamental than being able to converse with a wider range of people. Being bilingual, it turns out, makes you smarter. It can have a profound effect on your brain, improving cognitive skills not related to language and even shielding against dementia in old age.

This view of bilingualism is remarkably different from the understanding of bilingualism through much of the 20th century. Researchers, educators and policy makers long considered a second language to be an interference, cognitively speaking, that hindered a child’s academic and intellectual development.

They were not wrong about the interference: there is ample evidence that in a bilingual’s brain both language systems are active even when he is using only one language, thus creating situations in which one system obstructs the other. But this interference, researchers are finding out, isn’t so much a handicap as a blessing in disguise. It forces the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles.

Bilinguals, for instance, seem to be more adept than monolinguals at solving certain kinds of mental puzzles. In a 2004 study by the psychologists Ellen Bialystok and Michelle MartinRhee, bilingual and monolingual preschoolers were asked to sort blue circles and red squares presented on a computer screen into two digital bins — one marked with a blue square and the other marked with a red circle.

In the first task, the children had to sort the shapes by color, placing blue circles in the bin marked with the blue square and red squares in the bin marked with the red circle. Both groups did this with comparable ease. Next, the children were asked to sort by shape, which was more challenging because it required placing the images in a bin marked with a conflicting color. The bilinguals were quicker at performing this task.

The collective evidence from a number of such studies suggests that the bilingual experience improves the brain’s so-called executive function — a command system that directs the attention processes that we use for planning, solving problems and performing various other mentally demanding tasks. These processes include ignoring distractions to stay focused, switching attention willfully from one thing to another and holding information in mind — like remembering a sequence of directions while driving.

Why does the tussle between two simultaneously active language systems improve these aspects of cognition? Until recently, researchers thought the bilingual advantage stemmed primarily from an ability for inhibition that was honed by the exercise of suppressing one language system: this suppression, it was thought, would help train the bilingual mind to ignore distractions in other contexts. But that explanation increasingly appears to be inadequate, since studies have shown that bilinguals perform better than monolinguals even at tasks that do not require inhibition, like threading a line through an ascending series of numbers scattered randomly on a page.

The key difference between bilinguals and monolinguals may be more basic: a heightened ability to monitor the environment. “Bilinguals have to switch languages quite often — you may talk to your father in one language and to your mother in another language,” says Albert Costa, a researcher at the University of PompeuFabra in Spain. “It requires keeping track of changes around you in the same way that we monitor our surroundings when driving.” In a study comparing German-Italian bilinguals with Italian monolinguals on monitoring tasks, Mr. Costa and his colleagues found that the bilingual subjects not only performed better, but they also did so with less activity in parts of the brain involved in monitoring, indicating that they were more efficient at it.

The bilingual experience appears to influence the brain from infancy to old age (and there is reason to believe that it may also apply to those who learn a second language later in life).

In a 2009 study led by Agnes Kovacs of the International School for Advanced Studies in Trieste, Italy, 7-month-old babies exposed to two languages from birth were compared with peers raised with one language. In an initial set of trials, the infants were presented with an audio cue and then shown a puppet on one side of a screen. Both infant groups learned to look at that side of the screen in anticipation of the puppet. But in a later set of trials, when the puppet began appearing on the opposite side of the screen, the babies exposed to a bilingual environment quickly learned to switch their anticipatory gaze in the new direction while the other babies did not.

Bilingualism’s effects also extend into the twilight years. In a recent study of 44 elderly Spanish-English bilinguals, scientists led by the neuropsychologist Tamar Gollan of the University of California, San Diego, found that individuals with a higher degree of bilingualism — measured through a comparative evaluation of proficiency in each language — were more resistant than others to the onset of dementia and other symptoms of Alzheimer’s disease: the higher the degree of bilingualism, the later the age of onset.

Nobody ever doubted the power of language. But who would have imagined that the words we hear and the sentences we speak might be leaving such a deep imprint?

Source: www.nytimes.com

01. According to the text, being bilingual, among other advantages, helps trigger some processes in the brain that make the person
A) master as many other languages as he/she can have access to.
B) keep concentrated on a task and recall instructions more easily.
C) successfully perform a great number of unrelated tasks simultaneously.
D) sort shapes by color and at the same time play computer games.

👍 Comentários e Gabarito   B 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:
Segundo o texto, ser bilíngüe, entre outras vantagens, ajuda a desencadear alguns processos no cérebro que tornam a pessoa...
A) dominar tantas outras línguas que ele possa ter acesso.
B) manter-se concentrado em uma tarefa e lembrar-se de instruções com mais facilidade.
C) executar com sucesso um grande número de tarefas não relacionadas simultaneamente.
D) ordenar formas por cor e ao mesmo tempo brincar com jogos de computador.

02. As to the power of bilingualism in terms of affecting the brain, the text states that it
A) is something that evidently happens mainly in childhood.
B) has only been perceived in studies with young adults.
C) has not been tested with babies nor with elderly people.
D) is spread along the life span from early age to old age.

👍 Comentários e Gabarito   D 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:
Quanto ao poder do bilinguismo em termos de AFETAR/INFLUENCIAR o cérebro, o texto afirma que
A) é algo que evidentemente acontece principalmente na infância.
B) só foi percebido em estudos com adultos jovens.
C) não foi testado com bebês nem com pessoas idosas.
D) se espalha ao longo da vida desde jovem até a velhice.

03. The study recently carried out with elderly Spanish-English bilinguals reached the conclusion that
A) the higher the level of proficiency they had the later the appearance of Alzheimer’s disease symptoms.
B) the higher the degree of bilingualism the longer they lived.
C) the later the onset of the disease the more their relatives engage in language learning.
D) the earlier they start practicing the second language the earlier the onset of symptoms of the disease.

👍 Comentários e Gabarito   A 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:
O estudo recentemente realizado com idosos bilíngues espanhol-ingleses chegou à conclusão de que
A) quanto maior o nível de proficiência mais tardio teriam os sintomas da doença de Alzheimer.
B) quanto maior o grau de bilinguismo, mais tempo eles viviam.
C) quanto mais tardio for o início da doença, mais os seus familiares se envolvem na aprendizagem de línguas.
D) quanto mais cedo eles começam a praticar a segunda língua, mais cedo o início dos sintomas da doença.

04. As to the issue of research with infants, the text mentions a study involving babies who were
A) exposed to two languages for seven months in a language laboratory.
B) seven months old and had lived in a two language environment since they were born.
C) raised in the International School for Advanced Studies until the age of seven months.
D) seven weeks old and had been exposed to two languages from birth.

👍 Comentários e Gabarito   B 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:
Quanto à questão da pesquisa com crianças, o texto menciona um estudo envolvendo bebês que...
A) expostos a dois idiomas por sete meses em um laboratório de idiomas.
B) sete meses de idade e viviam em um ambiente de duas línguas desde que nasceram.
C) criado na Escola Internacional de Estudos Avançados até a idade de sete meses.
D) sete semanas de idade e foram expostos a duas línguas desde o nascimento.

05. In relation to the difference between bilinguals and monolinguals, Alberto Costa mentions the fact that bilinguals
A) are aware of the way their brain operations are performed.
B) come from families with the same linguistic background.
C) keep in touch with their monolingual parents all day long.
D) have to shift linguistic codes frequently.

👍 Comentários e Gabarito   D 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:
Em relação à diferença entre bilíngües e monolíngües, Alberto Costa menciona o fato de que bilíngües
A) estão cientes da maneira como suas operações cerebrais são realizadas.
B) vêm de famílias com o mesmo background linguístico.
C) manter contato com seus pais monolíngües durante todo o dia.
D) tem que mudar códigos linguísticos com freqüência.

06. The task of threading a line through an ascending series of numbers scattered randomly on a page is mentioned in the text as an instance of an activity that
A) demands the coming into action of the process of inhibition.
B) is better performed by monolinguals, once it requires inhibition.
C) is better executed by bilinguals although it does not require inhibition.
D) challenges especially bilingual subjects.

👍 Comentários e Gabarito   C 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:
A tarefa de passar uma linha por uma série ascendente de números espalhados aleatoriamente em uma página é mencionada no texto como uma instância de uma atividade que
A) exige a entrada em ação do processo de inibição.
B) é melhor realizado por monolíngües, uma vez que requer inibição.
C) é melhor executado por bilíngues, embora não exija inibição.
D) desafios especialmente disciplinas bilíngues.

07. An example of a pair of words/terms that appear in the text with similar meaning is
A) twilight years / old age.
B) keeping track / threading a line.
C) hindered / scattered.
D) stemmed / honed.

👍 Comentários e Gabarito   A 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:
Um exemplo de um par de palavras / termos que aparecem no texto com significado semelhante é
A) anos finais de uma pessoa / velhice.
B) manter rastrear / enfiar uma linha.
C) impedido / disperso.
D) stemmed / afiado.

08. As to the meaning of the words "stemmed", "tussle", "gaze", and "onset" in the text, it is expressed respectively in
A) damage, defend, wonder, assault.
B) originated, struggle, look, beginning.
C) assault, threat, look, end.
D) defend, wonder, snatch, decline.

👍 Comentários e Gabarito   B 

TÓPICO - Questão sobre VOCABULÁRIO:
Quanto ao significado das palavras STEMMED(derivou,originou), TUSSLE(desordem/briga), GAZE(olhar fixo) e ONSET(começo/início), pode ser expresso respectivamente por:
A) dano, defender, maravilha, agressão.
B) originava, luta, olhar, começo.
C) agressão, ameaça, olhar, fim.
D) defender, admirar, arrebatar, recusar.
In the following questions, some sentences from the text have been modified to fit certain grammatical structures.

09. The sentence "Until recently, researchers thought the bilingual advantage stemmed primarily from an ability for inhibition[...]" contains
A) a relative clause.
B) a conditional clause.
C) an adverbial time clause.
D) a noun clause.

👍 Comentários e Gabarito   D 

TÓPICO - Questão sobre NOUN CLAUSE(Oração subordinada Substantiva):
A sentença "Até recentemente, os pesquisadores acreditavam que a vantagem bilíngüe provinha principalmente de uma capacidade de inibição [...]" contém
A) uma oração relativa.
B) uma oração condicional.
C) uma oração adverbial de tempo.
D) uma oração substantiva.
➽ Subtende-se a conjunção THAT entre a ORAÇÃO PRINCIPAL(researchers thought) e a ORAÇÃO SUBORDINADA(the bilingual advantage...)
"Until recently, researchers thought the bilingual advantage stemmed primarily from an ability for inhibition"
(Até recentemente, os pesquisadores acreditavam QUE a vantagem bilíngüe derivava principalmente de uma capacidade de inibição)

10. The sentences "The collective evidence from a number of such studies suggests that the bilingual experience improves the brain’s so-called executive function…" and "But in a later set of trials, when the puppet began appearing on the opposite side of the screen, the babies exposed to a bilingual environment easily switched their gaze in the new direction[...]" contain respectively a/an
A) adjective clause and a noun clause.
B) noun clause and an adverbial clause.
C) adverbial clause and an adjective clause.
D) noun clause and a noun clause.

👍 Comentários e Gabarito   B 

TÓPICO - Questão sobre CLAUSES:
A) oração de adjetiva e uma oração substantiva.
B) oração substantiva e uma oração adverbial.
C) oração adverbial e uma oração adjetiva.
D) oração substantiva e uma oração substantiva.
➽ 1ª sentença:a conjunção THAT introduz "NOUN CLAUSE"(Oração subordinada substantival).
"The collective evidence from a number of such studies suggests THAT the bilingual experience improves the brain’s so-called executive function…"
(A evidência coletiva de vários desses estudos sugere que a experiência bilíngüe melhora a chamada função executiva do cérebro ...)
➽ 2ª sentença: WHEN introduz "ADVERBIAL CLAUSE"(Oração subordinada adverbial).
"But in a later set of trials, when the puppet began appearing on the opposite side of the screen, the babies exposed to a bilingual environment easily switched their gaze in the new direction"
(Mas em um conjunto posterior de testes, quando o boneco começou a aparecer no lado oposto da tela, os bebês expostos a um ambiente bilíngüe trocaram facilmente o olhar na nova direção.)

11. In the sentences "…in a bilingual's brain both language systems are active even when he is using only one language[...]" and "The interference of one language on the other in the bilingual brain gives the mind a workout that strengthens its cognitive muscles.", one finds respectively a/an
A) relative clause and a time clause.
B) noun clause and an adverb clause.
C) adverb clause and an adjective clause.
D) adjective clause and a time clause.

👍 Comentários e Gabarito   C 

TÓPICO - Questão sobre CLAUSES:
➽ 1ª sentença: WHEN introduz ADVERB CLAUSE.
"in a bilingual's brain both language systems are active even when he is using only one language"
(no cérebro de um bilíngüe, ambos os sistemas linguísticos estão ativos mesmo quando ele está usando apenas um idioma)
➽ 2ª sentença: o pronome relativo THAT introduz ADJECTIVE CLAUSE.
"The interference of one language on the other in the bilingual brain gives the mind a workout that strengthens its cognitive muscles."
(A interferência de uma língua sobre a outra no cérebro bilingue dá à mente um treino que fortalece os músculos cognitivos.)

12. The sentences "Being bilingual makes you smarter." and "Why does the tussle between two simultaneously active language systems improve these aspects of cognition?" should be classified respectively as
A) simple and compound.
B) compound and simple.
C) complex and complex.
D) simple and simple.

👍 Comentários e Gabarito   D 

TÓPICO - Questão sobre CLAUSES:
➽ 1ª sentença: não há conjunção e nem pronome relativo, portanto, SIMPLE CLAUSE.
"Being bilingual makes you smarter."
(Ser bilíngue torna você mais inteligente.)
➽ 2ª sentença: não há conjunção e nem pronome relativo, portanto, SIMPLE CLAUSE.
"Why does the tussle between two simultaneously active language systems improve these aspects of cognition?"
(Por que a disputa entre dois sistemas de linguagem simultaneamente ativos melhora esses aspectos da cognição?)

13. In the sentence "In an initial set of trials, the infants were presented with an audio cue and then shown a puppet on one side of a screen.", the two verb forms are
A) active and passive.
B) active and active.
C) passive and passive.
D) passive and active.

👍 Gabarito   C 

14. The functions of the words improving, understanding, blessing, conflicting and performing in the text are respectively
A) verb, verb, verb, noun, verb.
B) verb, noun, noun, adjective, verb.
C) noun, verb, adjective, verb, adjective.
D) adjective, noun, verb, noun, noun.

👍 Comentários e Gabarito    

TÓPICO - Questão sobre SUFIXO ING(formador de 03 classes de palavras:VERBO NO GERÚNDIO, SUBSTANTIVO E ADJETIVO):
➽ improving(melhorando) → VERB
➽ understanding(compreensão) → NOUN
➽ blessing(benção) → NOUN
➽ conflicting(conflitante) → ADJECTIVE
➽ performing(realizando) → VERB

15. The verbs of the sentences "In the first task, the children sorted the shapes by color.", "…since studies have shown that bilinguals…" and "Why does the tussle between two simultaneously active language systems improve these aspects of cognition?” are respectively in the
A) simple past, present perfect, simple present.
B) present perfect, simple past, past perfect.
C) simple present, present perfect, present
perfect.
D) simple past, past perfect, past perfect.

• ANSWER (A)

16. The sentences "This view of bilingualism is remarkably different from the understanding of bilingualism through much of the 20th century." and "In the laboratory the children placed the blue circles in the bin marked with the blue square." contain, respectively, at least one

A) direct object and one subject complement.
B) object complement and one direct object.
C) subject complement and one direct object.
D) indirect object and one object complement.

• ANSWER (C)

• EXPLANATION & COMMENTS:

- So, remember that DIRECT OBJECTS and INDIRECT OBJECTS complete the meaning of TRANSITIVE ACTION VERBS.

- Direct Objects, they always follow transitive action verbs and answer the questions WHAT? or WHOM?

- The SUBJECT COMPLEMENTS complete the meaning of the SUBJECT and always follow linking verbs or follow linking verb phrasas.

- Now, the subject complements can take TWO forms: Predicate Noun and Predicate Adjective.

- The Predicate Noun renames the subject(noun).

- The Predicate Adjective describes the subject(noun).

- In the 1st sentence: "This view of bilingualism is remarkably different from the understanding of bilingualism through much of the 20th century."(Essa visão do bilinguismo é notavelmente diferente da compreensão do bilinguismo durante grande parte do século XX.)

- SUBJECT = This VIEW of bilingualism.(noun = view)

- LINKING VERB = is.

- QUESTION: What it is this VIEW is?

- It is word DIFFERENT.

- DIFFERENT is an adjective that describes VIEW, that is, DIFFERENT VIEW, but because it's located in the predicate, we call it a PREDICATE ADJECTIVE, which is a type of subject complement.

- So the sentence above contain one SUBJECT COMPLEMENT.

- In the 2nd sentence: "In the laboratory the children placed the blue circles in the bin marked with the blue square."(No laboratório, as crianças colocaram os círculos azuis na caixa marcada com o quadrado azul.)

- SUBJECT = In the laboratory the CHILDREN.(noun = children)

- ACTION VERB = placed. (it is an action verb because we can picture it happening)

- QUESTION: What placed?

- ANSWER: the blue circles

- The answer to the question is your OBJECT DIRECT.

- So the sentence above contain one OBJECT DIRECT.

17. In terms of verb tense, the sentences "In a study comparing German-Italian bilinguals with Italian monolinguals on monitoring tasks, bilingual subjects performed better than monolinguals." and "The families had brought up the children in a bilingual environment." are in the

A) simple past and past perfect.
B) past perfect continuous and simple past.
C) present perfect and present perfect.
D) past perfect and past perfect.

• ANSWER (A)

loja

      Questão   18 

In the sentence John said, "I broke my foot during a tennis match.", the reported/indirect speech of the sentence is: John said that he__________ his foot during a tennis match.
A) breaks his foot
B) would break his foot
C) had broken
D) has been breaking

👍 Gabarito   C 

LOJA

      Questão   19 
If the scientists had not carried out the research, the discoveries ___________.
A) would never have made
B) will never have been made
C) should never had been made
D) would never have been made

👍 Gabarito    

      Questão   20 
The bilingual children not only had a better performance, but________ less resources from the brain in order to do the task.
A) also used
B) used too
C) also make used
D) did have used

👍 Comentários e Gabarito   A 

TÓPICO - Questão sobre PERÍODO COMPOSTO POR COORDENAÇÃO com uso da estrutura "NOT ONLY...BUT ALSO...":