UEMA – 2014 – 2ª ETAPA – PAES – LÍNGUA INGLESA – Processo Seletivo de Acesso à Educação Superior – Universidade Estadual do Maranhão – Prova de Inglês.

www.inglesparaconcursos.blog.br

❑ PROVA DE LÍNGUA INGLESA:

• UEMA-2014-VESTIBULAR-1º SEMESTRE-2ªETAPA-PAES-01/12/2013.

www.paes.uema.br

❑ ESTRUTURA-PROVA:

• 08 Questions.

❑ TEXTO:  Text to questions 1 to 4:

Beautiful Day, Isn’t It?

The day started out rotten. Mary overslept and was late for work. Everything that happened at the office contributed to her nervous frenzy. By the time she reached the bus stop for her homeward trip, her stomach was one big knot.

As usual, the bus was late – and jammed. She had to stand in the aisle. As the lurching vehicle pulled her in all directions, her gloom deepened.

Then she heard a voice from up front boom, “Beautiful day, isn’t it?” Because of the crowd, she could not see the man, but she heard him as he continued to comment on the spring scenery, calling attention to each approaching landmark. This church. That park. This cemetery. That firehouse. Soon all the passengers were gazing out the windows. The man’s enthusiasm was so contagious she found herself smiling for the first time that day.

They reached her stop. Maneuvering toward the door, she got a look at their “guide”: an older gentleman with a beard, wearing dark glasses and carrying a thin, white cane.

Fonte: Disponível em:

<http://www.miguelmllop.com>.

Acesso em: 23 jul. 2013.

❑ TRADUÇÃO-TEXTO:

Beautiful Day, Isn’t It?

Lindo dia, não é?

The day started out rotten. Mary overslept and was late for work. Everything that happened at the office contributed to her nervous frenzy. By the time she reached the bus stop for her homeward trip, her stomach was one big knot. O dia começou podre. Mary dormiu demais e chegou atrasada ao trabalho. Tudo o que aconteceu no escritório contribuiu para seu frenesi nervoso. Quando chegou ao ponto de ônibus para voltar para casa, seu estômago estava com um grande nó.

As usual, the bus was late – and jammed. She had to stand in the aisle. As the lurching vehicle pulled her in all directions, her gloom deepened. Como sempre, o ônibus atrasou – e ficou congestionado. Ela teve que ficar no corredor. À medida que o veículo cambaleante a puxava em todas as direções, sua tristeza se aprofundou.

Then she heard a voice from up front boom, “Beautiful day, isn’t it?” Because of the crowd, she could not see the man, but she heard him as he continued to comment on the spring scenery, calling attention to each approaching landmark. Então ela ouviu uma voz na frente: “Lindo dia, não é?” Por causa da multidão, ela não conseguia ver o homem, mas ouvia-o enquanto ele continuava a comentar sobre o cenário primaveril, chamando a atenção para cada ponto de referência que se aproximava.

This church. That park. This cemetery. That firehouse. Esta igreja. Aquele parque. Este cemitério. Aquele corpo de bombeiros.

Soon all the passengers were gazing out the windows. The man’s enthusiasm was so contagious she found herself smiling for the first time that day. Logo todos os passageiros estavam olhando pelas janelas. O entusiasmo do homem era tão contagiante que ela se viu sorrindo pela primeira vez naquele dia.

They reached her stop. Maneuvering toward the door, she got a look at their “guide”: an older gentleman with a beard, wearing dark glasses and carrying a thin, white cane. Eles chegaram à parada dela. Manobrando em direção à porta, ela deu uma olhada no “guia” deles: um senhor mais velho, com barba, usando óculos escuros e carregando uma bengala branca e fina.

01 – (UEMA-2014/1-VESTIBULAR 2ª ETAPA)

Responda à questão “a”, em português.

a) Mary está indo de casa para o trabalho ou do trabalho para casa?

b) Retire a frase do texto que justifica a resposta da letra 'a'.

02 – (UEMA-2014/1-VESTIBULAR 2ª ETAPA)

Retire do texto duas (2) frases para cada situação abaixo:

a) O humor de Mary antes de entrar no ônibus.

1 - ___________.

2 - ___________.

b) O humor de Mary enquanto estava no ônibus.

1 - ___________.

2 - ___________.

03 – (UEMA-2014/1-VESTIBULAR 2ª ETAPA)

Justifique, em português, por que a palavra “guide”, no texto, está entre aspas.

04 – (UEMA-2014/1-VESTIBULAR 2ª ETAPA)

Could the older gentleman really see that the day was beautiful? Justify your answer in English.

❑ TEXTO: Leia o texto.

Edward Estlin Cummings, born in the USA, was popularly known as E. E. Cummings (1894 – 1962). "The most wasted of all days is one without laughter."

Fonte: Disponível em: . Acesso em: 12 out. 2013

05 – (UEMA-2014/1-VESTIBULAR 2ª ETAPA)

a) Traduza o sentido da citação de E.E. Cummings, que está em negrito.

b) Qual a relação entre a citação de E.E. Cummings e o texto “Beautiful Day, Isn’t It?”

❑ TEXTO: O texto abaixo apresenta algumas inadequações quanto ao uso de adjetivos e de advérbios em língua inglesa. 

Leia-o para responder às questões 6 e 7.

No Cell Phone Restrictions!

It seems that I constantly hear the same thing: “Cell phones are dangerous. We need to severely restrict them. People are dying because of cell phones.” Well, I think cell phones themselves aren’t the problem. I’m completely opposed to restrictions on them.

People say cell phones are dangerous to health, so they should be limited. Some studies show that cell phones produce radiation that is harmful to users. About this, there is no real proof. It sounds like just another study that isn’t meaning anything.

A lot of teachers are proposing that cell phones should not be allowed in classes because they’re a distraction. I feel pretty angrily about this.

People argue that using a cell phone while driving is dangerous. I disagree. It’s no more dangerously than turning on the car radio or eating a sandwich. The law says you must have one hand on the steering wheel. It’s possible to use a cell phone correct with one hand. I use my cell phone careful; I always keep one hand on the wheel. This has always been a free country. I hope it stays that way.

Fonte: Maurer, Jay. General English – Advanced- Applied Grammar by Pearson Education, Inc., 2006. (adapted)

06 – (UEMA-2014/1-VESTIBULAR 2ª ETAPA)

Os erros estão identificados na primeira coluna. Corrija-os na segunda.

ERRO CORREÇÃO

1 - angrily = _______

2 - dangerously = _______

3 - correct = _______

4 - careful  = _______

07 – (UEMA-2014/1-VESTIBULAR 2ª ETAPA)

No trecho “People say cell phones are dangerous to health, so they should be limited.”, reescreva a frase, substituindo a palavra “so” por outra palavra, em inglês, sem alteração de sentidos.

❑ TEXTO: Leia o fragmento de texto abaixo.

[…] What is the Brazil Scientific Mobility Program?

The Brazilian government's new Brazil Scientific Mobility Program will provide scholarships to undergraduate students from Brazil for one year of study at colleges and universities in the United States. Scholarships will be given primarily to students in the Science, Technology, Engineering and Mathematics (STEM) fields. Students in the program will return to Brazil to complete their degrees. This program, administered by IIE, is part of the Brazilian government's larger initiative to grant 100,000 scholarships for the best students from Brazil to study abroad at the world’s best universities.

* The Brazil Scientific Mobility program was formerly known as Brazil Science Without Borders.

Fonte: Disponível em: <http://www.iie.org/programs/brazil-scientific-mobility/host-institution#General-information>. Acesso em: 29 out. 2013.

❑ TEXTO: Leia o fragmento de texto abaixo.

What is the Brazil Scientific Mobility Program? O que é o Programa Brasil de Mobilidade Científica?

The Brazilian government's new Brazil Scientific Mobility Program will provide scholarships to undergraduate students from Brazil for one year of study at colleges and universities in the United States. O novo Programa de Mobilidade Científica do governo brasileiro oferecerá bolsas de estudo a estudantes de graduação do Brasil para um ano de estudo em faculdades e universidades nos Estados Unidos.

Scholarships will be given primarily to students in the Science, Technology, Engineering and Mathematics (STEM) fields. As bolsas serão concedidas principalmente a estudantes das áreas de Ciências, Tecnologia, Engenharia e Matemática (STEM).

Students in the program will return to Brazil to complete their degrees. Os alunos do programa retornarão ao Brasil para concluir a graduação.

This program, administered by IIE, is part of the Brazilian government's larger initiative to grant 100,000 scholarships for the best students from Brazil to study abroad at the world’s best universities. Este programa, administrado pelo IIE, faz parte de uma iniciativa mais ampla do governo brasileiro de conceder 100 mil bolsas de estudo para os melhores estudantes do Brasil estudarem no exterior nas melhores universidades do mundo.

* The Brazil Scientific Mobility program was formerly known as Brazil Science Without Borders. O programa Brasil Mobilidade Científica era anteriormente conhecido como Brasil Ciência Sem Fronteiras.

08 – (UEMA-2014/1-VESTIBULAR 2ª ETAPA)

Em português, escreva a ideia principal do texto.  

UEMA – 2013 – 1ª ETAPA – PAES – LÍNGUA INGLESA – Processo Seletivo de Acesso à Educação Superior – Universidade Estadual do Maranhão – Prova de Inglês.

www.inglesparaconcursos.blog.br

❑ PROVA DE LÍNGUA INGLESA:

• UEMA-2013-PAES-1ªETAPA-PAES-11/11/2012.

www.paes.uema.br

❑ ESTRUTURA-PROVA:

• 08 Questions.

❑ TEXTO: Text to answer questions from 41 to 44.

KIDS AND TECH: HOW MUCH IS TOO MUCH?

Incessant exposure to "all day TV," violent video games, instant messaging, and the always accessible cell phone interferes with the development of the psychological traits known to be essential to positive outcomes for children, according to Leah Klungness.

"The key to managing kids' technology use is to establish clear 'tech-free' zones," based on Maya Talisman Frost. "This means recognizing times when the present moment is the priority and technology is given a secondary role. Kids need to learn that there are times when paying attention to those around you is of primary importance, no matter what type of urgent phone calls or instant messages might be coming their way."

Technology access has been linked to improved reading skills, but some believe that too much technology can impose dangers on today's youth -- including vision impairment, technology addiction and sexual solicitation. To be sure, technology opens the doors to a world that includes much more than convenience, knowledge and entertainment.

If mom and dad have a difficult time disconnecting from technology, then kids will not see the need to disconnect either. Parents set the tone when it comes to limiting technology. Parents must practice what they preach. Klungness summarized a point on which most medical experts can agree: parents should supervise their children's use of technology.

CLAIRE, J. Kids and tech: how much is too much? Available at: <http://www.technewsworld.com/story.html>.

Access in: 2012 Jun. 11 (adapted).

41 – (UEMA-2013-VESTIBULAR 1ª ETAPA)

The best idea to summarize the text is that it

A) reveals the use of technology exclusively by young generation.

B) warns the risk of children‘s excessive exposure to technology.

C) explains how technology positively interferes in raising children.

D) stimulates the use of modern technology continuously.

E) proposes a brief orientation on technology accessing.

👍 Comentários e Gabarito  B 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

The best idea to summarize the text is that it

A) reveals the use of technology exclusively by young generation.

B) warns the risk of children‘s excessive exposure to technology.

C) explains how technology positively interferes in raising children.

D) stimulates the use of modern technology continuously.

E) proposes a brief orientation on technology accessing.

42 – (UEMA-2013-VESTIBULAR 1ª ETAPA)

"to establish clear 'tech-free' zones," (paragraph 2) is important because

A) kids must limit the use of technology according to the moment they live.

B) children who use tech free zones are more likely to set priorities.

C) today‘s youth have to take advantage of free access to technology.

D) children need to pay attention to the type of technology they are exposed to.

E) kids should recognize urgent phone calls and instant messages they receive.

👍 Comentários e Gabarito  A 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

A) kids must limit the use of technology according to the moment they live.

B) children who use tech free zones are more likely to set priorities.

C) today‘s youth have to take advantage of free access to technology.

D) children need to pay attention to the type of technology they are exposed to.

E) kids should recognize urgent phone calls and instant messages they receive.

43 – (UEMA-2013-VESTIBULAR 1ª ETAPA)

Choose the best alternative to complete the passage below according to its original meaning in paragraph 3.

"Technology access has been ______ to improved reading skills, ______ some believe that ______ technology can impose dangers on today's youth - including vision ______, technology addiction and sexual solicitation."

A) articulated; then; excessive; enhancement.

B) connected; nevertheless; very; reduction.

C) enjoyed; therefore; lots of; improvement.

D) attached; however; a lot of; damage.

E) joined; thus; several; harm.

👍 Comentários e Gabarito  D 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

A) articulated; then; excessive; enhancement.

B) connected; nevertheless; very; reduction.

C) enjoyed; therefore; lots of; improvement.

D) attached; however; a lot of; damage.

E) joined; thus; several; harm.

44 – (UEMA-2013-VESTIBULAR 1ª ETAPA)

In the sentence "If mom and dad have a difficult time disconnecting from technology, then kids will not see the need to disconnect either."( paragraph 4), the author intends to transmit, respectively, the ideas of

A) condition and comparison.

B) conclusion and condition.

C) condition and conclusion.

D) contrast and conclusion.

E) conclusion and addition.

👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

A) condition and comparison.

B) conclusion and condition.

C) condition and conclusion.

D) contrast and conclusion.

E) conclusion and addition.

❑ TEXTO: Text to answer questions 45 and 46:

MICHAEL PHELPS WINS RECORD 18TH GOLD!

Michael Phelps has done it again! He already made a name for himself as the all-time world-record holder for most Olympic medals, and today he took home another gold as part of the 4x100m medley relay team. Now that Michael has retired, his final count is now a whopping 22 medals. But the road to Olympic stardom was no easy feat, and Michael has gone the distance in his athletic endeavors in order to bring home all those medals with Team USA. Learn Michael’s thoughts on how he prepares, his motivation, and what it takes to become the most decorated Olympian ever.

FUHR, Lizzie. Michael Phelps wins record 18th gold!. Available at: <http://www.fitsugar.com/Michael-Phelps-Athletic-Quotes-24256956>. Access in: 2012 Aug. 06

45 – (UEMA-2013-VESTIBULAR 1ª ETAPA)

The sense expressed in the sentences "He already made a name…" and "Now that Michael has retired…" refers, respectively, to

A) an action that is about to happen; an action in progress in the present.

B) an action occurring in the moment; an action fully completed.

C) a planned action in the past; an action close to the time of speaking.

D) an action in progress in the past; an action in progress in the past.

E) a concluded action in the past; a concluded action in the past.

👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

The sense expressed in the sentences "He already made a name…" and "Now that Michael has retired…" refers, respectively, to

*Alternativa (A): an action that is about to happen; an action in progress in the present.

*Alternativa (B): an action occurring in the moment; an action fully completed.

*Alternativa (C): a planned action in the past; an action close to the time of speaking.

*Alternativa (D): an action in progress in the past; an action in progress in the past.

*Alternativa (E): a concluded action in the past; a concluded action in the past.

46 – (UEMA-2013-VESTIBULAR 1ª ETAPA)

The excerpt in which the author gives advice is 

A) "Michael Phelps has done it again!"

B) "Now that Michael has retired, […]"

C) "He already made a name for himself […]"

D) "Learn Michael‘s thoughts on how he prepares […]"

E) "But the road to Olympic stardom was no easy feat […]"

👍 Comentários e Gabarito  D 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

The excerpt in which the author gives advice is 

A) "Michael Phelps has done it again!"

B) "Now that Michael has retired, […]"

C) "He already made a name for himself […]"

D) "Learn Michael‘s thoughts on how he prepares […]"

E) "But the road to Olympic stardom was no easy feat […]"

47 – (UEMA-2013-VESTIBULAR 1ª ETAPA)

Suppose you have read the following newspaper headline:

The largest Brazilian scientific event, the 64th Annual Meeting of SBPC, took place last July at Universidade Federal do Maranhão with the theme of “Science, Culture and Traditional Knowledge to Fight Poverty” 

To call the attention to the fact that SBPC is a very important scientific event in Brazil, the author made use of

A) indefinite article + adverb + suffix.

B) definite article + adjective + suffix.

C) adjective + affixes + determiner.

D) determiner + noun + prefix.

E) adverb + prefix + adjective.

👍 Comentários e Gabarito  B 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

A) indefinite article + adverb + suffix.

B) definite article + adjective + suffix.

C) adjective + affixes + determiner.

D) determiner + noun + prefix.

E) adverb + prefix + adjective.

❑ TEXTO:

Available at:  <http://www.google.com.br/search?q=funny+cartoons&hl=pt->. Access in: 2012 Jul. 22.

❑ TRADUÇÃO-TEXTO:

- "I wish for no housework, no cooking, no cleaning...less work and more money..." Não desejo trabalhos domésticos, nem cozinhar, nem limpar...menos trabalho e mais dinheiro...

48 – (UEMA-2013-VESTIBULAR 1ª ETAPA)

The implied discourse of the comic above is related to the

A) balance of rights between men and women in today‘s world.

B) equality of men and women‘s household chores nowadays. C) overvaluing of women‘s wage at the present time.

D) dominant male chauvinist pig view in the society.

E) current men‘s undervaluing in several contexts.

👍 Comentários e Gabarito  D 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

O discurso implícito do cômico acima está relacionado...

*Alternativa (A): balance of rights between men and women in today‘s world.(ao equilíbrio de direitos entre homens e mulheres no mundo de hoje.)

*Alternativa (B): equality of men and women‘s household chores nowadays.(à igualdade das tarefas domésticas de homens e mulheres hoje em dia.)

*Alternativa (C): overvaluing of women‘s wage at the present time.(à supervalorização do salário das mulheres no momento.)

*Alternativa (D): dominant male chauvinist pig view in the society.(à visão dominante do porco chauvinista na sociedade.)

*Alternativa (E): current men‘s undervaluing in several contexts.(à desvalorização dos homens atuais em vários contextos.)