Postagens
www.inglesparaconcursos.blog.br
❑ PROVA DE LÍNGUA INGLESA:
• UNESP-2021-VESTIBULAR-ÁREA DE BIOLÓGICAS-29/01/2021.
❑ ESTRUTURA-PROVA:
• 14 MCQs (Multiple Choice Questions) / 5 Options Each Question.
• Text (1) – | Cartum |
• Text (2) – | Meme |
• Text (3) – | Education for Sustainable Development | https://en.unesco.org |
• Text (4) – | Cartum |
• Text (5) – | Cartum |
• Text (6) – | Gráfico – the average share of population connected to internet | economist.com |
• Text (7) – | Geopolítica – the average share of population connected to internet | ft.com |
• Text (8) – | E-democracy and digital gaps | svekom.se |
❑ TEXTO 1: Examine o cartum de Christopher Weyant, publicado em sua conta no Instagram em 16.08.2018.
❑ TRADUÇÃO - TEXTO 1:
• “If I didn’t believe in a free press, would I be giving
you this interview?”
• Se eu não acreditasse na liberdade de imprensa, estaria lhe dando esta entrevista?
01 – (UNESP-2021-VESTIBULAR-ÁREA DE BIOLÓGICAS)
O recurso expressivo que contribui de maneira decisiva para
a compreensão do cartum é
(A) a ironia.
(B) o eufemismo.
(C) a antítese.
(D) a hipérbole.
(E) o paradoxo.
Comentários e Gabarito A
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
❑ TEXTO 2: Examine o meme publicado pela comunidade “The Language
Nerds” em sua conta no Instagram em 28.02.2020.
02 – (UNESP-2021-VESTIBULAR-ÁREA DE BIOLÓGICAS)
Para se evitar o qualificativo de “psicopata”, seria aconselhável seguir a recomendação do meme e inserir uma vírgula
logo após
(A) “I”.
(B) “and”.
(C) “like”.
(D) “family”.
(E) “cooking”.
Comentários e Gabarito E
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
- Ambiguity is really bad in writing and in speaking.
- If a sentence is not clear then we say it is ambiguous, but if you have punctuation corretly in a sentence then it makes it really clear.
- Punctuation is so importante because punctuation adds clarity th the meaning.
- The sentence "I like cooking my family and my pets" is ambiguous.
- So, in order to avoid the qualification of "psychopath", it would be advisable to insert a comma right after "cooking".
- "I like cooking, my family and my pets."(Eu gosto de cozinhar, da minha família e dos meus animais de estimação.)
❑ TEXTO 3: Leia o texto para responder às questões de 03 a 05.
Education for Sustainable Development
Projects from Botswana, Brazil and Germany win UNESCO-Japan
prize on Education for Sustainable Development.
With a world population of 7 billion people and limited
natural resources, we, as individuals and societies, need to
learn to live together sustainably. We need to take action
responsibly based on the understanding that what we do
today can have implications on the lives of people and the
planet in future. Education for Sustainable Development
empowers people to change the way they think and work
towards a sustainable future.
UNESCO aims to improve access to quality education on
sustainable development at all levels and in all social contexts,
to transform society by reorienting education and help people
develop knowledge, skills, values and behaviours needed for
sustainable development. It is about including sustainable
development issues, such as climate change and biodiversity
into teaching and learning. Individuals are encouraged to be
responsible actors who resolve challenges, respect cultural
diversity and contribute to creating a more sustainable world.
(https://en.unesco.org. Adaptado.)
03 – (UNESP-2021-VESTIBULAR-ÁREA DE BIOLÓGICAS)
According to the first paragraph, it is important to promote a
sustainable development because
(A) there are far too many people for too little natural
resources.
(B) individual needs should be considered above social
needs.
(C) people will always keep the way they are in the world.
(D) most of the 7 billion people are not aware of sustainability.
(E) it is too costly to achieve without incentives.
Comentários e Gabarito A
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
*Alternative (A): there are far too many people for too little natural resources.(há muitas pessoas para poucos recursos naturais)
- As at the beginning of the first paragraph, "With a world population of 7 billion people and limited natural resources", that is, there are many people for few natural resources.
*Alternative (B): individual needs should be considered above social needs.(as necessidades individuais devem ser consideradas acima das necessidades sociais.)
- According to the text, we, as individuals and societies, need to learn to live together sustainably. The text at no time stated that individual needs should be considered above social needs.
*Alternative (C): people will always keep the way they are in the world.(as pessoas sempre permanecerão como são no mundo.)
- The text does not claim that people will always continue the way they are in the world. On the contrary, it was stated that Education for Sustainable Development empowers people to change the way they think and work for a sustainable future.
*Alternative (D): most of the 7 billion people are not aware of sustainability.(a maioria dos 7 bilhões de pessoas não tem consciência da sustentabilidade.)
- The text states that the world's population is 7 billion people and makes no mention that the majority of the 7 billion people are aware or not aware of sustainability.
*Alternative (E): it is too costly to achieve without incentives.(é muito caro conseguir sem incentivos.)
- There is no mention that sustainable development is too costly to achieve without incentives.
04 – (UNESP-2021-VESTIBULAR-ÁREA DE BIOLÓGICAS)
According to the second paragraph, one of sustainable
development initiatives to be tackled by education should
be to
(A) develop skills necessary for work.
(B) add climate change themes into school dynamics.
(C) help people acquire basic and general knowledge.
(D) enforce quality education in some specific contexts.
(E) stimulate creativity, art and acting.
Comentários e Gabarito B
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
*Alternative (A): develop skills necessary for work.(desenvolver habilidades necessárias para o trabalho.)
*Alternative (B): add climate change themes into school dynamics.(adicionar temas de mudança climática na dinâmica escolar.)
- The 2nd paragraph mentions the inclusion of sustainable development issues, such as climate change and biodiversity, in teaching and learning.
*Alternative (C): help people acquire basic and general knowledge.(ajudar as pessoas a adquirir conhecimentos básicos e gerais.)
*Alternative (D): enforce quality education in some specific contexts.(fazer cumprir uma educação de qualidade em alguns contextos específicos.)
*Alternative (E): stimulate creativity, art and acting.(estimular a criatividade, a arte e a atuação.)
❑ TEXTO 4:
O cartum dialoga com o seguinte trecho do texto “Education
for Sustainable Development”:
(A) “UNESCO aims to improve access to quality education on
sustainable development”.
(B) “Education for Sustainable Development empowers
people to change the way they think”.
(C) “Individuals are encouraged to be responsible actors who
resolve challenges”.
(D) “what we do today can have implications on the lives of
people and the planet in future”.
(E) “a world population of 7 billion people”.
Comentários e Gabarito D
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
- When reading the non-verbal elements and the verbal language of the cartoon, we observe that the author addresses an issue relevant to our planet: the economy and the environment.
- In the cartoon, we notice father and son sitting on piles of money, in the background of the cartoon a devastated forest.
- When analyzing the father's speech “At least we made a lot of money before destroying the environment ...”, we realized that he used the verb “made”. The intention is to show that, in the past, they did something creative in the midst of all the current destruction.
- According to the non-verbal language (the boy's facial expression), we see that he is concerned about something.
- In the previous moment, they made a lot of money, but now it's worthless, because see the son's speech:
- "Yeah! What's for dinner, Daddy?"
- Realize the link between the past and the future.
- In the previous moment they created a lot of value, they accumulated a lot of money, but now all these piles of money have no value, they, the father and the son, have nothing for dinner, they have nothing to eat.
- So, the cartoon dialogues with the following excerpt from the text that states that what we do today may have implications for the lives of people and the planet in the future.
*Alternative (A): “UNESCO aims to improve access to quality education on sustainable development”.(“A UNESCO visa melhorar o acesso à educação de qualidade para o desenvolvimento sustentável”.)
*Alternative (B): “Education for Sustainable Development empowers people to change the way they think”.(“A Educação para o Desenvolvimento Sustentável capacita as pessoas a mudar a forma de pensar”.)
*Alternative (C): “Individuals are encouraged to be responsible actors who resolve challenges”.(“As pessoas são incentivadas a serem atores responsáveis que resolvem desafios”.)
*Alternative (D): “what we do today can have implications on the lives of people and the planet in future”.(“O que fazemos hoje pode ter implicações na vida das pessoas e do planeta no futuro”.)
*Alternative (E): “a world population of 7 billion people”.(“Uma população mundial de 7 bilhões de pessoas”.)
❑ TEXTO 5: Analise o cartum.
06 – (UNESP-2021-VESTIBULAR-ÁREA DE BIOLÓGICAS)
A fala do personagem
(A) apresenta um questionamento sobre a relevância do
desenvolvimento econômico para a população do
planeta.
(B) coloca em dúvida o custo do desenvolvimento econômico
para a preservação do meio ambiente.
(C) sugere uma alternativa viável para o desenvolvimento
econômico sustentável.
(D) expõe uma constatação sobre a importância da preservação do meio ambiente em benefício do equilíbrio da
economia.
(E) revela um posicionamento a respeito do impacto do
sistema capitalista no meio ambiente.
Comentários e Gabarito E
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
❑ TEXTO 6: Analise o gráfico e leia o texto para responder às questões
de 07 a 12.
The cost of closed schools Countries’ response to school closures By remote-learning type and income group, %
*TV and/or radio
Three-quarters of the world’s children live in countries
where classrooms are closed. As lockdowns ease, schools
should be among the first places to reopen. Children seem
to be less likely than adults to catch covid-19. And the costs
of closure are staggering: in the lost productivity of home
schooling parents; and, far more important, in the damage
done to children by lost learning. The costs fall most heavily
on the youngest, who among other things miss out on
picking up social and emotional skills; and on the less welloff, who are less likely to attend online lessons and who may
be missing meals as well as classes. West African children
whose schools were closed during the Ebola epidemic in
2014 are still paying the price.
(www.economist.com, 01.05.2020. Adaptado.)
07 – (UNESP-2021-VESTIBULAR-ÁREA DE BIOLÓGICAS)
The chart shows that the average share of population
connected to internet
(A) does not make much difference in remote-learning type,
considering all income groups.
(B) impacts significantly the segment of online-only learning
both in the low and high income populations.
(C) is equivalent to radio only access in low-income
population.
(D) is inversely proportional to income.
(E) is lower than expected among high-income population.
Comentários e Gabarito B
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
08 – (UNESP-2021-VESTIBULAR-ÁREA DE BIOLÓGICAS)
De acordo com o texto, o fechamento das escolas devido à
pandemia de covid-19 prejudicou, principalmente,
(A) os pais, já que precisaram se engajar em teletrabalho
além de ajudar os filhos com aulas a distância.
(B) as próprias escolas, uma vez que ficaram sem utilização.
(C) as crianças mais novas e as mais pobres, pois deixaram
de aprender e ficaram sem refeições.
(D) os jovens, pois acabaram de entrar na universidade e
perderam o semestre.
(E) as crianças, pois 75% delas deixaram de frequentar a
escola.
Comentários e Gabarito C
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
09 – (UNESP-2021-VESTIBULAR-ÁREA DE BIOLÓGICAS)
O trecho “West African children whose schools were closed
during the Ebola epidemic in 2014 are still paying the price”
indica que, na região,
(A) as crianças ainda sofrem as consequências do fechamento das escolas.
(B) a recuperação escolar das crianças está em curso.
(C) algumas escolas fechadas ainda não reabriram após a
epidemia de Ebola.
(D) a epidemia de Ebola poderá ressurgir mais forte em uma
segunda onda.
(E) a epidemia de Ebola ainda não acabou.
Comentários e Gabarito A
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
10 – (UNESP-2021-VESTIBULAR-ÁREA DE BIOLÓGICAS)
No trecho “As lockdowns ease, schools should be among the
first places to reopen”, o termo sublinhado indica
(A) tempo.
(B) comparação.
(C) acréscimo.
(D) decorrência.
(E) condição.
Comentários e Gabarito A
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
11 – (UNESP-2021-VESTIBULAR-1º SEMESTRE-ÁREA DE BIOLÓGICAS)
No trecho “who are less likely to attend online lessons”,
o
termo sublinhado pode ser substituído, sem alteração de
sentido, por
(A) alert.
(B) skilled.
(C) competent.
(D) prone.
(E) willing.
Comentários e Gabarito D
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
12 – (UNESP-2021-VESTIBULAR-ÁREA DE BIOLÓGICAS)
No trecho “And the costs of closure are staggering”, o termo
sublinhado equivale, em português, a
(A) acessíveis.
(B) inconclusivos.
(C) variáveis.
(D) estarrecedores.
(E) vibrantes.
Comentários e Gabarito D
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
❑ TEXTO 7:
As long as it operated as a cheap factory, China’s growth
was welcomed by the US, and its emergence as a new market
for consumer goods was eagerly anticipated. However, in
the mid-2010s the relationship between the rising nation
and the incumbent superpower became more competitive.
With the election in 2016 of Donald Trump on an “America
First” platform, the gloves came off. Unhappy with the trade
imbalance, the US president kicked off a trade war in 2018.
The fallout for companies has been considerable.
(Lucy Colback. www.ft.com, 28.02.2020. Adaptado.)
13 – (UNESP-2021-VESTIBULAR-ÁREA DE BIOLÓGICAS)
O excerto descreve mudanças nas relações geopolíticas
entre Estados Unidos e China nas últimas décadas.
Essas
mudanças resultaram em
(A) barreiras aos investimentos de empresas norte-americanas em território chinês, com o confisco de máquinas
destinadas à produção.
(B) medidas unilaterais e protecionistas do governo norte-americano, com a adoção de tarifas adicionais aos produtos chineses.
(C) soluções sustentáveis para setores industriais tradicionalmente poluidores, com o compartilhamento de fontes
de insumos renováveis entre os dois países.
(D) incentivos para a criação de indústrias binacionais, com o
intercâmbio facilitado de trabalhadores qualificados.
(E) sanções econômicas e diplomáticas do governo norte-americano, que restringiram o comércio da China com
outros países.
Comentários e Gabarito B
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
❑ TEXTO 8:
The phenomenon E-democracy [electronic democracy]
is well known and well used in Sweden. E-democracy is a
solution that makes it easier for the population to vote or to
participate in different questions, or just to make themselves
heard. E-democracy is used a lot of municipalities as a simple
way for the inhabitants to participate in the local debate.
E-democracy is often argued as a tool that makes participation
more available for everyone.
(“E-democracy and digital gaps”. www.svekom.se)
14 – (UNESP-2021-VESTIBULAR-ÁREA DE BIOLÓGICAS)
A ferramenta apresentada no excerto remete a uma característica da política ateniense no período clássico, que
diz
respeito
(A) ao poder irrestrito de um único indivíduo.
(B) ao peso da retórica nas tomadas de decisão na pólis.
(C) à decisão soberana de um líder religioso.
(D) ao domínio de um grupo financeiramente privilegiado.
(E) à igualdade de participação nas decisões políticas.
Comentários e Gabarito E
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
Nenhum comentário:
Postar um comentário