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domingo, 7 de fevereiro de 2021

DIPLOMATA–CACD–TPS–2003–LÍNGUA INGLESA–CESPE/UnB–GABARITO, TEXTOS TRADUZIDOS & AQUISIÇÃO DE VOCABULÁRIO.

www.inglesparaconcursos.blog.br

❑ PROVA DE LÍNGUA INGLESA:
  • DIPLOMATA-CACD-TPS-2003-CESPE/UnB-APLICAÇÃO 25/10/2003.
 ESTRUTURA-TESTE DE PRÉ-SELEÇÃO:
  • 04 TFQs (True False Question) / 5 Options Each Question.
  • Texto (1) – | www.diplomat21.com |
  • Texto (2) – | Preventative diplomacy |


 TEXTO 1:
 TRADUÇÃO - TEXTO 1:
Diplomacy, the conduct of inter-state relations, is an old business, and has remained surprisingly constant across three millennia and five continents. A diplomacia, a condução das relações interestatais, é um negócio antigo e manteve-se surpreendentemente constante ao longo de três milênios e nos cinco continentes.

Despite vast changes in its social and economic context, its goals and methods have remained strikingly similar over time, so as the shape of the character of the people active in it. Apesar das grandes mudanças no seu contexto social e econômico, os seus objetivos e métodos permaneceram surpreendentemente semelhantes ao longo do tempo, assim como a forma do carácter das pessoas que nele atuam.

Perpetually, it has the same core activities: representation, negotiation, observation, reporting, analysis and policy advice. Perpetuamente, tem as mesmas atividades principais: representação, negociação, observação, elaboração de relatórios, análise e aconselhamento político.

Its meat and drink is politics, trade promotion, economic relations, and consular protection. A sua carne e bebida é a política, a promoção comercial, as relações econômicas e a proteção consular.

But nowadays, its scope has widened to cover the whole range of government business in a global society. Mas hoje em dia, o seu âmbito alargou-se para cobrir toda a gama de negócios governamentais numa sociedade global.

The diplomat operates in a field of tensions, between war and peace, depending on the relations between the sending and receiving state. O diplomata atua num campo de tensões, entre a guerra e a paz, dependendo das relações entre o Estado remetente e o Estado receptor.

He must be adaptable to both. Ele deve ser adaptável a ambos.

Psychologically, he is always located somewhere along this spectrum, part man of peace, seeking a productive balance of interests, part man of power, seeking national advantage in the global struggle. Psicologicamente, ele está sempre localizado algures neste espectro, em parte homem de paz, em busca de um equilíbrio produtivo de interesses, em parte homem de poder, em busca de vantagem nacional na luta global.

He is by nature ambiguous: a voyager between two worlds, an interpreter between alien cultures, a man who can see both points of view and find common ground. Ele é ambíguo por natureza: um viajante entre dois mundos, um intérprete entre culturas estranhas, um homem que pode ver ambos os pontos de vista e encontrar pontos em comum.

He is a front-line officer who risks being shot in the chest or in the back. Ele é um oficial da linha de frente que corre o risco de levar um tiro no peito ou nas costas.
Internet: <http://www.diplomat21.com/diplomacy/necessity.htm>
(with adaptations).
 QUESTIONÁRIO:

01. (CESPE/UnB/2003-MRE-DIPLOMATA-1ª FASE) It can be inferred from the text I that

(1) diplomatic concerns are restricted to intra-state relations.
(2) diplomacy has been present all over the world for centuries on end.
(3) diplomacy has never experienced any kind of changes in its activities.
(4) diplomatic activity includes political advice.
(5) the diplomat is always subject to tensions, having to decide between war and peace.

      Comentários e Gabarito    ECECE  
TÓPICO - 
RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO
:
Pode-se inferir do texto I que
(1) diplomatic concerns are restricted to intra-state relations. as preocupações diplomáticas estão restritas às relações intra-estatais.
(2) diplomacy has been present all over the world for centuries on end. a diplomacia está presente em todo o mundo há séculos a fio.
(3) diplomacy has never experienced any kind of changes in its activities. a diplomacia nunca sofreu qualquer tipo de mudança nas suas atividades.
(4) diplomatic activity includes political advice. a atividade diplomática inclui aconselhamento político.
(5) the diplomat is always subject to tensions, having to decide between war and peace. o diplomata está sempre sujeito a tensões, tendo que decidir entre a guerra e a paz.

02. (CESPE/UnB/2003-MRE-DIPLOMATA-1ª FASE) Based on text I, judge the following items.

(1) The diplomat sometimes has to face contradictory situations.
(2) The diplomat must be ready to compromise.
(3) Both as man of peace and as a man of power the diplomat has the same goals.
(4) The diplomat should be familiar with foreign cultures.
(5) Diplomacy can be a risky activity.

      Comentários e Gabarito    CCECC  
TÓPICO - 
RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO
:
Com base no texto I, julgue os seguintes itens.
(1) The diplomat sometimes has to face contradictory situations. O diplomata por vezes tem de enfrentar situações contraditórias.
(2) The diplomat must be ready to compromise. O diplomata deve estar pronto para fazer concessões.
(3) Both as man of peace and as a man of power the diplomat has the same goals. Tanto como homem de paz como como homem de poder, o diplomata tem os mesmos objetivos.
(4) The diplomat should be familiar with foreign cultures. O diplomata deve estar familiarizado com culturas estrangeiras.
(5) Diplomacy can be a risky activity. A diplomacia pode ser uma atividade arriscada.

 TEXTO 2:

 TRADUÇÃO - TEXTO 2:
It has become clear that preventive diplomacy is only one of a class of actions that can be taken to prevent disputes from turning into armed conflict. Tornou-se claro que a diplomacia preventiva é apenas uma de uma classe de ações que podem ser tomadas para evitar que disputas se transformem em conflitos armados.

Others in this class are preventive deployment of military and (or) police personnel; Outros desta classe são o destacamento preventivo de militares e (ou) policiais;

preventive humanitarian action, for example, to manage and resolve a refugee situation in a sensitive frontier area; ação humanitária preventiva, por exemplo, para gerir e resolver uma situação de refugiados numa zona fronteiriça sensível;

and preventive peace-building, which itself comprises an extensive menu of possible actions in the political, economic and social fields, applicable especially to possible internal conflicts. e a construção preventiva da paz, que compreende, por sua vez, um extenso menu de ações possíveis nos domínios político, econômico e social, aplicáveis especialmente a possíveis conflitos internos.

All these preventive actions share the following characteristics: Todas estas ações preventivas partilham as seguintes características:

they all depend on early warning that the risk of conflict exists; they require information about the causes and likely nature of the potential conflict so that the appropriate preventive action can be identified; todas dependem do alerta precoce de que existe risco de conflito; exigem informações sobre as causas e a natureza provável do conflito potencial para que a ação preventiva apropriada possa ser identificada;

and they require the consent of the party or parties within whose jurisdiction the preventive action is to take place. e exigem o consentimento da parte ou partes em cuja jurisdição a ação preventiva deverá ocorrer.

The element of timing is crucial. O elemento do tempo é crucial.

The potential conflict should be ripe for the preventive action proposed. O conflito potencial deve estar maduro para a ação preventiva proposta.

Timing is also an important consideration in peace-making and peace-keeping. O tempo também é uma consideração importante na pacificação e na manutenção da paz.

The prevention, control and resolution of a conflict is like the prevention, control and cure of a disease. A prevenção, o controlo e a resolução de um conflito são como a prevenção, o controlo e a cura de uma doença.

If treatment is prescribed at the wrong moment in the evolution of a disease, the patient does not improve, and the credibility of both the treatment and the physician who prescribed it is compromised. Se o tratamento for prescrito no momento errado da evolução de uma doença, o paciente não melhora e a credibilidade do tratamento e do médico que o prescreveu fica comprometida.

Internet: <http://www.un.org/Docs/SG/SG-Rpt/ch4b.htm>
(with adaptations).
 QUESTIONÁRIO:

03. (CESPE/UnB/2003-MRE-DIPLOMATA-1ª FASE) From text II, it can be deduced that

(1) preventive diplomacy has just been considered the only possible action to avoid war.
(2) military actions will necessarily lead to armed conflict.
(3) many problems involving refugees occur in frontier areas.
(4) preventive peace-building demands several types of action.
(5) preventive diplomatic actions should rely on previous intelligence.

      Comentários e Gabarito    EECCC  
TÓPICO - 
RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO
:
Do texto II, pode-se deduzir que
(1) preventive diplomacy has just been considered the only possible action to avoid war. a diplomacia preventiva acaba de ser considerada a única acção possível para evitar a guerra.
(2) military actions will necessarily lead to armed conflict. as ações militares conduzirão necessariamente a conflitos armados.
(3) many problems involving refugees occur in frontier areas. muitos problemas envolvendo refugiados ocorrem em zonas fronteiriças.
(4) preventive peace-building demands several types of action. a construção preventiva da paz exige vários tipos de ação.
(5) preventive diplomatic actions should rely on previous intelligence. as ações diplomáticas preventivas devem basear-se em informações anteriores.

04. (CESPE/UnB/2003-MRE-DIPLOMATA-1ª FASE) Based on text II, it can be concluded that

(1) preventive diplomacy demands just two conditions to succeed.
(2) preventive diplomacy usually deals with armed conflicts.
(3) in any case, the sooner preventive actions are implemented the better.
(4) the resolution of a conflict can be compared to the cure of a disease.
(5) the physician and the diplomat both play the same role in armed conflicts.

      Comentários e Gabarito    EEECE  
TÓPICO - 
RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO
:
Com base no texto II, pode-se concluir que
(1) preventive diplomacy demands just two conditions to succeed. a diplomacia preventiva exige apenas duas condições para ter sucesso.
(2) preventive diplomacy usually deals with armed conflicts. a diplomacia preventiva normalmente lida com conflitos armados.
(3) in any case, the sooner preventive actions are implemented the better. em qualquer caso, quanto mais cedo as ações preventivas forem implementadas, melhor.
(4) the resolution of a conflict can be compared to the cure of a disease. a resolução de um conflito pode ser comparada à cura de uma doença.
(5) the physician and the diplomat both play the same role in armed conflicts. o médico e o diplomata desempenham ambos o mesmo papel nos conflitos armados.

domingo, 18 de outubro de 2020

UFSC-2003- Vestibular da Universidade Federal de Santa Catarina.

•  UNIVERSIDADE FEDERAL DE SANTA CATARINA-VESTIBULAR-2003. From https://coperve.ufsc.br.

❑ ESTRUTURA DA PROVA:

 10 Questões totalizando 50 ITENS do tipo (C) ou (E), onde um erro anula a questão.

❑ TEXTO 1:
CHARLIE CHAPLIN – A COMIC GENIUS
1
One of the most important and influential figures in the history of motion pictures, Charlie Chaplin was perhaps the greatest comedian to have ever lived. He made his reputation in 1914 when, in his second film, Kid Auto Races at Venice, he introduced the world to the helpless “little tramp.” With his smudge moustache, baggy trousers and bowler hat, and twirling his cane, the tramp soon had cinema audiences entranced. It was a fantastic creation, stirring up emotions, both happy and sad, and Chaplin played that classic role in more than 70 films during his career, earning him both a fortune and international fame.
2
Chaplin’s beginnings never promised such success. Though born into a wealthy London family, the good times quickly disappeared. His father deserted when Charlie was an infant (and later died of alcoholism) and his mother, a successful music hall star, had a nervous breakdown and was sent to an asylum. Charlie thus found himself in an orphanage. It was the theatre that gave Chaplin his first release from the pressures of troubled life. He made his debut in 1894, appearing on stage with his mother. Later he became part of Fred Karno’s music hall troupe and went with them on their American tour of 1912. It was while the company was in the United States that the young Chaplin was spotted by the film director Mack Sennett and signed to Keystone Films at 150 dollars a week. Over the next few months Chaplin made dozens of films for Keystone many of which featured his newly created “little tramp” character.
  • From: Speak Up. Agosto 1999 – nº 147 (adapted)
👉 Questão  01 Read the summaries below.
Which one (s) contains (contain) the same information found in the text?
01. According to the text, Chaplin stands as one of the greatest comedians ever, being also a relevant and powerful person in the history of the movie industry. His success is due to a character he created, known as the “little tramp”. First introduced to the world in Kid Auto Races at Venice, the “little tramp” appeared in all Chaplin’s movies and earned money and fame. Chaplin was meant to be successful since the beginning of his career. Born into a rich family, Chaplin was sent to an orphanage when his father and mother died. In 1912 he went on a tour with Karno’s music hall troupe, but his first performance on stage was in 1894. When touring with Karno’s group, Chaplin was invited to film Keystone for 150 dollars a week.
02. In the text it is said that Chaplin gained one of the highest positions as a comedian in the cinema world. The text also describes the character that brought Chaplin fame and fortune and shows when his career blossomed. Besides that, we are told about who was responsible for his recognition and the number of times Chaplin performed his “little tramp” character in the films he took part in during those years. On the other hand, we learn how difficult Chaplin’s life was when he was very young.
04. The text refers to Charlie Chaplin as one of the greatest comic actors in the whole history of motion pictures. It also tells how Chaplin gained success through the creation of his famous character – the “little tramp” – and presents a brief description of him. Besides that, the reader is informed about the hard times Chaplin had to overcome still as a child, since his father left and his mother became seriously ill. The text also mentions when Chaplin’s talent was recognized and who took part in this process. Finally, the last lines of the text show us that Chaplin played the role of his new character in many films he made at that time.
08. Chaplin, the greatest comedian in the history of motion pictures, started his career in 1914, with Kid Auto Races at Venice. After having lived in an orphanage, he made his first public appearance in 1894, with his mother. Chaplin was invited to work for Keystone Films by Mack Sennet, who brought him fame and fortune.
👍 Comentários e Gabarito  02+04 = (06) 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
01. According to the text, Chaplin stands as one of the greatest comedians ever, being also a relevant and powerful person in the history of the movie industry. His success is due to a character he created, known as the “little tramp”. First introduced to the world in Kid Auto Races at Venice, the “little tramp” appeared in all Chaplin’s movies and earned money and fame. Chaplin was meant to be successful since the beginning of his career. Born into a rich family, Chaplin was sent to an orphanage when his father and mother died. In 1912 he went on a tour with Karno’s music hall troupe, but his first performance on stage was in 1894. When touring with Karno’s group, Chaplin was invited to film Keystone for 150 dollars a week.
02. In the text it is said that Chaplin gained one of the highest positions as a comedian in the cinema world. The text also describes the character that brought Chaplin fame and fortune and shows when his career blossomed. Besides that, we are told about who was responsible for his recognition and the number of times Chaplin performed his “little tramp” character in the films he took part in during those years. On the other hand, we learn how difficult Chaplin’s life was when he was very young.
04. The text refers to Charlie Chaplin as one of the greatest comic actors in the whole history of motion pictures. It also tells how Chaplin gained success through the creation of his famous character – the “little tramp” – and presents a brief description of him. Besides that, the reader is informed about the hard times Chaplin had to overcome still as a child, since his father left and his mother became seriously ill. The text also mentions when Chaplin’s talent was recognized and who took part in this process. Finally, the last lines of the text show us that Chaplin played the role of his new character in many films he made at that time.
08. Chaplin, the greatest comedian in the history of motion pictures, started his career in 1914, with Kid Auto Races at Venice. After having lived in an orphanage, he made his first public appearance in 1894, with his mother. Chaplin was invited to work for Keystone Films by Mack Sennet, who brought him fame and fortune.
👉 Questão  02 :
Choose the proposition(s) in which the definitions of the underlined words correspond to the meaning used in the text. 01. figures – numbered drawings or diagrams in a book.
02. cane – to punish someone, especially a child, by hitting them with a long thin stick.
04. role – the character played by an actor in a play or film.
08. stage – the raised floor in a theater on which plays are performed.
16. dozens of – a lot of.
32. featured – showed.
👍 Comentários e Gabarito  04+08+16+32 = (60) 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
01. figures – numbered drawings or diagrams in a book.
02. cane – to punish someone, especially a child, by hitting them with a long thin stick.
04. role – the character played by an actor in a play or film.
08. stage – the raised floor in a theater on which plays are performed.
16. dozens of – a lot of.
32. featured – showed.
👉 Questão  03 :
Select the proposition (s) in which the beginning of the sentence can be CORRECTLY matched with both alternatives, according to the text.
01. With his “little tramp” character Chaplin
a) received a large amount of money.
b) became famous all over the world.
02.
Charlie Chaplin’s beginnings were not easy because
a) his family had serious problems.
b) his father abandoned him and his mother got a mental illness when he was just a little boy.
04.
As a “little tramp” Chaplin used to wear
a) loose trousers.
b) a hat with a round hard top.
08. In 1912 Chaplin
a) traveled with a music hall company around the United States.
b) made a show with his mother.
16. Every month Chaplin
a) received almost two hundred dollars.
b) was invited to make a new film.
👍 Comentários e Gabarito  01+02+04 = (07) 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
01. With his “little tramp” character Chaplin
a) received a large amount of money.
b) became famous all over the world.
02.
Charlie Chaplin’s beginnings were not easy because
a) his family had serious problems.
b) his father abandoned him and his mother got a mental illness when he was just a little boy.
04.
As a “little tramp” Chaplin used to wear
a) loose trousers.
b) a hat with a round hard top.
08. In 1912 Chaplin
a) traveled with a music hall company around the United States.
b) made a show with his mother.
16. Every month Chaplin
a) received almost two hundred dollars.
b) was invited to make a new film.
TEXTO 2:
CHARLIE CHAPLIN: THE LATER YEARS
1
Chaplin’s subsequent films, like The Tramp and Shanghaied, firmly established his reputation and, as his fame rose, so too did his salary and his power. By 1917 Chaplin was able to demand a million dollars for eight pictures. By now Chaplin was taking an increasing amount of control over his work: writing, directing, producing and even composing the music for many of the films in which he starred. In 1919 that control became complete with Chaplin, along with Mary Pickford, Douglas Fairbanks and D. W. Griffith, forming United Artists as an independent company to distribute their films.
2
The introduction of sound to the cinema, however, brought an end to Chaplin’s greatness. His style of performance, derived from the circus clown and from mime, no longer seemed to work its magic. He avoided using the new technology for his films City Lights and Modern Times but embraced it in his 1936 movie, The Great Dictator. Though Chaplin continued to make the occasional film, and also wrote two books, his glory days were over. His leftist politics brought him in for a good deal of criticism (as did an affair with a young woman) and investigation by the Un-American Affairs Commission. As a result, Chaplin left the U.S. in 1952 and, having been refused re-entry, made his home in Switzerland. In 1972 he returned to the United States to receive several tributes, among them a special Academy Award for his contributions to the film industry. Three years later he was knighted. Chaplin died on December 25th 1977. Among his obituaries was a quote from the actor in 1960: “I remain one thing and one thing only, and that is a clown. It places me on a far higher plane than any politician.”
From: Speak Up. Agosto 1999 – no 147 (adapted)
👉 Questão  04 :
The statements in italics below were extracted or adapted from the text. They are all correct. Choose the proposition(s) in which the statement in letter a) is CORRECTLY explained or interpreted in letter b), according to the text.
01.
a) Chaplin avoided using the new technology for some of his films but embraced it in his The Great Dictator.
b) Chaplin decided to introduce sound to many films but didn’t accept to use it in The Great Dictator.
02.
a) The introduction of sound to the cinema brought an end to Chaplin’s greatness.
b) When silent films disappeared fame deserted Chaplin.
04.
a) Chaplin’s glory days were over.
b) Chaplin’s fame was gone.
08.
a) “It places me on a far higher plane than any politician.”
b) The artist compares himself to a politician, and as a clown he feels less important.
16.
a) Chaplin left the U.S. and, having been refused re-entry, made his home in Switzerland.
b) Chaplin decided to live in Switzerland because the American people finally accepted his bad manners.
32.
a) Chaplin’s leftist politics brought him in for a good deal of criticism.
b) Chaplin’s political ideals provoked a lot of criticism against him.
👍 Comentários e Gabarito  02+04+32 = (38) 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
01.
a) Chaplin avoided using the new technology for some of his films but embraced it in his The Great Dictator.
b) Chaplin decided to introduce sound to many films but didn’t accept to use it in The Great Dictator.
02.
a) The introduction of sound to the cinema brought an end to Chaplin’s greatness.
b) When silent films disappeared fame deserted Chaplin.
04.
a) Chaplin’s glory days were over.
b) Chaplin’s fame was gone.
08.
a) “It places me on a far higher plane than any politician.”
b) The artist compares himself to a politician, and as a clown he feels less important.
16.
a) Chaplin left the U.S. and, having been refused re-entry, made his home in Switzerland.
b) Chaplin decided to live in Switzerland because the American people finally accepted his bad manners.
32.
a) Chaplin’s leftist politics brought him in for a good deal of criticism.
b) Chaplin’s political ideals provoked a lot of criticism against him.
👉 Questão  05 :
Select the proposition(s) which contains (contain) CORRECT references to the following words, underlined in the text.
01. which (paragraph 1): the films
02. their (paragraph 1): Mary Pickford, Douglas Fairbanks, D.W. Griffith, and Chaplin
04. its (paragraph 2): the circus clown
08. it (paragraph 2): the new technology
16. them (paragraph 2): several tributes
32. the actor (paragraph 2): Chaplin
64. that (paragraph 2): the actor
👍 Comentários e Gabarito  01+02+08+16+32 = (59) 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
01. which (paragraph 1): the films
02. their (paragraph 1): Mary Pickford, Douglas Fairbanks, D.W. Griffith, and Chaplin
04. its (paragraph 2): the circus clown
08. it (paragraph 2): the new technology
16. them (paragraph 2): several tributes
32. the actor (paragraph 2): Chaplin
64. that (paragraph 2): the actor
👉 Questão  06 :
Identify the CORRECT proposition(s) according to the text.
01. As Chaplin’s reputation increased, so did his salary and power.
02. Chaplin could ask for a large amount of money for his movies after becoming famous.
04. For many of the films he saw, Chaplin composed the music.
08. Chaplin’s style of performance was taken from the circus clown and mime.
16. After sound was introduced to the cinema, Chaplin’s performance did not work its magic anymore.
32. Chaplin tried to re-enter the United States, but was not allowed. So he established himself in Europe.
👍 Comentários e Gabarito  01+02+08+16+32 = (59) 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
01. As Chaplin’s reputation increased, so did his salary and power.
02. Chaplin could ask for a large amount of money for his movies after becoming famous.
04. For many of the films he saw, Chaplin composed the music.
08. Chaplin’s style of performance was taken from the circus clown and mime.
16. After sound was introduced to the cinema, Chaplin’s performance did not work its magic anymore.
32. Chaplin tried to re-enter the United States, but was not allowed. So he established himself in Europe.
TEXTO 3:
REWARDS FOR TALENTS
1
Awards and medals are usually given throughout the world to outstanding people in several areas of knowledge. One of the most famous awards is the Nobel Prize. There are other well-known premiums in the United States.
2
PULITZER PRIZES – they were endowed by Joseph Pulitzer (1847- 1911), publisher of the New York World, in a bequest to Columbia University. They are awarded annually since 1917 for work done during the preceding year. All prizes are $3,000 in each category (Journalism, Literature and Music), except Meritorious Public Service for which a gold medal is given.
3
OSCAR – a gold-plated statuette awarded by the American Academy of Motion Picture Arts and Sciences for outstanding contributions to motion-picture industry since 1928. The first movie to get an Oscar was Wings and the first director was Frank Borzage with Seventh Heaven. There are many versions about the origin of the name “Oscar”, which has been used since 1931. The most common one is that the statuette was named after Oscar Pierce, the uncle of Margaret Herrick, a librarian of the Academy.
4
GRAMMY – A statuette awarded annually by the National Academy of Recording Arts and Sciences for outstanding achievement in almost 70 categories in the recording industry. The first Grammy was delivered in 1958 to Domenico Modugno for his song Volare. The word Grammy comes from GRAM (ophone).
From: LIBERATO, Wilson Antônio.
Compact English Book. FTD, 1998.
👉 Questão  07 :
Select the CORRECT proposition(s) according to the text.
01. Among the many well-known awards given in the United States, the Nobel Prize is the most famous one.
02. The first Pulitzer Prizes were awarded by Joseph Pulitzer, a publisher of the New York World.
04. Music is one of the categories awarded by both the Pulitzer Prizes and the Grammy.
08. The prizes mentioned in the text were all named after outstanding people.
16. The name Oscar was probably a tribute to Margaret Herrick’s uncle.
👍 Comentários e Gabarito  04+16 = (20) 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
01. Among the many well-known awards given in the United States, the Nobel Prize is the most famous one.
02. The first Pulitzer Prizes were awarded by Joseph Pulitzer, a publisher of the New York World.
04. Music is one of the categories awarded by both the Pulitzer Prizes and the Grammy.
08. The prizes mentioned in the text were all named after outstanding people.
16. The name Oscar was probably a tribute to Margaret Herrick’s uncle.
👉 Questão  08 :
In which paragraphs can you find the following information?
Select the CORRECT proposition(s) according to the text.
01. the probable origin of the name of a premium given to important contributions to the film industry: paragraph 3
02. the approximate amount of categories that receive a statuette in the world of the recording industry: paragraph 4
04. the name of a country where famous rewards are delivered: paragraph 1
08. the name of a prize that is awarded monthly since the beginning of the century: paragraph 2
16. the year in which the name “Oscar” was first used to name a gold-plated statuette: paragraph 3
32. how long the person who endowed the Pulitzer Prizes lived: paragraph 2
64. the price of the gold medal that is delivered as a Pulitzer Prize: paragraph 2
👍 Comentários e Gabarito  01+02+04+16+32 = (55) 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
01. the probable origin of the name of a premium given to important contributions to the film industry: paragraph 3
02. the approximate amount of categories that receive a statuette in the world of the recording industry: paragraph 4
04. the name of a country where famous rewards are delivered: paragraph 1
08. the name of a prize that is awarded monthly since the beginning of the century: paragraph 2
16. the year in which the name “Oscar” was first used to name a gold-plated statuette: paragraph 3
32. how long the person who endowed the Pulitzer Prizes lived: paragraph 2
64. the price of the gold medal that is delivered as a Pulitzer Prize: paragraph 2
👉 Questão  09 :
Which of the following questions can be answered according to the information contained in the text?
01. How much do Americans spend on awards and medals given to famous people around the world every month?
02. What is the name of the artist who received a Pulitzer Prize last year?
04. What was the first song to receive a Grammy?
08. What do people win a Pulitzer Prize for?
16. Who won an Oscar for Best Director this year?
32. How many premiums are mentioned in the text?
👍 Comentários e Gabarito  04+08+32 = (44) 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
01. How much do Americans spend on awards and medals given to famous people around the world every month?
02. What is the name of the artist who received a Pulitzer Prize last year?
04. What was the first song to receive a Grammy?
08. What do people win a Pulitzer Prize for?
16. Who won an Oscar for Best Director this year?
32. How many premiums are mentioned in the text?
TEXTO 4:
MOVIES AND PHOTOGRAPHS
If we want to learn about other societies, it is not always necessary to travel. We can discover what happens in other parts of the world by watching movies. It is difficult to imagine an easier method of learning about other countries. Nowadays movies not only tell stories or record important historical happenings. They also record for us the actions and habits of ordinary people. Much of our present knowledge of living forms and of objects in distant space, too, is obtained from movies and photographs.
From: TOTIS, Verônica. Língua Inglesa: Leitura. Cortez, 1991.
👉 Questão  10 :
The following is the last paragraph of the text. Select the proposition(s) that presents(present) the CORRECT punctuation.
01. Camera eyes are generally more accurate, than the eyes of men and women when a man looks at the world. He sees only what he chooses to see. He often finds it more convenient not to notice certain things. But, a camera represents every object completely and truthfully. Without this instrument many scientific discoveries. Would be impossible and we would be less sure of many historical facts.
02. Camera eyes are, generally, more accurate than the eyes of men and women. When a man looks at the world, he sees only what he chooses to see. He often finds it more convenient not to notice certain things. But a camera represents every object completely and truthfully without this instrument. Many scientific discoveries. Would be impossible and we would be less sure of many historical facts?
04. Camera eyes are generally more accurate than the eyes of men and women. When a man looks at the world, he sees only what he chooses to see? He often finds it more convenient not to notice certain things; but a camera represents every object completely and truthfully. Without, this instrument many scientific discoveries would be impossible! And we would be less sure of many historical facts.
08. Camera eyes are generally more accurate than the eyes of men and women. When a man looks at the world, he sees only what he chooses to see. He often finds it more convenient not to notice certain things. But a camera represents every object completely and truthfully. Without this instrument, many scientific discoveries would be impossible and we would be less sure of many historical facts.
16. Camera eyes are generally more accurate than the eyes of men and women. When a man looks at the world he sees only. What he chooses to see? He often finds it more convenient not to notice certain things. But a camera represents every object completely and truthfully. Without this instrument, many scientific discoveries would be impossible and we would be less sure of many historical facts!
👍 Comentários e Gabarito  08 = (08) 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
01. Camera eyes are generally more accurate, than the eyes of men and women when a man looks at the world. He sees only what he chooses to see. He often finds it more convenient not to notice certain things. But, a camera represents every object completely and truthfully. Without this instrument many scientific discoveries. Would be impossible and we would be less sure of many historical facts.
02. Camera eyes are, generally, more accurate than the eyes of men and women. When a man looks at the world, he sees only what he chooses to see. He often finds it more convenient not to notice certain things. But a camera represents every object completely and truthfully without this instrument. Many scientific discoveries. Would be impossible and we would be less sure of many historical facts?
04. Camera eyes are generally more accurate than the eyes of men and women. When a man looks at the world, he sees only what he chooses to see? He often finds it more convenient not to notice certain things; but a camera represents every object completely and truthfully. Without, this instrument many scientific discoveries would be impossible! And we would be less sure of many historical facts.
08. Camera eyes are generally more accurate than the eyes of men and women. When a man looks at the world, he sees only what he chooses to see. He often finds it more convenient not to notice certain things. But a camera represents every object completely and truthfully. Without this instrument, many scientific discoveries would be impossible and we would be less sure of many historical facts.
16. Camera eyes are generally more accurate than the eyes of men and women. When a man looks at the world he sees only. What he chooses to see? He often finds it more convenient not to notice certain things. But a camera represents every object completely and truthfully. Without this instrument, many scientific discoveries would be impossible and we would be less sure of many historical facts!
👉 Questão  11 :
Select the CORRECT proposition(s) to complete the following sentence:
The text makes reference to …
01. travels around the Americas.
02. the contribution of movies and photographs to our knowledge of the world.
04. the fact that movies and photographs can help us learn.
08. the stories of famous people.
16. the habits of rich people.
32. historical American events.
64. an easy way to learn about other countries.
👍 Comentários e Gabarito  02+04+64 = (70) 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
The text makes reference to …
01. travels around the Americas.
02. the contribution of movies and photographs to our knowledge of the world.
04. the fact that movies and photographs can help us learn.
08. the stories of famous people.
16. the habits of rich people.
32. historical American events.
64. an easy way to learn about other countries.
👉 Questão  12 :
Which proposition(s) shows(show) the MAIN IDEA of all the texts, according to their sequence?
01.
Text 1 – Chaplin’s beginnings and how he achieved success. Text 2 – Chaplin’s glory, how he lost his fame and what happened in his life until he died.
Text 3 – Awards and medals that people receive all over the world.
Text 4 – The importance of movies and photographs.
02.
Text 1 – Chaplin’s life.
Text 2 – The decline of silent films and Chaplin’s death.
Text 3 – The Nobel Prize – one of the most important awards. Text 4 – The importance of photographs in representing knowledge.
04.
Text 1 – The positive responses of cinema audiences to Chaplin’s new character.
Text 2 – The tributes received by Chaplin close to the end of his life.
Text 3 – People’s opinion about the different rewards for talents.
Text 4 – The facility of learning about other countries.
08.
Text 1 – An account of Chaplin’s career and some other biographical notes about him.
Text 2 – Chaplin’s fame and decline and what happened to him up to his death.
Text 3 – Premiums given to people in different fields of activity.
Text 4 – Movies and photographs in our lives.
16.
Text 1 – A description of Chaplin’s most important character. Text 2 – Chaplin’s death.
Text 3 – The origin of some of the very wellknown statuettes awarded every year.
Text 4 – The autonomy man has in choosing what he wants to see.
👍 Comentários e Gabarito  01+08 = (09) 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
01.
Text 1 – Chaplin’s beginnings and how he achieved success. Text 2 – Chaplin’s glory, how he lost his fame and what happened in his life until he died.
Text 3 – Awards and medals that people receive all over the world.
Text 4 – The importance of movies and photographs.
02.
Text 1 – Chaplin’s life.
Text 2 – The decline of silent films and Chaplin’s death.
Text 3 – The Nobel Prize – one of the most important awards. Text 4 – The importance of photographs in representing knowledge.
04.
Text 1 – The positive responses of cinema audiences to Chaplin’s new character.
Text 2 – The tributes received by Chaplin close to the end of his life.
Text 3 – People’s opinion about the different rewards for talents.
Text 4 – The facility of learning about other countries.
08.
Text 1 – An account of Chaplin’s career and some other biographical notes about him.
Text 2 – Chaplin’s fame and decline and what happened to him up to his death.
Text 3 – Premiums given to people in different fields of activity.
Text 4 – Movies and photographs in our lives.
16.
Text 1 – A description of Chaplin’s most important character. Text 2 – Chaplin’s death.
Text 3 – The origin of some of the very wellknown statuettes awarded every year.
Text 4 – The autonomy man has in choosing what he wants to see.    

terça-feira, 10 de novembro de 2015

PUC/Rio – 2003 – VESTIBULAR – GRUPOS 1, 2 e 3 - LÍNGUA INGLESA – PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO – PROVA COM GABARITO & TEXTOS TRADUZIDOS..

❑ PROVA DE LÍNGUA INGLESAPUC-RIO-2003-VESTIBULAR-09/12/2002.

https://www.puc-rio.br/vestibular/
❑ ESTRUTURA-PROVA:
 10 Multiple Choice Questions / 5 Options Each Question.
 Text (1) – | A FAT NATION | U.S. News & World Report |
 Text (2) – | DISCUSSION GROUP GIVES SUPPORT | 
 TEXT 1:
A FAT NATION
America's 'supersize' diet is fattier and sweeter - and deadlier.
    
Pretty, dark-haired Katie Young has been successful at most things. She's an excellent student, a star on her softball team, and a good dancer. But like so many Americans - kids and adults alike - the New Orleans 10-year-old struggles with one thing: keeping her weight under control.
     
When Katie started day camp in June, she discovered a snack bar where she could buy pizza, hot dogs, candy, ice cream, chips, soft drinks, and more. "Katie went nuts," says her mother, Judy Young. In the first two weeks of camp, Katie spent nearly $40 on snack foods. "I bought a lot of pizza," Katie says. "And I bought candy and everything. I didn't feel good seeing the other kids eat those things. I wanted them too."
     
Of course she did. Katie was acting on a basic driving force of human biology: Eat whenever food is available and eat as much of it as possible. Throughout most of human history, food was scarce, and getting a hold of it required a great deal of physical energy. Those who ate as many calories as they could were protected against famine and had the energy to reproduce. The problem today, says Kelly Brownell,
director of the Yale Center for Eating and Weight Disorders, is that there's "a complete mismatch" between biology and the environment.
     
America has become a fat nation. More than 61 percent of adults are overweight, and 27 percent of them - 50 million people - are obese, according to a U.S. surgeon general's report released last December. In the next decade, weight-related illnesses threaten to overwhelm the healthcare system.
     
Weight is also taking a heavy toll on the nation's children. The percentage of 6-to-11-year-olds who are overweight has nearly doubled in two decades, and for adolescents the percentage has tripled. Pediatricians are treating conditions rarely before diagnosed in young people. In a recent study of 813 overweight Louisiana schoolchildren, for example, 58 percent had at least one heart disease risk factor, such as high blood pressure or cholesterol. (…)
     
Eating opportunities are endless because food is sold almost everywhere. "Just go back 20 years," says Yale's Brownell. "You never used to find more than a candy counter in a drugstore. Now there are aisles and aisles of food. If you see a gas station that does not have a food store attached, people are afraid to use it. There are food courts in shopping malls. And in the schools, there are vending machines and soft-drink machines - and they aren't selling carrot juice." (…)
     
Obesity has been linked to everything from the decline of the family dinner to the popularity of computers and video games to supersize portions of fast food. But it all comes down to a simple calculation, says University of Colorado nutrition researcher James Hill: "The primary reason America is fat is that we eat too much compared to our activity level."
By Amanda Spake. U.S. News & World Report, Aug. 18, 2002.

 TRADUÇÃO - TEXTO 1:
A FAT NATION
UMA NAÇÃO DE OBESOS
America's 'supersize' diet is fattier and sweeter - and deadlier.
A dieta “superdimensionada” da América é mais gordurosa e doce – e mais mortal.
    
Pretty, dark-haired Katie Young has been successful at most things.
A bonita Katie Young de cabelos escuros tem tido sucesso na maioria das coisas.

She's an excellent student, a star on her softball team, and a good dancer.
Ela é uma excelente aluna, uma estrela em seu time de softball e uma boa dançarina.

But like so many Americans - kids and adults alike - the New Orleans 10-year-old struggles with one thing: keeping her weight under control.
Mas, como tantos americanos – crianças e adultos – a menina de 10 anos de Nova Orleans luta com uma coisa: manter o peso sob controle.
     
When Katie started day camp in June, she discovered a snack bar where she could buy pizza, hot dogs, candy, ice cream, chips, soft drinks, and more.
Quando Katie começou o acampamento diurno em junho, ela descobriu uma lanchonete onde podia comprar pizza, cachorro-quente, doces, sorvetes, batatas fritas, refrigerantes e muito mais.

"Katie went nuts," says her mother, Judy Young.
Katie enlouqueceu”, diz sua mãe, Judy Young.

In the first two weeks of camp, Katie spent nearly $40 on snack foods.
Nas primeiras duas semanas de acampamento, Katie gastou quase US$ 40 em salgadinhos.

"I bought a lot of pizza," Katie says.
Comprei muita pizza”, diz Katie.

"And I bought candy and everything. I didn't feel good seeing the other kids eat those things. I wanted them too."
"E comprava doces e tudo mais. Não me sentia bem vendo as outras crianças comendo essas coisas. Eu também queria."
     
Of course she did. Katie was acting on a basic driving force of human biology: Eat whenever food is available and eat as much of it as possible.
É óbvio que ela comia. Katie estava agindo com base em uma força motriz básica da biologia humana: coma sempre que houver comida disponível e coma o máximo possível.

Throughout most of human history, food was scarce, and getting a hold of it required a great deal of physical energy.
Ao longo da maior parte da história humana, a comida era escassa e obtê-la exigia muita energia física.

Those who ate as many calories as they could were protected against famine and had the energy to reproduce.
Aqueles que ingeriam tantas calorias quanto podiam estavam protegidos contra a fome e tinham energia para se reproduzir.

The problem today, says Kelly Brownell, director of the Yale Center for Eating and Weight Disorders, is that there's "a complete mismatch" between biology and the environment.
O problema hoje, diz Kelly Brownell, diretora do Centro de Distúrbios Alimentares e de Peso de Yale, é que existe “uma incompatibilidade completa” entre a biologia e o meio ambiente.

America has become a fat nation.
Os Estados Unidos tornaram-se uma nação de obesos.

More than 61 percent of adults are overweight, and 27 percent of them - 50 million people - are obese, according to a U.S. surgeon general's report released last December.
Mais de 61 por cento dos adultos têm excesso de peso e 27 por cento deles – 50 milhões de pessoas – são obesos, de acordo com um relatório do cirurgião geral dos EUA divulgado em Dezembro passado.

In the next decade, weight-related illnesses threaten to overwhelm the healthcare system.
Na próxima década, as doenças relacionadas com o peso ameaçam sobrecarregar o sistema de saúde.

Weight is also taking a heavy toll on the nation's children.
O peso também está afetando pesadamente as crianças do país.

The percentage of 6-to-11-year-olds who are overweight has nearly doubled in two decades, and for adolescents the percentage has tripled.
A percentagem de crianças dos 6 aos 11 anos com excesso de peso quase duplicou em duas décadas, e para os adolescentes a percentagem triplicou.

Pediatricians are treating conditions rarely before diagnosed in young people.
Os pediatras estão tratando doenças raramente diagnosticadas em jovens.

In a recent study of 813 overweight Louisiana schoolchildren, for example, 58 percent had at least one heart disease risk factor, such as high blood pressure or cholesterol. (…)
Num estudo recente realizado com 813 crianças com excesso de peso em idade escolar no Louisiana, por exemplo, 58% tinham pelo menos um fator de risco de doença cardíaca, como pressão arterial elevada ou colesterol. (…)

Eating opportunities are endless because food is sold almost everywhere. "Just go back 20 years," says Yale's Brownell.
As oportunidades alimentares são infinitas porque os alimentos são vendidos em quase todos os lugares. “Basta voltar 20 anos”, diz Brownell, de Yale.

"You never used to find more than a candy counter in a drugstore.
“Você nunca encontrava mais do que um balcão de doces em uma drogaria.

Now there are aisles and aisles of food.
Agora existem corredores e corredores de comida.

If you see a gas station that does not have a food store attached, people are afraid to use it.
Se você vir um posto de gasolina que não tem loja de alimentos anexa, as pessoas ficam com medo de usá-lo.

There are food courts in shopping malls.
Existem praças de alimentação em shoppings.

And in the schools, there are vending machines and soft-drink machines - and they aren't selling carrot juice." (…)
E nas escolas há máquinas de venda automática e de refrigerantes - e não vendem suco de cenoura." (…)
     
Obesity has been linked to everything from the decline of the family dinner to the popularity of computers and video games to supersize portions of fast food.
A obesidade tem sido associada a tudo, desde o declínio do jantar em família até a popularidade dos computadores e videogames e porções gigantescas de fast food.

But it all comes down to a simple calculation, says University of Colorado nutrition researcher James Hill: "The primary reason America is fat is that we eat too much compared to our activity level."
Mas tudo se resume a um cálculo simples, diz James Hill, pesquisador de nutrição da Universidade do Colorado: “A principal razão pela qual a América é gorda é que comemos demais em comparação com o nosso nível de atividade”.
By Amanda Spake.
U.S. News & World Report, Aug. 18, 2002.
01 – (PUC/Rio-2003-VESTIBULAR-Grupos 1, 2 e 3)
Check the statement that expresses the central idea of Text 1.
(A) Successful students like Katie Young tend to have a weight-control problem.
(B) In ancient times there was little food available, so people did not put on weight.
(C) The popularity of computers and video games is the chief cause of obesity in America.
(D) Overweight children in the American state of Louisiana suffer from high blood pressure.
(E) Americans of all ages are becoming overweight, which raises the risk of weight-related illnesses.
 👍   Gabarito    E  
TÓPICO - IDEIA PRINCIPAL O DO TEXTO
:
Check the statement that expresses the central idea of Text 1.
Assinale o enunciado que expressa a ideia central do Texto 1.
(A) Successful students like Katie Young tend to have a weight-control problem.  –  Alunos bem-sucedidos como Katie Young tendem a ter problemas de controle de peso.
(B) In ancient times there was little food available, so people did not put on weight.  –  Antigamente havia pouca comida disponível, por isso as pessoas não engordavam.
(C) The popularity of computers and video games is the chief cause of obesity in America.  –  A popularidade dos computadores e dos videogames são a principal causa da obesidade na América.
(D) Overweight children in the American state of Louisiana suffer from high blood pressure.  –  Crianças com excesso de peso no estado americano de Louisiana sofrem de hipertensão.
(E) Americans of all ages are becoming overweight, which raises the risk of weight-related illnesses.  –  Americanos de todas as idades estão ficando acima do peso, o que aumenta o risco de doenças relacionadas ao peso.

02 – (PUC/Rio-2003-VESTIBULAR-Grupos 1, 2 e 3)
When the author says that America's supersize diet is deadlier (title line) she means that it:
(A) is now more harmful to people's health.
(B) may take away people's physical energy.
(C) will certainly ruin the health care system.
(D) makes people control their weight.
(E) causes people to feel intoxicated.
 👍   Gabarito   A  
TÓPICO - VOCABULARY
:
When the author says that America's supersize diet is deadlier (title line) she means that it:
Quando a autora diz que a dieta gigantesca da América está mais mortal (linha do título), ela quer dizer que:
(A) is now more harmful to people's health.  –  agora é mais prejudicial à saúde das pessoas.
(B) may take away people's physical energy.  –  pode tirar a energia física das pessoas.
(C) will certainly ruin the health care system.  –  certamente arruinará o sistema de saúde.
(D) makes people control their weight.  –  faz com que as pessoas controlem o peso.
(E) causes people to feel intoxicated.  –  faz com que as pessoas sintam-se intoxicadas.
➭ DEADLY – MORTAL, MUITO PERIGOSO, susceptível de causar a morte.
https://dictionary.cambridge.org/
dictionary/english/deadly?q=deadlier
➭ HARMFUL – PREJUDICIAL - Smoking is harmful to your
health. - Fumar é prejudicial à saúde.
https://www.ldoceonline.com/
dictionary/harmful

03 – (PUC/Rio-2003-VESTIBULAR-Grupos 1, 2 e 3)
A strategy for reading a text with understanding is to find the plan for the paragraphs. Mark the INCORRECT statement about the function of one (or two) of the paragraphs in Text 1.
(A) Paragraphs 1 and 2 tell a true-life story to introduce the topic of the text.
(B) Paragraph 3 explains human eating habits in the light of biological studies.
(C) Paragraphs 4 focuses on the problem of excess weight among adults in America.
(D) Paragraph 5 shows how the health of U.S. children is becoming affected by obesity.
(E) Paragraphs 6 and 7 condemn the excess of food courts, computers and videogames.
 👍   Gabarito    E  
TÓPICO - INFORMAÇÃO DENTRO DO TEXTO
:
A strategy for reading a text with understanding is to find the plan for the paragraphs.
Mark the INCORRECT statement about the function of one (or two) of the paragraphs in Text 1.
Uma estratégia para ler um texto com compreensão é encontrar o plano dos parágrafos.
Marque a afirmação INCORRETA sobre a função de um (ou dois) dos parágrafos do Texto 1.
(A) Paragraphs 1 and 2 tell a true-life story to introduce the topic of the text.  –  Os parágrafos 1 e 2 narram uma história de vida real para introduzir o tema do texto.
(B) Paragraph 3 explains human eating habits in the light of biological studies.  –  O parágrafo 3 explica os hábitos alimentares humanos à luz de estudos biológicos.
(C) Paragraphs 4 focuses on the problem of excess weight among adults in America.  –  O parágrafo 4 enfoca o problema do excesso de peso entre adultos nos EUA.
(D) Paragraph 5 shows how the health of U.S. children is becoming affected by obesity.  –  O parágrafo 5 mostra como a saúde das crianças dos EUA está sendo afetada pela obesidade.
(E) Paragraphs 6 and 7 condemn the excess of food courts, computers and videogames.  –  Os parágrafos 6º e 7º condenam o excesso de praças de alimentação, computadores e videogames.

04 – (PUC/Rio-2003-VESTIBULAR-Grupos 1, 2 e 3)
In all the lines below the author presents arguments to justify why America is becoming a fat nation, EXCEPT in:
(A) "In the next decade ... healthcare system." (lines 26-28)
(B) "Eating opportunities ... aisles of food." (lines 37-40)
(C) "There are food courts ... carrot juice." (lines 42-44)
(D) "Obesity has been linked ... fast food." (lines 45-47)
(E) "The primary reason ... activity level." (lines 49-50)
 👍   Gabarito    A  
TÓPICO - INFORMAÇÃO DENTRO DO TEXTO
:
In all the lines below the author presents arguments to justify why America is becoming a fat nation, EXCEPT in:
Em todas as linhas abaixo o autor apresenta argumentos para justificar porque os EUA estão tornando-se uma nação de obesos, EXCETO em:
(A) "In the next decade ... healthcare system." (lines 26-28) – "Na próxima década... sistema de saúde."
(B) "Eating opportunities ... aisles of food." (lines 37-40) – "Oportunidades para comer... corredores de comida."
(C) "There are food courts ... carrot juice." (lines 42-44) – "Existem praças de alimentação... suco de cenoura."
(D) "Obesity has been linked ... fast food." (lines 45-47) – "A obesidade tem sido associada... ao fast food."
(E) "The primary reason ... activity level." (lines 49-50) – 
"A razão principal... nível de atividade."

05 – (PUC/Rio-2003-VESTIBULAR-Grupos 1, 2 e 3)
Mark the correct statement concerning reference.
(A) "Them" (line 12) refers to "kids".
(B) "It" (line 16) refers to "food".
(C) "It" (line 42) refers to "food store".
(D) "They" (line 44) refers to "food courts".
(E) "It" (line 47) refers to "fast food".
 👍   Gabarito    B  
TÓPICO - REFERÊNCIA PRONOMINAL
:
Mark the correct statement concerning reference.
Marque a afirmação correta referente à referência.
(A) "Them" (line 12) refers to "kids".  –  "them" refere-se à "those things" E NÃO à "food".
(B) "It" (line 16) refers to "food".  –  "It" refere-se à "food".
(C) "It" (line 42) refers to "food store".  –  "it" refere-se à "gas station" E NÃO à "food store".
(D) "They" (line 44) refers to "food courts".  –  "they" pode ser entendido como referindo-se tanto a "schools" quanto a "vending and soft-drink machines".
(E) "It" (line 47) refers to "fast food". –  "it" refere-se à toda a ideia expressa no trecho anterior.

06 – (PUC/Rio-2003-VESTIBULAR-Grupos 1, 2 e 3)
In the text, the words "nearly" (line 10) and "rarely" (line 33) could be replaced with, respectively:
(A) "almost" and "seldom".
(B) "over" and "infrequently".
(C) "beyond" and "only now and then".
(D) "approximately" and "quite often".
(E) "exactly" and "almost never".
 👍   Gabarito    A  
TÓPICO - SYNONYMS & ADVERBS:
In the text, the words "nearly" (line 10) and "rarely" (line 33) could be replaced with, respectively:
No texto, as palavras “quase” e “raramente” poderiam ser substituídas por, respectivamente:
(A) "almost" and "seldom".  –  “quase” e “raramente”.
(B) "over" and "infrequently".  –  “mais” e “raramente”.
(C) "beyond" and "only now and then".  –  “além” e “só de vez em quando”.
(D) "approximately" and "quite often".  –  “aproximadamente” e “com bastante frequência”.
(E) "exactly" and "almost never".  –  “exatamente” e “quase nunca”.

07 – (PUC/Rio-2003-VESTIBULAR-Grupos 1, 2 e 3)
The author's attitude in relation to the situation described in this article is one of:
(A) optimism.
(B) panic
(C) sarcasm.
(D) concern.
(E) approval.
 👍   Gabarito    D  
TÓPICO - INFORMAÇÃO DENTRO DO TEXTO
:
The author's attitude in relation to the situation described in this article is one of:
A atitude do autor em relação à situação descrita neste artigo é uma das seguintes:
(A) optimism. – otimismo.
(B) panic – pânico.
(C) sarcasm. – sarcasmo (ironia, escárnio).
(D) concern. – preocupação.
(E) approval. – aprovação.

 TEXT 2:
DISCUSSION GROUP GIVES SUPPORT
     
Most international students are in a new culture as well as being new to the University and perhaps new to an independent lifestyle; the International Student and Scholar Service's (ISSS) International Discussion Group creates a setting that makes immersion into the American culture less of a "shock".

The group, started in October, gives international students a chance to talk about amusing or confusing cultural situations, hobbies, homesickness, academic issues, and many other topics, while having the security of  confidentiality.
     
At the start of each meeting, one of the group's leaders brings up a topic for discussion. Then individual members, if they want, discuss that topic relating to themselves and their own culture. The participants can learn from other's experiences and gain insight about their own as they listen and participate in the discussion. "The group is very relaxing", according to one participant, "There aren't any obligations or responsibility involved. It's kind of therapeutic."
     
Groups meet once each week in 111 Nicholson Hall.
Contact one of the leaders for meeting times. Laura Jarrett:
624-1245 or Carol Su: 626-7363.
By Kristin Zibell © 2002. Office of International Programs,University of Minnesota.

 TRADUÇÃO - TEXTO 2:
DISCUSSION GROUP GIVES SUPPORT
GRUPO DE DISCUSSÃO DÁ APOIO
     
Most international students are in a new culture as well as being new to the University and perhaps new to an independent lifestyle; the International Student and Scholar Service's (ISSS) International Discussion Group creates a setting that makes immersion into the American culture less of a "shock".
A maioria dos estudantes internacionais está em uma nova cultura, além de ser novo na universidade e talvez novo em um estilo de vida independente; o Grupo de Discussão Internacional do International Student and Scholar Service (ISSS) cria um ambiente que torna a imersão na cultura americana menos "choque".

The group, started in October, gives international students a chance to talk about amusing or confusing cultural situations, hobbies, homesickness, academic issues, and many other topics, while having the security of  confidentiality.
O grupo, iniciado em outubro, dá aos estudantes internacionais a oportunidade de conversar sobre situações culturais divertidas ou confusas, passatempos, saudades de casa, questões acadêmicas e muitos outros assuntos, tendo a segurança da confidencialidade.

At the start of each meeting, one of the group's leaders brings up a topic for discussion.
No início de cada reunião, um dos líderes do grupo traz um tema para discussão.

Then individual members, if they want, discuss that topic relating to themselves and their own culture.
Depois, os membros individuais, se quiserem, discutem esse tópico relacionado com eles próprios e com a sua própria cultura.

The participants can learn from other's experiences and gain insight about their own as they listen and participate in the discussion.
Os participantes podem aprender com as experiências dos outros e obter insights sobre as suas próprias enquanto ouvem e participam da discussão.

"The group is very relaxing", according to one participant, "There aren't any obligations or responsibility involved.
“O grupo é muito tranquilo”, segundo um participante, “Não há nenhuma obrigação ou responsabilidade envolvida.

It's kind of therapeutic."
É meio terapêutico."

Groups meet once each week in 111 Nicholson Hall.
Os grupos se reúnem uma vez por semana no 111 Nicholson Hall.

Contact one of the leaders for meeting times. Laura Jarrett:
624-1245 or Carol Su: 626-7363.
Entre em contato com um dos líderes para saber os horários das reuniões. Laura Jarrett:
624-1245 ou Carol Su: 626-7363.

By Kristin Zibell © 2002. Office of International Programs,University of Minnesota
Por Kristin Zibell © 2002. Escritório de Programas Internacionais, Universidade de Minnesota

08 – (PUC/Rio-2003-VESTIBULAR-Grupos 1, 2 e 3)
The author's purpose in this text is to:
(A) announce a university program offered exclusively to native speakers of English.
(B) convince the reader that students are in trouble when living in a foreign culture.
(C) amuse shy foreign students who miss their families and cannot make friends.
(D) criticize the immersion programs offered to immigrants in American universities.
(E) advertise an interesting way of sharing cultural knowledge and values at the university.
 👍   Gabarito    E  
TÓPICO - O OBJETIVO DO AUTOR
:
The author's purpose in this text is to:
O objetivo do autor neste texto é:
(A) announce a university program offered exclusively to native speakers of English.  –  anunciar um programa universitário oferecido exclusivamente a falantes nativos de inglês.
(B) convince the reader that students are in trouble when living in a foreign culture.  –  convencer o leitor de que os alunos enfrentam problemas quando vivem em uma cultura estrangeira.
(C) amuse shy foreign students who miss their families and cannot make friends.  –  divertir estudantes estrangeiros tímidos que sentem falta da família e não conseguem fazer amigos.
(D) criticize the immersion programs offered to immigrants in American universities.  –  criticar os programas de imersão oferecidos aos imigrantes nas universidades americanas.
(E) advertise an interesting way of sharing cultural knowledge and values at the university.  –  divulgar uma forma interessante de compartilhar conhecimentos e valores culturais na universidade.

09 – (PUC/Rio-2003-VESTIBULAR-Grupos 1, 2 e 3)
Check the only idea which is NOT listed in the text as a reason for joining the International Discussion Group.
(A) Obtaining professional therapeutic support.
(B) Learning about different cultures in the world.
(C) Exchanging ideas on leisure and academic activities.
(D) Enjoying a friendly environment to meet new people.
(E) Minimizing the cultural shock of living in a foreign country.
 👍   Gabarito    A  
TÓPICO - INFORMAÇÃO DENTRO DO TEXTO
:
Check the only idea which is NOT listed in the text as a reason for joining the International Discussion Group.
Assinale a única ideia que NÃO está listada no texto como motivo para ingressar no Grupo de Discussão Internacional.
(A) Obtaining professional therapeutic support. –  Obtenção de apoio terapêutico profissional.
(B) Learning about different cultures in the world. –  Aprender sobre diferentes culturas no mundo.
(C) Exchanging ideas on leisure and academic activities. –  Troca de ideias sobre atividades de lazer e acadêmicas.
(D) Enjoying a friendly environment to meet new people. –  Desfrutar de um ambiente amigável para conhecer novas pessoas.
(E) Minimizing the cultural shock of living in a foreign country. –  Minimizar o choque cultural de viver num país estrangeiro.

10 – (PUC/Rio-2003-VESTIBULAR-Grupos 1, 2 e 3)
Mark the only option in which the phrasal verb bring up has the same meaning as in "At the start of each meeting, one of the group's leaders brings up a topic for discussion". (lines 10-11)
(A) The kind old couple agreed to bring up the young orphan.
(B) These are matters you can bring up in the committee.
(C) During the voyage he got sick and brought the meal up.
(D) She was properly brought up by her aunt.
(E) He was brought up on a charge of drunken driving.
 👍   Gabarito    B  
TÓPICO - PHRASAL VERB:
Mark the only option in which the phrasal verb bring up has the same meaning as in "At the start of each meeting, one of the group's leaders brings up a topic for discussion". (lines 10-11)
Marque a única opção em que o phrasal verb BRING UP tem o mesmo significado de “No início de cada reunião, um dos líderes do grupo traz à tona um tema para discussão”. (linhas 10-11)
(A) The kind old couple agreed to bring up the young orphan. –  O gentil casal concordou em criar o jovem órfão.
(B) These are matters you can bring up in the committee. –  Esses são assuntos que você pode abordar no comitê. (TO BRING UP - TRAZER À TONA, ABORDAR)
(C) During the voyage he got sick and brought the meal up. – Durante a viagem ele adoeceu e trouxe a refeição.  
(D) She was properly brought up by her aunt. –  Ela foi devidamente criada pela tia dela.
(E) He was brought up on a charge of drunken driving. –  Ele foi acusado de dirigir embriagado.