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❑ PROVA DE LÍNGUA INGLESA:
• UnB/VESTIBULAR/2002-2º SEMESTRE-05/07/2002.
www.cespe.unb.br
❑ ESTRUTURA-PROVA:
• 30 TFQs (True False Questions).
• Texto (1) – | The mark of greatness |
• Texto (2) – | Global overview |
• Texto (3) – | Dalai Lama |
• Texto (4) – | Tirinha | Mafalda |
❑ TEXTO 1:
Quino. Mafalda. Bogotá, Colombia: La Oveja Negra, 1980 (with adaptations).
❑ TRADUÇÃO - TEXTO 1:
The mark of greatness
A marca da grandeza
I think it is possible that later generations, if they were
asked to choose, regardless of nationality, one man above all
others as having been the greatest in the first half of the twentieth century, might select a name which today may
perhaps be received with surprise: it is that of Gandhi.
Penso que é possível que as gerações posteriores, se lhes fosse pedido que escolhessem, independentemente da nacionalidade, um homem acima de todos os outros como tendo sido o maior da primeira metade do século XX, escolhessem um nome que hoje talvez possa ser recebido com surpresa: é o de Gandhi.
Consider the vastness of the scale on which Gandhi worked — a country containing nearly a fifth of the human race, with
reactions affecting all Asia. Consider the loftiness of his aim
— to raise the self-respect of the people; to establish their liberties, to lift them out of poverty and ignorance; to
emancipate the women; to rescue the outcasts1.
Consideremos a vastidão da escala em que Gandhi trabalhou – um país que contém quase um quinto da raça humana, com reações que afetaram toda a Ásia. Considere a grandiosidade do seu objetivo – aumentar o respeito próprio do povo; estabelecer as suas liberdades, tirá-los da pobreza e da ignorância; emancipar as mulheres; para resgatar os excluídos1.
Remember
that he was resolute throughout in seeking his ends without violence — without armed revolution or wars; his weapon,
self-sacrifice. Sum this all up, and then search for any other
man of our age more worthy than he of the honour and reverence of future generations.
Lembre-se de que ele esteve sempre decidido a procurar os seus fins sem violência – sem revoluções armadas ou guerras; sua arma, o auto-sacrifício. Resuma tudo isso e procure qualquer outro homem de nossa época mais digno do que ele da honra e reverência das gerações futuras.
Mary Tavares Azevedo e Cydhelia Denys Santiago. Inglês:
segundo grau, textos e testes, 1976, p. 97.
*outcast – a person who is driven away from home, friends or society, or
who has no place in society.
(...)
01 – (UnB/CESPE-2° VESTIBULAR-2002)
According to text I,
1 the author thinks that later generations will not remember
Gandhi.
2 Gandhi was one of the greatest personalities of the years
1900-1950.
3 Gandhi’s country has close to 50% of the human race.
4 the extent of Gandhi’s work would be felt all over Asia.
5 Gandhi’s work has never been recognized.
According to text I,
the author thinks that later generations will not remember Gandhi.
(o autor pensa que as gerações posteriores não se lembrarão de Gandhi.)
Gandhi was one of the greatest personalities of the years 1900-1950.
(Gandhi foi uma das maiores personalidades dos anos 1900-1950.)
➧Item (2) alinhada com ideia contextual:
"[...] I think it is possible that later generations, if they were asked to choose, regardless of nationality, one man above all others as having been the greatest in the first half of the twentieth century, might select a name which today may perhaps be received with surprise: it is that of Gandhi."
(Acho que é possível que as gerações posteriores, se lhes pedissem para escolher, independentemente da nacionalidade, um homem acima de todos os outros como tendo sido o maior na primeira metade do século XX, selecionem um nome que hoje talvez possa ser recebido com surpresa: é a de Gandhi.)
Gandhi’s country has close to 50% of the human race.
(O país de Gandhi tem cerca de 50% da raça humana.)
➧Item (3) alinhada com ideia contextual:
"[...] Consider the vastness of the scale on which Gandhi worked — a country containing nearly a fifth of the human race, with reactions affecting all Asia."
(Considere a vastidão da escala em que Gandhi trabalhou - um país contendo quase um quinto da raça humana, com reações afetando toda a Ásia.)
the extent of Gandhi’s work would be felt all over Asia.
(a extensão do trabalho de Gandhi seria sentida em toda a Ásia.)
➧Item (4) alinhada com ideia contextual:
"[...] Consider the vastness of the scale on which Gandhi worked — a country containing nearly a fifth of the human race, with reactions affecting all Asia."
(Considere a vastidão da escala em que Gandhi trabalhou - um país contendo quase um quinto da raça humana, com reações afetando toda a Ásia.)"
Gandhi’s work has never been recognized.
02 – (UnB/CESPE-2° VESTIBULAR-2002)
From text I, it can be inferred that Gandhi
1 was driven by the thought of justice.
2 must have been in favor of women’s right to work.
3 believed in the slogan the ends justify the means.
4 was against equal rights for men and women.
From text I, it can be inferred that Gandhi...
Do texto I, pode-se inferir que Gandhi ...
was driven by the thought of justice.
(foi impulsionado pelo pensamento de justiça.)
must have been in favor of women’s right to work.
(deve ter sido a favor do direito das mulheres ao trabalho.)
believed in the slogan the ends justify the means.
(acreditou no slogan os fins justificam os meios.)
was against equal rights for men and women.
(era contra a igualdade de direitos para homens e mulheres.)
03 – (UnB/CESPE-2° VESTIBULAR-2002)
In each item below, judge if the fragment from text I indicates
that Gandhi was a compassionate man.
1 “one man above all” (l.2)
2 “to raise the self-respect of the people” (l.9)
3 “seeking his ends without violence” (l.12-13)
4 “armed revolution or wars” (l.13)
In each item below, judge if the fragment from text I indicates that Gandhi was a compassionate man.
(Em cada item abaixo, julgue se o fragmento do texto I indica que Gandhi era um homem compassivo.)
“one man above all” (l.2)
(um homem acima de tudo)
“to raise the self-respect of the people” (l.9)
(aumentar o respeito próprio das pessoas)
“seeking his ends without violence” (l.12-13)
(buscando seus fins sem violência)
“armed revolution or wars” (l.13)
(revolução armada ou guerras)
04 – (UnB/CESPE-2° VESTIBULAR-2002)
In accordance with text I, Gandhi
1 believed everybody should be respected and have a place in
society.
2 succeeded in making Israel and Palestine close followers of
his philosophy.
3 sacrificed his own people.
4 adopted a firm position against violence.
5 worked in several countries in Asia.
In accordance with text I, Gandhi...
De acordo com o texto I, Gandhi...
believed everybody should be respected and have a place in society.
(acreditava que todos deveriam ser respeitados e ter um lugar na sociedade.)
succeeded in making Israel and Palestine close followers of his philosophy.
(conseguiu fazer de Israel e da Palestina seguidores próximos de sua filosofia.)
sacrificed his own people.
(sacrificou seu próprio povo.)
adopted a firm position against violence.
(adotou uma posição firme contra a violência.)
worked in several countries in Asia.
(trabalhou em vários países da Ásia.)
05 – (UnB/CESPE-2° VESTIBULAR-2002)
In text I, the sentence “Remember that he was resolute
throughout in seeking his ends without violence — without
armed revolution or wars; his weapon, self-sacrifice” (l.11-14)
means that
1 although he believed in achieving his goals regardless of what
may have happened, he would kill himself if it were
necessary.
2 at no moment did he change his mind about not using
violence to struggle for his ideals; instead, he would sacrifice
himself as a form of pressure.
3 because he didn’t have an army to support him, his only
weapon also failed.
4 he was determined from beginning to end to discard violence
and to give up things he liked to help others, or for a good
purpose.
In text I, the sentence “Remember that he was resolute throughout in seeking his ends without violence — without armed revolution or wars; his weapon, self-sacrifice” (l.11-14) means that...
No texto I, a frase “Lembre-se de que ele sempre esteve decidido a buscar seus fins sem violência - sem revolução armada ou guerras; sem sua arma, sem auto-sacrifício ” significa que....
although he believed in achieving his goals regardless of what may have happened, he would kill himself if it were necessary.
(embora acreditasse em alcançar seus objetivos independentemente do que pudesse ter acontecido, ele se mataria se fosse necessário.)
at no moment did he change his mind about not using violence to struggle for his ideals; instead, he would sacrifice himself as a form of pressure.
(em nenhum momento ele mudou de ideia sobre não usar a violência para lutar por seus ideais; em vez disso, ele se sacrificaria como uma forma de pressão.)
because he didn’t have an army to support him, his only weapon also failed.
(porque ele não tinha um exército para apoiá-lo, sua única arma também falhou.)
he was determined from beginning to end to discard violence and to give up things he liked to help others, or for a good purpose.
(ele estava determinado do início ao fim a descartar a violência e a desistir de coisas que gostava para ajudar os outros, ou por um bom propósito.)
06 – (UnB/CESPE-2° VESTIBULAR-2002)
In text I,
1 “later” (l.1) indicates place.
2 “that” (l.5) refers to “surprise” (l.5).
3 “to raise” (l.9) is the opposite of to lower.
4 “Sum this all up” (l.14) means Add this all up.
In text I,
“later” (l.1) indicates place.
“that” (l.5) refers to “surprise” (l.5).
“to raise” (l.9) is the opposite of to lower.
“Sum this all up” (l.14) means Add this all up.
07 – (UnB/CESPE-2° VESTIBULAR-2002)
He who knows what he wants has already walked a
long way in order to achieve it.
Harold Sherman (with adaptations).
(...)
The above quotation means that
1 becoming aware of what we want always takes a long time.
2 people who know what they want take longer to accomplish
things.
3 those who know what they want may be at a disadvantage.
4 one that knows what one wants is closer to reaching one’s
objective.
5 the goal seems less distant to people who know what they
want.
The above quotation means that
1 becoming aware of what we want always takes a long time.
2 people who know what they want take longer to accomplish things.
3 those who know what they want may be at a disadvantage.
4 one that knows what one wants is closer to reaching one’s objective.
5 the goal seems less distant to people who know what they want.
❑ TRADUÇÃO - TEXTO 2:
Global overview
Visão geral global
Nearly half of the world’s population (47 per cent)
lives in urban areas, a figure which is expected to grow by per cent per year during 2000-15 (United Nations Population Division 2001a).
Quase metade da população mundial (47 por cento) vive em áreas urbanas, um número que deverá crescer por cento ao ano durante 2000-15 (Divisão de População das Nações Unidas 2001a).
The accumulation of people, their
consumption patterns, travel behaviour and their urban
economic activities have a large impact on the environment in terms of resource consumption and waste discharges.
A acumulação de pessoas, os seus padrões de consumo, o comportamento de viagem e as suas atividades econômicas urbanas têm um grande impacto no ambiente em termos de consumo de recursos e descargas de resíduos.
However, cities also offer opportunities to manage a growing
population in a sustainable way.
No entanto, as cidades também oferecem oportunidades para gerir uma população crescente de forma sustentável.
Time nature takes to absorb litter
lying on the ground or sand
Tempo que a natureza leva para absorver o lixo que está no chão ou na areia
newspapers 2 – 6 weeks (jornais 2 – 6 semanas)
paper containers 1 – 4 months (recipientes de papel 1 – 4 meses)
fruit peel, napkins 3 months (casca de fruta, guardanapos 3 meses)
cigarette stubs, matches 2 years (pontas de cigarro, fósforos de 2 anos)
chewing gum 5 years (goma de mascar 5 anos)
nylon 30 years (náilon 30 anos)
aluminum cans, plastic bottles 100 years (latas de alumínio, garrafas plásticas 100 anos)
glass containers 1 million years (recipientes de vidro 1 milhão de anos)
08 – (UnB/CESPE-2° VESTIBULAR-2002)
Considering text II, judge the items below.
1 The picture shows a situation which is not found in any
Brazilian city.
2 The shacks shown in the picture are made only of objects that
take a million years to be absorbed by nature.
3 The people shown in the picture live under poor conditions
due to uncontrolled urbanization.
4 The picture suggests that there is still a lot to be improved in
the world.
Considering text II, judge the items below.
1 The picture shows a situation which is not found in any Brazilian city.
2 The shacks shown in the picture are made only of objects that take a million years to be absorbed by nature.
3 The people shown in the picture live under poor conditions due to uncontrolled urbanization.
4 The picture suggests that there is still a lot to be improved in the world.
09 – (UnB/CESPE-2° VESTIBULAR-2002)
According to text II, judge the following items.
1 More than 2.5 billion people live in urban areas.
2 In line 2, the word “figure” refers to the preceeding picture.
3 Crowded cities affect the environment especially in terms of
resource consumption and littering.
4 The verb “to manage” (l.8) can be correctly substituted for
to deal with.
According to text II, judge the following items.
1 More than 2.5 billion people live in urban areas.
2 In line 2, the word “figure” refers to the preceeding picture.
3 Crowded cities affect the environment especially in terms of resource consumption and littering.
4 The verb “to manage” (l.8) can be correctly substituted for to deal with.
10 – (UnB/CESPE-2° VESTIBULAR-2002)
Based on the chart in text II, it is correct to say that
1 of all the objects listed, glass containers are the least harmful
to the environment.
2 chewing gum is absorbed six times faster than nylon.
3 aluminum cans take a century to be absorbed by nature.
4 paper containers may take as long as fruit peel to be
absorbed.
Based on the chart in text II, it is correct to say that
1 of all the objects listed, glass containers are the least harmful to the environment.
2 chewing gum is absorbed six times faster than nylon.
3 aluminum cans take a century to be absorbed by nature.
4 paper containers may take as long as fruit peel to be absorbed.
11 – (UnB/CESPE-2° VESTIBULAR-2002)
In relation to the material presented in the chart in text II,
1 aluminum, a silver-colored light metalloid element, is used
especially for making cooking equipment and aircraft parts.
2 nylon is an extremely strong synthetic fiber used for rope, for
brushes etc.
3 paper is a thick material made from the leaves of trees and is
used especially for writing, printing or drawing on.
4 plastic is a natural substance that can be shaped when soft
into many different forms and has many different uses.
1 aluminum, a silver-colored light metalloid element, is used especially for making cooking equipment and aircraft parts.
2 nylon is an extremely strong synthetic fiber used for rope, for brushes etc.
3 paper is a thick material made from the leaves of trees and is used especially for writing, printing or drawing on.
4 plastic is a natural substance that can be shaped when soft into many different forms and has many different uses.
❑ TEXTO 3: questions 12 and 13.
To make the world better means to make human beings better. Compassion makes us understand that all men are equal;
that gives us an inner drive. If we only think about ourselves, our mind becomes limited. We can become happier, raise happier
families, and likewise, communities, countries, a better world.
S. S. Dalai Lama (with adaptations).
12 – (UnB/CESPE-2° VESTIBULAR-2002)
Based on text III, it can be concluded that
1 the better the human beings, the better the world.
2 lack of compassion can make men better creatures.
3 happiness is an outcome of compassionate actions.
4 compassion will never build up a better world.
Based on text III, it can be concluded that
1 the better the human beings, the better the world.
2 lack of compassion can make men better creatures.
3 happiness is an outcome of compassionate actions.
4 compassion will never build up a better world.
13 – (UnB/CESPE-2° VESTIBULAR-2002)
In each item below, judge whether the sentence is an appropriate title for text III.
1 Compassion: the basic step
2 World population’s basic needs
3 Searching for a better world
4 Endangered world
In each item below, judge whether the sentence is an appropriate title for text III.
1 Compassion: the basic step
2 World population’s basic needs
3 Searching for a better world
4 Endangered world
❑ TEXTO 4:
Quino. Mafalda. Bogotá, Colombia: La Oveja Negra, 1980 (with adaptations)
14 – (UnB/CESPE-2° VESTIBULAR-2002)
In the comic strip above, the girl who starts the dialogue
1 is concerned with the social exclusion problem.
2 is very surprised at the very high levels of children unemployment.
3 does not discuss the causes of criminality.
4 shows clearly her skills to help poor people.
👍 Comentários e Gabarito CECE
➧ TRADUÇÃO DO CARTOON:
- 1º QUADRINHO:
➭ The headline in today's newspaper was very depressing: 43 million children work under very bad conditions throughout the world.
➭ A manchete do jornal de hoje foi muito deprimente: 43 milhões de crianças trabalham em péssimas condições em todo o mundo.
- 2º QUADRINHO:
➭ Can you believe it? And thid information comes from International Labour Organization. 43 million children work in order to survive.
➭ Você acredita nisso? E essa informação vem da Organização Internacional do Trabalho. 43 milhões de crianças trabalham para sobreviver.
- 3º QUADRINHO:
➭ So what? Are we to be blamed? NO! The only thing we can do is to be sorry and say: HOW AWFUL!
➭ E daí? Devemos ser culpados? NÃO! A única coisa que podemos fazer é nos desculpar e dizer: QUE HORRÍVEL!
- 4º QUADRINHO:
➭ HOW AWFUL!
➭ QUE HORRÍVEL!
- 5º QUADRINHO:
➭ Ok. You should say it too. HOW AWFUL, then we can forget about it and play!
➭ Está bem. Você deveria dizer isso também. QUE HORRÍVEL, então podemos esquecer isso e brincar!
➧ RESPOSTAS:
In the comic strip above, the girl who starts the dialogue
Na história em quadrinhos acima, a garota que inicia o diálogo ...
1 is concerned with the social exclusion problem. – preocupa-se com o problema da exclusão social. (CORRETO)
2 is very surprised at the very high levels of children unemployment. – está muito surpreendido com os níveis muito elevados de desemprego infantil. (ERRADO)
3 does not discuss the causes of criminality. – não discute as causas da criminalidade. (CORRETO)
4 shows clearly her skills to help poor people. – mostra claramente suas habilidades para ajudar os pobres. (ERRADO)
15 – (UnB/CESPE-2° VESTIBULAR-2002)
Don’t waste your precious time asking: “why isn’t the world a better place?” but rather: “what can I do to turn it better?”.
There is always an answer to this question.
Leo Buscaglia. O caminho do touro (with adaptations).
It can be deduced from the above quotation that
1 the world could be better if everybody tried to make it better.
2 time is precious only for those who ask why the world is not a better place to live in.
3 the world would turn out to be better if you just keep wondering why it is not.
4 if you are interested in making the world better, you will find a way.
It can be deduced from the above quotation that
1 the world could be better if everybody tried to make it better.
2 time is precious only for those who ask why the world is not a better place to live in.
3 the world would turn out to be better if you just keep wondering why it is not.
4 if you are interested in making the world better, you will find a way.