Postagens
❑ PROVA DE LÍNGUA INGLESA: PUC-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.
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.
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.
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.
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. (…)
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.
(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.
(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.
(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.
(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.
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.
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.
(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."
(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".
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".
(A) "
(B) "It" (line 16) refers to "food". – "It" refere-se à "food".
(C)
(D) "
(E) "
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”.
(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.
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:
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.
(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.
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.
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."
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.
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.
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.
(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.
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.
(A)
(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 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.
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.
(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.
