CONSULTEC 2014 CFOPM/BA

www.inglesparaconcursos.blog.br

❑ PROVA DE LÍNGUA INGLESA:

• CONSULTEC-2014-CURSO DE FORMAÇÃO DE OFICIAIS POLICIAIS MILITARES DA BAHIA-OFICIAL DA POLÍCIA MILITAR.

http://www.consultec.com.br

❑ ESTRUTURA-PROVA:

• 15 MCQs (Multiple Choice Questions) / 5 Options Each Question.

➭ Text (1) – Scent from my I-phone | Newsweek |

➭ Text (2) – The Slow Down Diet: Eating for Pleasure, Energy, and Weight Loss | Oxford University Press |

➭ Text (3) – Tirinha | Garfield | http://www.google.com.br |

➭ Text (4) – Voyager 1 leaves the Solar System | www.bbc.co.uk |

➭ Text (5) – Voyager 1 leaves the Solar System | 

Oxford University Press |

❑ TEXTO 1: Questões de 16 a 18.

➽TRADUÇÃO DO TEXTO:

Scent from my I-phone

Aroma do meu I-phone

[1-4]

Let's say we're talking on the phone. I’m having dinner by the Mediterranean. You’re in your office in a landlocked American city. "Can you smell the sea?" I ask. "Yes," you say. "It's almost like being there."

Digamos que estamos conversando ao telefone. Estou jantando no Mediterrâneo. Você está em seu escritório em uma cidade americana sem litoral. "Você consegue sentir o cheiro do mar?" eu pergunto. “Sim”, você diz. "É quase como estar lá."

[4-9]

And because the evocative power of smell is so strong, that’s almost true. Just such experiences are being promised by a new project from Le Laboratoire, a Paris-based center of art, design, and science developing what's called the OPHONE.

E porque o poder evocativo do cheiro é tão forte, isso é quase verdade. Exatamente essas experiências estão sendo prometidas por um novo projeto do Le Laboratoire, um centro de arte, design e ciência com sede em Paris, que desenvolve o chamado OPHONE.

[9-15]

The idea is to communicate scents much the way we communicate sounds and sights: by using our smartphones. An app connects to a pocketsize device that’s able to capture smells and break them down into their components — a sort of olfactory alphabet — then transmit them to another device thousands of miles away, where they are reconstituted.

A ideia é comunicar aromas da mesma forma que comunicamos sons e imagens: usando nossos smartphones. Um aplicativo se conecta a um dispositivo de bolso que é capaz de capturar cheiros e decompô-los em seus componentes – uma espécie de alfabeto olfativo – e depois transmiti-los para outro dispositivo a milhares de quilômetros de distância, onde são reconstituídos.

[16-21]

A fairly simple prototype limited to coffee smells is being demonstrated already at an exhibition in Paris. Harvard professor David Edwards, the founder of Le Laboratoire, expects to have more advanced models by next year, when he opens an art-science laboratory in Cambridge, Massachusetts.

Um protótipo bastante simples, limitado aos aromas do café, já está sendo demonstrado numa exposição em Paris. O professor de Harvard David Edwards, fundador do Le Laboratoire, espera ter modelos mais avançados no próximo ano, quando abrir um laboratório de ciências artísticas em Cambridge, Massachusetts.

[21-23]

Fully commercialized OPHONEs are probably something for later in the decade. But, already, you can smell the possibilities.

OPHONEs totalmente comercializados provavelmente serão algo para o final da década. Mas, já dá para sentir o cheiro das possibilidades.

DICKEY, Christopher. In BIG THINK, Around the world in five ideas, Newsweek, Aug. 12& 19, 2013  p.8.

16 – (CONSULTEC-2014-CFOPM/BA)

"Fill in the parentheses with T (True) or F (False).

About the OPHONE, it’s correct to say:
(  ) It's already on the market in all of Europe.
(  ) It’s a special application that will make it possible to communicate smells through smartphones.
(  ) It will be able to transmit all kind of scents only to short distances.
(  ) It's supposed to work the same way that sounds and images are transmitted.
According to the text, the correct sequence, from top to bottom, is
01) T F T F
02) F T F T
03) T T F F
04) F F T T
05) T T F T

👍 Comentários e Gabarito   02 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:

Preencha os parênteses com T (Verdadeiro) ou F (Falso).
Sobre o OPHONE, é correto dizer:
(F) Já está no mercado em toda a Europa.
(T) É uma aplicação especial que permitirá comunicar cheiros através de smartphones.
(F) Será capaz de transmitir todo o tipo de aromas apenas a curtas distâncias.
(T) Deveria funcionar da mesma maneira que sons e imagens são transmitidos.

17 – (CONSULTEC-2014-CFOPM/BA) The text says that

01) the OPHONE doesn't work with coffee smells.
02) the reconstituted smell is very different from the real one.
03) scents like the smell of the sea won't be able to be reconstituted.
04) people will have to put on special nose devices in order to capture the smells.
05) the OPHONE is likely to be available sometime before the end of this decade.

👍 Comentários e Gabarito   05 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:

O texto diz que
*Alternativa (01): o OPHONE não funciona com cheiros de café.
*Alternativa (02): o cheiro reconstituído é muito diferente do real.
*Alternativa (03): aromas como o cheiro do mar não poderão ser reconstituídos.
*Alternativa (04): as pessoas terão que colocar dispositivos especiais no nariz para capturar os odores.
*Alternativa (05): o OPHONE provavelmente estará disponível em algum momento antes do final desta década.

18 – (CONSULTEC-2014-CFOPM/BA) As far as the future success of the OPHONE is concerned, professor David Edwards feels

01) excited.
02) frightened.
03) pessimistic.
04) uninterested.
05) discouraged.

👍 Comentários e Gabarito   01 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:

Quanto ao futuro sucesso do OPHONE, o professor David Edwards se sente
*Alternativa (01): animado.
*Alternativa (02): assustado.
*Alternativa (03): pessimista.
*Alternativa (04): desinteressado.
*Alternativa (05): desanimado.

• TEXTO 2: Questões de 19 a 22.

The Slow Down Diet: Eating for Pleasure, Energy, and Weight Loss

Our modern culture is very interested in doing as much as possible in the least amount of time. As a result, most people rush through life at a speed that makes a healthy lifestyle impossible. We eat fast, on the run, and often under stress. As a result, we not only lose most of the pleasure we might get from our food, but we also damage our health. Many of us come to the end of the day feeling depressed and overweight.
       
In The Slow Down Diet, Marc David presents a new way to understand our relationship with food, encouraging us to look for quality ingredients and to take pleasure in eating. He presents an eight-week program that allows readers to analyze their own connection to food, helping them get rid of old habits and any guilt they may have. He explains the disadvantages of all “quick-fix” diets and tells the truth about common myths, such as “the right way to lose weight is to eat less and exercise more.” Instead, he shows us strategies that help both the body and the soul, proving that a full enjoyment of each meal is the best way to a healthy body.

Clive Oxenden & Christina Latham-Koenig.

American English File, Workbook 3, p. 46,

Oxford University Press, 2008.

19 – (CONSULTEC-2014-CFOPM/BA) According to the text, it’s difficult for most people nowadays to have a healthy lifestyle because they

01) eat too much.
02) don’t exercise properly.
03) have sedentary office jobs.
04) don’t try outdoor activities.
05) are usually busy and in a hurry.

👍 Comentários e Gabarito   05 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:

De acordo com o texto, é difícil para a maioria das pessoas hoje em dia ter um estilo de vida saudável porque eles...
*Alternativa (01): comem demais.
*Alternativa (02): não se exercitam corretamente.
*Alternativa (03): têm empregos de escritório sedentários.
*Alternativa (04): não tentam atividades ao ar livre.
*Alternativa (05): geralmente estão ocupados e com pressa.

20 – (CONSULTEC-2014-CFOPM/BA) Fill in the parentheses with T (True) or F (False).
In his book, The Slow Down Diet, Marc David encourages us to

(   ) avoid eating junk food.
(   ) really enjoy every meal.
(   ) skip meals so as to lose weight.
(   ) take our time while we’re having a meal.

According to the text, the correct sequence, from top to bottom, is

01) T F T F
02) F T F T
03)  T T F F
04)  F F T T
05)  T T F T

👍 Comentários e Gabarito   05 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:

Preencha os parênteses com T (Verdadeiro) ou F (Falso).
Em seu livro, The Slow Down Diet, Marc David nos encoraja a
(T) evitar comer junk food.
(T) realmente aproveitar cada refeição.
(F) pular refeições para perder peso.
(T) aproveitamos nosso tempo enquanto estamos fazendo uma refeição.
De acordo com o texto, a sequência correta, de cima para baixo, é
*Alternativa (01): T F T F
*Alternativa (02): F T F T
*Alternativa (03): T T F F
*Alternativa (04): F F T T
*Alternativa (05): T T F T

21 – (CONSULTEC-2014-CFOPM/BA)

• "we not only lose most of the pleasure […] but also damage our health." (l. 5-7)

In this sentence, the words in bold, not only…but also, express

01) result.
02) choice.
03) addition.
04) contrast.
05) condition.

👍 Comentários e Gabarito   03 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:

"não só perdemos a maior parte do prazer [...], mas também prejudicamos a nossa saúde". (l. 5-7)
Nesta frase, as palavras em negrito, NOT ONLY...BUT ALSO(não só… mas também), expressam...
*Alternativa (01): resultado.
*Alternativa (02): escolha.
*Alternativa (03): adição.
*Alternativa (04): contraste.
*Alternativa (05): condição.

22 – (CONSULTEC-2014-CFOPM/BA) The adjective "best"(l. 20) is the superlative degree of

(01) ill.
(02) bad.
(03) well.
(04) good.
(05) badly.

👍 Comentários e Gabarito   04 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:

O adjetivo BEST(melhor) (l. 20) é o superlativo de..
*Alternativa (01): doente.
*Alternativa (02): ruim.
*Alternativa (03): bem.
*Alternativa (04): bom.
*Alternativa (05): mal.

• CARTOON 1: Questões 23 e 24.

DAVIS, Jim. Garfield.

Disponível em: <http://www.google.com.br/url?>.

Acesso em: 2 fev. 2014.

23 – (CONSULTEC-2014-CFOPM/BA) The best adjective to describe the cat Garfield is that he’s

01) sick.

02) lazy.

03) active.

04) impolite.

05) competitive.

👍 Comentários e Gabarito   02 

TÓPICO - Questão sobre ADJETIVOS:

O melhor adjetivo para descrever o gato Garfield é que ele é...
*Alternativa (01): doente.
*Alternativa (02): preguiçoso.
*Alternativa (03): ativo.
*Alternativa (04): grosseiro.
*Alternativa (05): competitivo.
- Guess who's here?
(Adivinha quem está aqui?)
-We're kitten-sitting nermal today, Garfield!
- How about hide and seek?
(Que tal esconde-esconde?)

24 – (CONSULTEC-2014-CFOPM/BA) When the small cat in picture 5 says "So what should we play", it

01) is not willing to play.
02) feels a little frightened.
03) wants to go back home.
04) is asking for a suggestion.
05) wants Garfield to go on sleeping.

👍 Comentários e Gabarito   04 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:

Quando o pequeno gato na figura 5 diz "Então, o que devemos brincar",
*Alternativa (01): não está disposto para brincar.
*Alternativa (02): sente um pouco de medo.
*Alternativa (03): quer voltar para casa.
*Alternativa (04): está pedindo uma sugestão.
*Alternativa (05): quer que Garfield continue dormindo.

• TEXTO 3: Questões de 25 a 28.

Voyager 1 leaves the Solar System

An artist's impression of NASA's Voyager 1 space probe passing behind the rings of Saturn

The Voyager 1 spacecraft has become the first man-made object to leave the solar system. The probe was launched 36 years ago and has spent years hurtling away from the sun. Now a new analysis has revealed that the craft crossed into interstellar space in August last year.

Voyager 1 was launched into space in 1977 to study the planets beyond our own. But after passing them one by one, it just kept on going. And now scientists believe the probe left the edge of our solar system on the 25th August last year. It crossed a region known as the heliopause, where particles thrown out from the sun pile up against the matter and magnetic fields from other stars. Now, at nearly 12 billion miles from earth, it's in interstellar space - a cold, dark part of the Milky Way filled with gas and dust. Ed Stone , the Voyager's chief scientist says: "This is one of those journeys of exploration, like circumnavigating the globe for the first time, or having a footprint on the moon for the first time. This is the first time we have been exploring now, this new region of space, interstellar space."

As Voyager 1 ventures into the unknown it will send data back to NASA. Eventually though, it will fall silent — its power supply is expected to run out in the next 10 years. But if the probe is ever happened upon by extraterrestrial beings as it floats through space they'll find a record containing pictures and messages.

VOYAGER 1 leaves the Solar System.

Disponível em: <www.bbc.co.uk/ worldservice/learningenglish/language/wordsinthenews/2013/09/ 130913_witn_voyager_story.shtml>. Acesso em: 2 fev. 2014

25 – (CONSULTEC-2014-CFOPM/BA) Fill in the parentheses with T (True) or F (False). About the Voyager 1 spacecraft, it’s correct to say:

(   ) It has managed to get out of our solar system.
(   ) It went past all the planets in our solar system.
(   ) It avoided getting near the region known as heliopause.
(   ) It's unable to send photos of the interstellar space back to Earth.

According to the text, the correct sequence, from top to bottom, is

(01) T F T F
(02) F T F T
(03) T T F F
(04) F T T T
(05) T F T T

👍 Comentários e Gabarito   03 

TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
Sobre a sonda Voyager 1, é correto dizer:
(T) It has managed to get out of our solar system.(Ela conseguiu sair do nosso sistema solar.)
➦ Vê confirmação no texto:
"[...] The Voyager 1 spacecraft has become the first man-made object to leave the solar system."
(T) It went past all the planets in our solar system.
(Ela passou por todos os planetas do nosso sistema solar.)
➦ Vê confirmação no texto:
"[...] But after passing them one by one, it just kept on going."
(F) It avoided getting near the region known as heliopause.
(Ela evitou chegar perto da região conhecida como heliopausa.)
➦ O texto não concorda com a afirmativa acima, veja:
"[...] It crossed a region known as the heliopause,"
(Ela atravessou uma região conhecida como heliopausa,)
(F) It's unable to send photos of the interstellar space back to Earth.
(Ela não é capaz enviar fotos do espaço interestelar de volta à Terra.)
➦ O texto não concorda com a afirmativa acima, veja:
"[...] it will send data back to NASA."

26 – (CONSULTEC-2014-CFOPM/BA) Fill in the blanks with interrogative words (WH-questions)

A. ____ was Voyager 1 sent into space? Thirty-six years ago.
B. ____ was Voyager 1 sent into space? To study other planets.
C. ____ is it from Earth now? Twelve billion miles.
D. ____ is it expected to last? Ten years at the most.

According to the text, the correct sequence, from top to bottom, is

(01) When / Why / How far / How long.
(02) Why / Where / How often / When.
(03) How long / What for / Where / How old.
(04) When / How far / How often / What.
(05) How far / Why / How long / Why.

 👍  Comentários e Gabarito   01 

TÓPICO - Questão sobre "WH-questions":

A. When was Voyager 1 sent into space? Thirty-six years ago.

>>Quando o Voyager 1 foi enviado ao espaço? Trinta e seis anos atrás.

>>"WHEN" → IDEIA DE TEMPO.
B. Why was Voyager 1 sent into space? To study other planets.

>>Por que a Voyager 1 foi enviada ao espaço? Para estudar outros planetas.

>>"WHY" → IDEIA DE CAUSA.

C. How far is it from Earth now? Twelve billion miles.

>>A que distância está da Terra agora? Doze bilhões de milhas.

>>"HOW FAR" → IDEIA DE DISTÂNCIA.
D. How long is it expected to last? Ten years at the most.

>>Quanto tempo deve durar? Dez anos no máximo.

>>"HOW LONG" (Por quanto tempo) → IDEIA DE QUANTO TEMPO.

(01) When / Why / How far / How long.
(02) Why / Where / How often / When.
(03) How long / What for (=why) / Where / How old.
(04) When / How far / How often / What.
(05) How far / Why / How long / Why.

>> LEMBRANDO:

1) Question Words são os pronomes interrogativos(what, when, where, when, who, why, how, which, whose) que são usados para obter respostas específicas.

2) Wh-Questions são as perguntas elaboradas com os Question Words.

3)➽ 12 COMPOSTOS COM  "HOW":

• How much? (Quanto? ou Quanta?)

• How many? (Quantos? ou Quantas?)

• How long? ("Por quanto tempo?, "Quanto tempo" OU "Qual o comprimento de algo?")

• How far? (What's the distance...Qual a distância?)

• How soon? (Quando?)

• How come? (Como assim?)

• How deep? (Qual a profundidade?)

• How heavy? (Qual o peso de algo?)

• How fat? (Qual o peso de alguém?)

• How tall? (Qual a altura?)

• How small? (Qual o tamanho?  p/ coisas pequenas)

• How big? (Qual o tamanho?  p/ coisas grandes)

4) Há também os pronomes interrogativos com o sufixo -EVER que em em Wh-Questions são pouquíssimo usados:

• Whatever (Qualquer coisa que..., O que quer que...)

• Whithever (Qualquer coisa que)

• Whenever (A qualquer tempo que)

• Whoever (Quem quer que seja)

• Wherever (Onde quer que seja)    

👉 Questão  27 :
Considering vocabulary used in the text, the only word or expression which is not correctly defined on the right is in alternative
(01) "kept on" (l. 9) – went on.
(02) "nearly" (l. 14) – approximately.
(03) "chief" (l. 16) – main.
(04) "footprint" (l. 19) – mark made by one's foot.
(05) "run out" (l. 24) – renew.
👍 Comentários e Gabarito  05 
TÓPICO - VOCÁBULOS SINÔNIMOS CONTEXTUAIS :

Considerando o vocabulário usado no texto, a única palavra ou expressão que NÃO está corretamente definida à direita é, em alternativa,

*Alternativa (01): "kept on"(continuou)(KépTón)(l. 9) - went on(continuou)(uénNõn).(to keep on ➝ to go on)
➦No contexto:
"[...] But after passing them one by one, it just kept on going."
(Mas depois de passá-los um por um, ele continuou.)
*Alternativa (02): "nearly"(quase)(Níurlí)(l. 14) - approximately(aproximadamente)(aPróksimêrlí).
➦No contexto:
"[...] Now, at nearly 12 billion miles from earth"
(Agora, a quase 20 bilhões de milhas da Terra)
*Alternativa (03): chief(chefe)(Thíf) (l. 16) - main(principal/diretor/dirigente)(Mêiên).
➦No contexto:
"[...] the Voyager's chief scientist says"
(o cientista chefe da Voyager diz)
*Alternativa (04): "footprint"(pegada)(fuPrênt) (l. 19) - "mark made by one's foot"(marca feita pelo pé de alguém).(one ➝ pronome que substitui qualquer pessoa)
➦No contexto:
"[...] or having a footprint on the moon for the first time"
(ou ter uma pegada na lua pela primeira vez)
*Alternativa (05): "run out"(esgotar/ficar sem) (l. 24) - "renew"(renovar).
➦No contexto:
"[...] its power supply is expected to run out in the next 10 years."
(sua fonte de alimentação deverá acabar nos próximos 10 anos.)

👉 Questão  28 :
Considering verb forms used in the text, it's correct to say:
(01) "has become" (l. 1) describes an action that has no connection with the present time.
(02) "to leave" (l. 2) is in the imperative form.
(03) "passing" (l. 8) is in the present continuous.
(04) "left" (l. 10) describes a past action.
(05) "will fall" (l. 23) refers to an unreal possibility in the present time.

👍 Comentários e Gabarito   04 

TÓPICO - Questão sobre FORMAS VERBAIS:
Considerando as formas verbais usados no texto, é correto dizer:
*Alternativa (01): "has become" (l. 1) descreve uma ação que não tem conexão com o tempo presente.
➦No contexto: has become ➝ PRESENT PERFECT(ocorre no passado mas tem conexão bem objetiva com o presente).
"[...] The Voyager 1 spacecraft has become the first man-made object to leave the solar system."
(A sonda Voyager 1 se tornou o primeiro objeto feito pelo homem a deixar o sistema solar.)
*Alternativa (02): "to leave" (l.2) está na forma imperativa.(está no infinitivo com "to")(Há também infinitivo sem "to")
➦No contexto:
"[...] The Voyager 1 spacecraft has become the first man-made object to leave the solar system."
(A sonda Voyager 1 se tornou o primeiro objeto feito pelo homem a deixar o sistema solar.)
*Alternativa (03): "passing" (l. 8) está no presente contínuo.(O present continuous é formado com ou Verbo Auxiliar BE + Verbo Principal no gerúndio)
➦No contexto, a preposição AFTER exige verbo seguinte com ING. Portanto, o verbo não está no present continuous, até porque também falta o auxiliar BE para compor o referido tempo verbal.
"[...] But after passing them one by one,"
*Alternativa (04): "left" (l. 10) descreve uma ação passada.
➦No contexto, o "left" está no "simple past"(ação que ocorreu definitivamente no passado), portanto LEFT é uma PAST ACTION(PéstékXén).
"[...] And now scientists believe the probe left the edge of our solar system on the 25th August last year."
*Alternativa (05): "will fall" (l. 23) refere-se a uma possibilidade irreal no tempo presente.(will refere-se a uma possibilidade real no futuro)

• TEXTO 4: Questões 29 e 30.

Wangari Maathai, who won the Nobel Peace Prize in 2004, is an environmental leader known in her native Kenya as the "Tree Woman." In 1977, she founded the Green Belt Movement, an organization, consisting mostly of women, that has fought deforestation by planting more than 20 million trees in Kenya. She wanted to prove that "women could improve the environment without much technology or financial resources." The movement has spread to 5 other African nations, but her work has also met with opposition, and at one time she was jailed for her fight against deforestation. Today she continues to work for environmental causes, women's rights, and democracy.

Clive Oxenden & Christina Latham-Koenig,

American English File, Student Book 3, p. 95.

Oxford University Press 2012.

👉 Questão  29 :
Fill in the parentheses with T (True) or F (False).
Considering the Green Belt Movement, it’s correct to say:
( ) All of its members are women.
( ) It aims to protect our planet.
( ) Its members have planted over twenty million trees in Kenya.
( ) Its success depends on rising lots of money and using high-tech devices.
According to the text, the correct sequence, from top to bottom, is
(01) T F T F
(02) F T F T
(03) T F F T
(04) F T T F
(05) T T T T

👍 Comentários e Gabarito  04 

TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

Preencha os parênteses com T (Verdadeiro) ou F (Falso).
Considerando o Movimento Cinturão Verde, é correto dizer:
*(F) All of its members are women.(Todos os seus membros são mulheres.)
➦Fundamentação ou ideia contextual de MOSTLY ➝ na sua maior parte, principalmente.
"[...] an organization, consisting mostly of women,"
(uma organização composta principalmente por mulheres)
*(T) It aims to protect our planet.(Visa proteger nosso planeta.)
➦Fundamentação ou ideia contextual:
"[...] that has fought deforestation..."
(que tem lutado contra o desmatamento)
*(T) Its members have planted over twenty million trees in Kenya.(Seus membros plantaram mais de vinte milhões de árvores no Quênia.)
➦Fundamentação ou ideia contextual:
"[...] by planting more than 20 million trees in Kenya..."
(ao plantar mais de 20 milhões de árvores no Quênia)
*(F) Its success depends on rising lots of money and using high-tech devices.(Seu sucesso depende do aumento de muito dinheiro e do uso de dispositivos de alta tecnologia.)
➦Fundamentação ou ideia contextual:
"[...] She wanted to prove that "women could improve the environment without much technology or financial resources.""
👉 Questão  30 :

The sentence "she was jailed" (l. 5) means that she was
(01) spanked.
(02) promoted.
(03) criticized.
(04) complimented.
(05) sent to prison.

👍 Comentários e Gabarito  05 

TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

A frase "she was jailed"(ela foi presa) significa que ela foi...
*Alternativa (01): spanked(sPénkd)(espancada).
*Alternativa (02): promoted(prôMôrêd)(promovida).
*Alternativa (03): criticized(krêrêSSáiz)(criticada).
*Alternativa (04): complimented(elogiada).
*Alternativa (05): enviada para a prisão. 

UFRGS – 2016 – VESTIBULAR – LÍNGUA INGLESA – UNIVERSIDADE FEDERAL DO RIO GRANDE DO SUL – PROVA COM GABARITO.

❑ PROVA DE LÍNGUA INGLESA: UFRGS-2016-VESTIBULAR.

www.ufrgs.br/coperse/concurso-vestibular

❑ ESTRUTURA-PROVA:

➭ 25 Multiple Choice Questions / 5 Options Each Question.

➭ Text (1)  – | The Value of Difference |

➭ Text (2)  – | www.newyorker.com |

❑ GABARITO:

51-D, 52-E, 53-C, 54-E, 55-D

56-B, 57-C, 58-D, 59-C, 60-B

61-C, 62-A, 63-E, 64-B, 65-C

66-A, 67-E, 68-A, 69-D, 70-B

71-C, 72-B, 73-D, 74-A, 75-D

❑ PROVA:

❑ TEXTO 1: Instrução: As questões 58 a 66 estão relacionadas ao texto abaixo.

01. Identity is about belonging, about what

02. you have in common with some people and
03. what differentiates you from the others. At its
04. most basic it gives you a sense of personal
05. location, the stable core to your individuality.
06. But it is also about your social relationships,
07. your complex involvement with others, and in
08. the modern world these have become even
09. more complex and confusing. Each of us lives
10. with a variety of potentially contradictory
11. identities, which battle within us ........
12. allegiance: as men or women, black and
13. white, straight or gay, able-bodied or
14. disabled. The list if potentially infinite, and so
15. therefore are our possible belongings. Which
16. of them we focus on, bring to the fore,
17. “identify” with, depends on a host of factors.
18. At the center, however, are the values we
19. share with others.
20. Identities are not neutral. ........ the quest
21. for identity are different, and often conflicting
22. values. By saying who we are, we are also
23. striving to express what we are, what we
24. believe and what we desire.(…)
25. All this makes debates over values
26. particularly fraught and delicate: they are not
27. simply speculations ........ the world and our
28. place in it; they touch on fundamental, and
29. deeply felt issues about who we are and what
30. we want to become. They also pose political
31. questions: how to achieve reconciliation
32. between our collective needs as human
33. beings and our specific needs as individuals
34. and members of diverse communities, how to
35. balance the universal and the particular.
36. These are not new questions, but they are
37. likely, nevertheless, to loom ever-larger as we
38. engage with the certainty of uncertainty that
39. characterizes ‘new times’.
40. The basic issue can be stated ........
41. simply: by what criteria can we choose
42. between the conflicting claims of differences?
43. To ask the question immediately underlines
44. the poverty of our thinking about this. Can
45. the rights of a group obliterate the rights of
46. an individual? Should the morality of one
47. sector be allowed to limit the freedom of
48. others? To what extent should one particular
49. definition of the good and the just prevail
50. over others? These are ancient questions, but
51. the alarming fact is that one still lacks a
52. common language for addressing them, let
53. alone resolving them.
WEEKS, J. The Value of Difference. In: RUTHEFORD, J. ed. Identity, Culture, Difference.
London: Lawrence & Wishart, 1990. p. 88.

58.

Assinale a alternativa que preenche, correta e
respectivamente, as lacunas das linhas 11,
20, 27 e 40.
(A) for – despite – in – just
(B) for – behind – about – quite
(C) along – behind – why – sure
(D) to – toward – in – indeed
(E) for – opposite – about – sure

59.
O texto considera que
(A) as questões éticas compartilhadas encontram-se no centro do processo identitário.
(B) o sentido de lugar, as relações sociais e as questões de gênero são os fatores que determinam a identidade individual.
(C) o equilíbrio entre a consciência subjetiva e a consciência social torna-se inatingível perante as incertezas do mundo moderno.
(D) a definição das identidades individual e social depende das respostas às questões sobre direitos, moralidade e justiça.
(E) habitar um espaço e pertencer a ele são as condições que permitem definir a identidade social das pessoas.

60.
Assinale a alternativa que apresenta sinônimos para core (l. 05), striving (l. 23) e pose (l. 30), respectivamente.
(A) nucleus – working – model
(B) center – endeavoring – assent
(C) kernel – attempting – state
(D) heart – having difficulty – pretend
(E) place – struggling – present

61. Considere as propostas de reescrita do segmento The list is [...] infinite, and so therefore are our belongings (l. 14-15).
I - The list is [...] infinite and consequently
our belongings are also infinite.
II - The list is [...] infinite and the list of our
belongings may also be infinite.
III- The list is [...] infinite and hence our
belongings are infinite, too.
Quais poderiam substituir o segmento acima,
sem prejuízo do sentido literal e da correção
gramatical?
(A) Apenas I.
(B) Apenas II.
(C) Apenas III.
(D) Apenas I e III.
(E) I, II e III.

62. Assinale a alternativa que poderia substituir a
expressão fraught and delicate (l. 26), sem
prejuízo do sentido literal e da correção
gramatical.
(A) strong and weak
(B) annoying and gentle
(C) unsettling and touchy
(D) complex and fragile
(E) easy and sensitive

63. O segmento deeply felt issues (l. 29) tem a
mesma estrutura de
(A) well distributed indeed.
(B) costly building solutions.
(C) hard working rules.
(D) often discussed themes.
(E) elderly experienced people.

64. De acordo com o texto, a palavra as (l. 37)
significa
(A) tanto quanto.
(B) como.
(C) à medida que.
(D) assim.
(E) porque.

65. Considere o segmento the alarming fact is that one still lacks a common language (l. 50-51).
Assinale a alternativa em que a palavra still tem o mesmo significado da palavra do segmento acima.
(A) The still of the night frightened everyone.
(B) She cuddled her baby to still its cries.
(C) Today is hot. Yesterday was hotter still.
(D) Still we can’t understand his intentions.
(E) The police tried to still the streets’ manifestations.

66.
A tradução mais adequada para a expressão let alone (l. 52-53), como utilizada no texto, é
(A) mas apenas.
(B) e isso, sem mencionar.
(C) simplesmente.
(D) deixar-nos sozinhos para.
(E) ou, pelo menos.

❑ TEXTO 2: Instrução: As questões 67 a 75 estão relacionadas ao texto abaixo.

01. The small Turkish town of Kuşköy, tucked into

02. an isolated valley on the rainy, mountainous
03. Black Sea coast of Turkey, looks ........ like the
04. other villages in the region. Kuşköy is
05. remarkable not for how it looks but for how it
06. sounds: here, the roar of the water is ........
07. accompanied by loud, lilting whistles – the
08. distinctive tones of the local language. Over
09. the past half-century, linguists and reporters,
10. curious about what locals call “bird language,”
11. have occasionally struggled up the footpaths
12. and dirt roads that lead to Kuşköy. So its
13. thousand or so residents were not surprised
14. when biopsychologist Onur Güntürkün
15. showed up and asked them to participate in a
16. study.
17. Whistled languages, although unusual,
18. have been ........ for centuries. Most of the
19. examples that have been documented arose
20. in places where it might otherwise be hard to
21. communicate at a distance. All are based on
22. spoken languages: Kuşköy’s version adapts
23. standard Turkish syllables into piercing tones
24. that can be heard from more than half a mile
25. away.
26. How does the brain handle a language that
27. renders words as something like music?
28. Although neuroscientists have long
29. understood that brain functions do not divide
30. ........ between the left and right hemispheres,
31. the former appears to play a consistently
32. dominant role in our understanding of
33. language regardless of whether the language
34. is tonal or atonal, spoken or written, signed
35. with the hands or clicked with the tongue.
36. The right hemisphere, meanwhile, seems to
37. govern our understanding of pitch, melody,
38. and rhythm. Güntürkün tested this cranial
39. division of labor with thirty-one volunteers, all
40. fluent in both spoken and whistled Turkish, to
41. listen to pairs of different syllables played
42. simultaneously through headphones, one in
43. each ear. When he gave them spoken
44. Turkish, the participants usually understood
45. the syllable played through the right speaker,
46. suggesting that the left hemisphere was
47. processing the sound. When he switched to
48. whistled Turkish, however, the participants
49. understood both syllables in roughly equal
50. measure, suggesting that both hemispheres
51. played significant roles in the early stages of
52. comprehension.
53. Although the technique used isn’t as
54. precise as laboratory techniques, his results
55. are tantalizing. “They tell us that the
56. organization of our brain, in terms of its
57. asymmetrical structure, is not as fixed as we
58. assume.” “The way information is given to us
59. appears to change the architecture of our
60. brain in a radical way.” He now wonders
61. whether people whose spoken-language
62. comprehension is damaged by a left
63. themisphere stroke could learn to understand
64. a whistled dialect, much as some people with
65. stroke-damaged speech can communicate by
66. singing.
67. The opportunity to study whistled Turkish,
68. however, is fading. In 1964, a stringer for
69. the Times reported that children in Kuşköy
70. were learning to communicate by whistling
71. before they started school, and that both men
72. and women regularly gossiped, argued, and
73. even courted via whistle. Three years later, a
74. team of visiting linguists observed that
75. whistling was widely used in both the village
76. and the surrounding countryside. But
77. Güntürkün found that few, if any, young
78. women had learned the language, and that,
79. although some young men were fluent
80. whistlers, they had learned the skill as
81. teenagers, more out of pride than any
82. practical need. In a small town filled with nosy
83. neighbors, texting affords a level of privacy
84. that whistling never did.
Adapted from: NIJHUIS, M. The Whistled Language of Northern Turkey. Available at:<http://www.newyorker.com/tech/elements/the
-whistled-language-of-northern-turkey>. Accessed on August, 20th, 2015.

67.
Select the alternative which correctly fills in the blanks in lines 03, 06, 18 e 30.
(A) too – seldom – under – silently
(B) much – often – around – cleanly
(C) much – ever – low – hard
(D) too – often – around – silently
(E) much – seldom – under – clean

68.
Consider the following statements.
I - Whistled languages, unlikely other language forms, seem to be processed as music.
II - Recently, linguists and reporters have observed and studied a significant evolvement of whistled languages.
III- The described experiment asserts that languages may be processed by both hemispheres of the human brain.
Which are correct according to the text?
(A) Only I.
(B) Only II.
(C) Only I and III.
(D) Only II and III.
(E) I, II and III.

69.
Consider the statements below.
I - The topography of Kuşköy has a significant bearing in the development of Whistled Turkish.
II - The participants of the study were whistlers, unaware of spoken Turkish.
III- The results of the experiment have affected the treatment of stroke victims.
Which are correct, according to the text?
(A) Only I.
(B) Only II.
(C) Only I and III.
(D) Only II and III.
(E) I, II and III.

70.
Select the alternative which presents the word and its respective synonym in the text.
(A) tucked (l. 01) – smashed
(B) roar (l. 06) – movement
(C) arose (l. 19) – came out
(D) renders (l. 27) – combines
(E) fixed (l. 57) – repaired

71.
Observe the segments below.
I - [...] the distinctive tones of the local language (l. 07-08)
II - [...] a consistently dominant role in our understanding (l. 31-32)
III- [...] a team of visiting linguists (l. 73-74)
Select the alternative which contains, respectively, the syntactic and semantic nucleus of each segment.
(A) tones – understanding – linguists
(B) local – role – team
(C) languages – dominant – linguists
(D) tones – role – team
(E) distinctive – understanding – visiting

72.
Select the alternative which presents the words to which its (l. 12), former (l. 31) and its (l. 56)
refer.
(A) Black sea coast of Turkey – brain functions – techniques
(B) Turkey – brain – the organization of our brain
(C) Kuşköy – the left hemisphere – the organization of our brain
(D) Region – the right hemisphere – structure
(E) Kuşköy – the left and right hemispheres – our understanding of language

73. The word all (l. 21) refers to
(A) communities on the Turkish coast.
(B) residents.
(C) whistled languages.
(D) places with steep terrain and dense forests.
(E) spoken languages.

74.
The words handle (l. 26), roughly (l. 49) and tantalizing (l. 55) can be substituted, without change in meaning, by
(A) treat – precisely – confusing.
(B) cope with – irregularly – alienating.
(C) deliberate – imperfectly – disappointing.
(D) deal with – approximately – startling.
(E) assert – predictably – astonishing.

75.
The word nosy (l. 82) can be replaced, without change in meaning, by
(A) reserved.
(B) prying.
(C) restrained.
(D) indifferent.
(E) suspicious.