Coleção 10 V - Livro 10 - Inglês - Aluno

Jamile Maeda e Silva

Fonte: Wikimedia commons

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INGLÊS Por falar nisso Quando pensamos em determinado país, o Brasil, por exemplo, pensamos em samba, carnaval, futebol, praia, sol... Todos os clichês que, de um modo ou de outro, existem por certos motivos.

Amamos o samba, o carnaval, o futebol, e tudo isso pode ser considerado como parte da nossa cultura, apesar de sabermos que ela engloba muito mais que isso. Outros países são da mesma forma, conhecemos seus clichês, mas podemos expandir nosso horizonte de conhecimento ao visitá-los e perceber que são muito mais do que pensávamos. Na Austrália, por exemplo, há a conhecida ópera satírica The Nose, composta por Dmitri Shostakovich (1930), uma apresentação bastante distante do imaginário coletivo do que vem a ser o país. Aprender inglês nos auxiliará em possíveis viagens por diferentes culturas.

Nas próximas aulas, estudaremos os seguintes temas

A17 A18 A19 A20

Pronomes relativos ....................................................................... 762 Conectivos..................................................................................... 768 Tempos verbais ............................................................................. 774 Estratégias de leitura .................................................................... 780

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INGLÊS

MÓDULO A17

ASSUNTOS ABORDADOS

PRONOMES RELATIVOS

n Pronomes relativos

Leia o texto a seguir, escrito em comemoração aos 150 anos do Canadá em 2017, sobre a paixão nacional: o hockey. Responda às perguntas que o seguem.

n Pronomes relativos n Orações subordinadas adjetivas

Hockey and Our National Heartbeat Our demographics are changing and we have more sporting options than ever. But at 150, Canada remains a hockey country... and looks like it always will be.

There are plenty of reasons to believe that hockey ought to have loosened its grip as Canada’s game of myth and legend by now. Hockey should not matter the way it once did. Not with fewer of us playing, not with every game in every sport from everywhere available instantly via one device or another; not when there are other Canadian athletes and other athletes based in Canada who can fill the role of hometown favorites.

Yet, as a recent survey of more than 1,500 Canadians confirms, hockey persists.

It is still a clear No. 1 for Canadians. Hockey triumphs are still generational signposts.

Great hockey players are still icons, and any examination of national identity — as elusive to pin down now as it was in 1867 or 1967 — is eventually going to get around to how much we love that game. Data can be mined for signs that those things may be less true than they once were, for hints that Gen Xers and Millennials are less passionate about hockey than previous generations. It’s certainly there in the fine print, but so is the statistical evidence that for both them and their elders, hockey remains a significant part of what makes us.

Fonte: Wikimedia commons

A great, big honking cliché, that, but apparently one that is still true.

Figura 01 - Sidney Crosby, one of Canada’s greatest hockey athlete of the 21st century.

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Linguagens, Códigos e suas Tecnologias

As in ancient times, any discussion about hockey and Canada begins with the climate, which is why our forebears, in an effort to battle back against the winters in this ridiculously inhospitable land, took to strapping on skates. They found the nearest frozen pond or river or prairie slough, fashioned a stick, invented the puck and stayed out until darkness fell in mid-afternoon or their toes turned blue, whichever came first.

Had Canada’s weather patterns been similar to those of, say, Tahiti, it wouldn’t have worked out quite that way. But given that mon pays ce n’est pas un pays, c’est l’hiver, etcetera, etcetera, it was that or sit by the fire for six or seven months a year. Therefore, we became a nation of hockey players rather than a nation of surfers.

But now? Much of that should die with the Baby Boomers. The last generation that actually remembers a world in which choices were so obvious and so limited, that grew up in a more monochromatic country, that took outdoor ice and backyard rinks and pick-up games for granted. Therefore, that knew a local kid who was the best player in town, who was a star in the juniors, who played a bit of minor-pro hockey, who made it all the way to Maple Leaf Gardens or the Montreal Forum.

The Boomers are parents and grandparents now. Their kids, their grandchildren, have grown up in a very different place. No more sitting around waiting for one game a week that didn’t come on until after it had already begun. The world, including the sports world, is at their fingertips, instantly. They are free to form allegiances that have little or nothing to do with geography. Why automatically cheer for the Maple Leafs when you can watch, say, the Dallas Cowboys on any given Sunday, or Liverpool FC as easily and faithfully as anyone living in Merseyside? How do you define “home” or “home team” when you can experience life from anywhere virtually no matter what your vantage point?

As for playing the game, hockey is unique among sports in that participation requires mastering a separate skill — skating — which was a natural rite of passage for Canadians of past generations. (Once again, thank the weather for that.) On the other hand, for those who arrive in Canada from elsewhere, being able to skate certainly is not a given, and getting a late start is an all-but-impossible handicap in becoming a hockey player.

The mass-youth-participation sport for children in this country is soccer, and has been for decades. It’s simple. It’s cheap. It promotes fitness. It’s relatively safe.

Perhaps as a result, viewing interest in the world game has shown a clear spike among Canadian millennials.

But no, those numbers don’t lie — hockey remains No. 1 in our heads and our hearts, even as that generational shift is taking place.

(Stephen Brunt. Sportsnet. Disponível em: <https://www.sportsnet.ca/hockey/nhl/big-read-canada-will-always-hockey-country/>. Acesso em: 10 nov 2018. Modificado.)

01. Quais são as diferenças entre o hóquei e o futebol descritas no texto? Responda em português.

02. How is Canada different from Brazil in regards to its national passion? Answer in English.

03. Que razões podem existir para o hóquei ainda ser considerado o esporte número 1 no Canadá?

Especule.

04. In your opinion, how can a sport unite such big countries as Brazil and Canada? Write a small text in English.

01. O hóquei exige que seus jogadores sejam excelentes patinadores no gelo, o que dificulta sua adesão para quem não cresceu patinando. O futebol, por sua vez, é simples, barato, promove saúde e é relativamente seguro.

02. Canada, in spite of having its children play soccer on the streets, hockey still holds up as the number 1 sport in the country. In Brazil, children play soccer on the streets and its national passion is exactly soccer.

03. Resposta pessoal, mas podem ser citados tradição, perpetuação na mídia, bares e restaurantes dedicados ao esporte etc.

04. Resposta pessoal.

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A17  Pronomes relativos

DISCUSSÃO

Inglês

Pronomes relativos Os pronomes relativos, em inglês, são mais diversos e específicos que o “que”, “quem” e “cujo” do português. Eles se diferenciam pela qualidade do substantivo que substituem e pela função sintática que exercem. Em inglês, são pronomes relativos Sujeito

Objeto

Possessivo

Qualidade

who

who ou whom

whose

Pessoas

which

which

whose

Animais e objetos

that

that

Pessoas, animais e objetos

Orações subordinadas adjetivas As orações subordinadas adjetivas, chamadas, em inglês, de relative clauses, modificam ou dão mais informações sobre determinado substantivo, deixando claro de que pessoa, animal ou objeto se está falando. Quando modificam, são chamadas de restrictive/ defining clauses, como em português (oração subordinada adjetiva restritiva), pois são essenciais para referenciar o substantivo: em This is the book that I lent you, o falante restringe que, de todos os livros no mundo, aquele (this) é o livro que foi emprestado para o interlocutor. Quando dão mais informações, essas orações são chamadas de non-restrictive/ non-defining clauses, pois, geralmente, não oferecem informações cruciais para o entendimento do assunto: em Amy Winehouse, who I find to have had a beautiful voice, passed away in 2011, saber que o falante acha que sua voz bela não é necessária para que o interlocutor entenda que a cantora faleceu em 2011. As non-restrictive clauses funcionam de modo semelhante às orações subordinadas adjetivas explicativas no português.

Para modificar um substantivo, usam-se who, which, whose ou that. n

Como sujeito: This is the actress who played Princess Leia; Isn’t your cat the one which/ that loves broccoli? Do you remember the accident that/which took place right in front of my house?

Note que, quando o pronome relativo exerce papel de sujeito, não se repete o substantivo ou o substitui com um pronome pessoal: This is the actress who she played Princess Leia. n

Como objeto: Did you see that family who/whom we stumbled upon on the supermarket? With fake news nowadays, you shouldn’t share everything (that/ which) you read online; The thing (which/ that) I love the most about you is your smile.

Na linguagem informal ou falada, é usual usar who em vez de whom, apesar de os gramáticos defenderem sempre este último. É possível, ainda, omitir o pronome relativo: Did you see that family we stumbled upon on the supermarket? With fake news nowadays, you shouldn’t share everything you read online; The thing I love the most about you is your smile.

A17  Pronomes relativos

n

Como objeto de uma preposição, é usual colocá-la depois do verbo: That is the woman who/ whom I was talking about; Who is that woman who you were talking to? This isn’t the book (that/which) I told you about.

Novamente, é possível deixar de fora o pronome relativo. Para os gramáticos, a preposição nunca pode terminar a oração e, por isso, deve anteceder o pronome relativo: That is the woman about whom I was talking. n

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Objeto como indicador de posse: That’s the building whose name I mispronounce.

I have a friend whose mother-in-law is a judge.

Linguagens, Códigos e suas Tecnologias

Fonte: Wikimedia commons

Note que, para modificar um substantivo, a oração subordinada não é separada por vírgulas. Para explicar um substantivo, especificando-o, é necessário que se separe a oração por vírgulas, assim como em português. Veja que as mesmas regras de construção citadas anteriormente ainda valem. n n n

Como sujeito: Your father, who is jewish, never eats pork. Your father, whose car is blocking our way, is sleeping.

Como objeto: Budapest, the city (which) I’ve always wanted to visit, is on the news. Mikhail’s just watched Inception, which you like.

Como objeto de uma preposição: Paul McCartney, about whom I always talk, is in town. / Paul McCartney, who I always talk about, is in town.

Figura 02 - My sister, who/ whom I really love, is just so young.

Fonte: Wikimedia commons

É possível utilizar quantificadores conjugados aos pronomes relativos: many of whom, most of whom, one of which, none of whom, some of which, lots of whom, two of which.

Figura 03 - I’ve tried ten new restaurants this past year, many of which I really enjoyed.

Figura 05 - Andrew’s childhood was when he found out that he wanted to be a veterinarian.

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Fonte: Wikimedia commons

Figura 04 - London is a place where I’ve always wanted to go.

A17  Pronomes relativos

Fonte: Wikimedia commons

É possível utilizar ainda where e when para modificar ou especificar um local ou época, respectivamente.

r to essor

Questão 02. a) My black dog, with which I run every day, is not that young anymore. b) The recipe Rosanna makes every Christmas is always a success. c) We Anderson, whose movies are perfectly shot, won an Oscar. d) Breakfast, the meal that I skipped today, is very important. e) Liv Tyler, Steve Tyler’s daughter, hasn’t been in a lot of movies lately.

Exercícios de Fixação 01. Reorganize os períodos a seguir de modo que fiquem

04. Complete cada período abaixo com o pronome relativo

sintaticamente corretos.

adequado.

a) the tablet – stopped working – which I’ve just bought

a) My mother just spoke to yours, _______ wants you to

b) the man – who were lying – have been called out – by the policeman c) that I deeply love – the piano lesson – was cancelled d) about whom she talks nonstop – her dad – just dropped by e) is a sport – football – I am not passionate about 02. Are the relative clauses below restrictive or non-restrictive?

Insert commas when necessary. a) My black dog__ with which I run every day__ is not that young anymore. b) The recipe__ Rosanna makes every Christmas__ is always a success. c) We Anderson__ whose movies are perfectly shot__ won an Oscar. d) Breakfast__ the meal that I skipped today__ is very important. e) Liv Tyler__ Steve Tyler’s daughter__ hasn’t been in a lot of movies lately.

03. Junte as duas orações a seguir em um período só. Atente-se para o sentido semântico do período final! a) The neighbor’s daughter likes to play outside. She is sick. b) The yellow car broke down. It was going too fast. c) Fred posted an Instagram Story. The Instagram Story was annoying. d) Did you buy enough food for the picnic? The picnic is going to be crowded. e) Parents tell their children they should not eat unhealthy food. Parents know best.

a) Who; b) Whose; c) When; d) Who; e) Which/ that

come home. b) Uncle Smith is the only man in my family _______ house is big enough for us to have a party. c) The first time I saw you was __________ you offered me a drink. d) I don’t know ______ told you I wasn’t going to the fair. e) This is the kind of thing ______ nobody was expecting.

05. (Macmillan) Complete the second sentence so that it has similar meaning to the first sentence, using the word given.

Do not change the word given. a) I waited for him until 6:30 and then gave up. (which) b) I waited for him until 6:30, ________________________ _________________ gave up. c) We suggested a lot of things, which were all rejected. (was) d) Everything ____________________________________ ________ rejected. e) If someone understands this book, they are cleverer than I am. (is) f) Anyone _______________________________________ _________ cleverer than I am. g) The whole summer was sunny and warm, for a change. (made) h) The whole summer was sunny and warm, ____________ _____________________ nice change. i) I have read all of her books but one. (them) j) Of all of her books, I haven’t read __________________ ___________________.

At which point I That we suggested was Who understands this book is

Which made a One of them

Exercícios Complementares 01. (Unifei MG) Now read this other text very carefully: The Internet: WIRED APPLIANCES

A17  Pronomes relativos

ever eets valid the atest gage ngua

Inglês Questão 01. a) The tablet which I’ve just bought stopped working. b) The man who were lying have been called out by the policeman. c) The piano lesson, that I deeply love, was cancelled. d) Her dad, about whom she talks nonstop, just dropped by. e) Football is a sport I am not passionate about.

be connected to an on-line grocer who takes orders over the Web and delivers the items to your door. Or freezers

Ericsson, the Swedish phone manufacturer, and appliance

may come with on-line preventive maintenance as part

maker Electrolux are creating a jointly owned company to

of a service contract. Ericsson developed the EBOX to link

develop products and services for the networked home.

appliances to the Net. EBOX also has a firewall to stop

The idea is to wire up household appliances to the Internet

hackers from defrosting your fridge while you’re out.

and connect them to services over the World Wide Web.

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A touchscreen on your refrigerator, for example, might

Questão 03. a) The neighbor’s daughter, who likes to play outside, is sick. b) The yellow car, which/ that was going too fast, broke down. c) Fred posted an Instagram Story which/that was annoying. d) Did you buy enough food for the picnic, which/ that is going to be crowded? e) Parents who know best tell their children they should not eat unhealthy food.

(TIME Latin American Edition / October 18, 1999 - page 12)

Linguagens, Códigos e suas Tecnologias

Now answer the question(s) below in English, according to Gab: who takes orders over the Web and delivers the items to your door

the text:

Copy from the text a relative clause.

02. (UECE CE) In the sentence “Tablets and e-readers have not been in widespread use long enough for the sorts of extended studies that will reveal their effects on learning”, the pronoun that introduces a/an

01. The relative pronoun “who” (Ref. 1) can be replaced by “which”.

02. The conjunction “whether or not” (Ref. 3) means that someone can choose between two possibilities.

03. The expression “not only…but” (Refs. 10-11) expresses contrast.

04. The conjunction “While” (Ref. 19) is introducing a time

a) non-restrictive relative clause.

clause.

b) object noun clause.

05. The word “thereby (Ref. 23) expresses condition.

c) restrictive relative clause. d) subject noun clause.

05. (UECE CE) In the sentences “The amount of information

03. (UECE CE) The sentence “the men who command the scandal-plagued Congress are actually increasing their power over the scandal-plagued president, Dilma Rousseff” (Refs. 17-20) contains a/an

that I learned in medical school is minuscule,” and “Bersin & Associates is a consulting firm that specializes in learning and talent management.”, the parts in italics are, respectively, a a) defining relative clause and a defining relative clause. b) defining relative clause and a non-defining relative clause.

a) non-defining relative clause.

c) non-defining relative clause and a non-defining relative

b) defining relative clause.

clause.

c) subject noun clause.

d) non-defining relative clause and a defining relative clause.

d) object noun clause.

06. (UECE CE)

04. (UESB BA)

All the quotes in questions are by Mario Vargas Llosa,

Some people, especially individuals who have been

relevant. The relevance of

5

2

from his book The Truth of Lies.

assignments,

The sentences “No other discipline or branch of the arts can

Shakespeare is still

substitute for literature in crafting the language that people

Shakespeare and many other

need to communicate.”, “Without it (literature), the critical

assigned the works of Shakespeare as school have wondered about whether or not

4

3

worked in previous eras is also a

mind, which is the real engine of historical change and the best

educators and researchers who focus

protector of liberty, would suffer an irreparable loss.” and “…this

on literature. Many 8 people argue that the enduring popularity

world without literature, this nightmare that I am delineating,

of Shakespeare

writers and artists who popular topic among

7

6

is a testimony to his relevance, and that

would have as its principal traits conformism and the universal

additionally, he 10 has made major contributions not only to the

submission of humankind to power.” contain, respectively,

English 11 language, but to the way in which people think and

relative clauses of the following types

12

9

behave. Shakespeare has quite literally shaped society

13

in

many ways, making Shakespeare relevant in a very 14 real way.

15

From a purely linguistic standpoint, Shakespeare

definitely relevant. Shakespeare introduced

17

16

is most

thousands of

words and phrases to the English language, 18 along with new concepts and grammatical structures. language sometimes seems

20

19

While Shakespeare’s

a) defining, non-defining, defining. b) defining, defining, non-defining. c) non-defining, defining, defining. d) non-defining, non-defining, defining.

07. (UECE CE) In the sentences: “The genres of English literature

antiquated to modern eyes,

derive from classical Greek theory, which divided literary works

thinking for the time, and

into three genres: poetic, epic, dramatic.” and “Among individuals,

Shakespeare literally coined

22

words to describe previously

the Canadian critic Northrop Fries (Anatomy of Criticism, 1957)

unimaginable situations and

23

events, thereby enriching the

has suggested that the categories comedy, romance, tragedy,

immensely. People who wonder what

satire correspond to archetypal human responses”, the parts in

it was quite daring and forward

English language makes

25

24

21

Shakespeare relevant might want to consider that

many

26

that

ends well,” come from Shakespeare’s works.

27

common phrases, from “primrose path” to “all’s well Is Shakespeare relevant today?.

Disponível em:<www.wisegeek. org/is-shakespeare-relevant-today. htm#slideshow>. Acesso em: 12 out. 2013.

italics should be categorized respectively as a/an a) defining relative clause and a subject noun clause. b) non-defining relative clause and a subject noun clause. c) defining relative clause and an object noun clause. d) non- defining relative clause and an object noun clause.

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A17  Pronomes relativos

Is Shakespeare relevant today?

1

Considering language use in the text, it’s correct to say:

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INGLÊS

MÓDULO A18

ASSUNTOS ABORDADOS n Conectivos n Conexão e organização de ideias

CONECTIVOS A Nova Zelândia, além de ser conhecida por suas belas paisagens, dignas de filmes de aventura, é a casa dos esportes radicais. Leia o texto a seguir, que explica um dos motivos para que isso seja possível e responda às questões que o seguem.

How New Zealand Became the Home of Extreme Sports Ever since the day in June 1987 when A.J. Hackett launched himself off the Eiffel Tower, tethered by a mere elasticized rope, adventure seekers around the globe have been enamored with bungee jumping. The Kiwi’s promotional stunt also helped cement New Zealand’s reputation as the birthplace of extreme adventures. In addition to bungee jumping, activities such as zorbing — rolling downhill in a giant, plastic ball — and canyon flying — sort of a combination of bungee jumping and ziplining — were born here.

Why extreme activities in New Zealand? Some say Kiwis are just kinda crazy. But others claim the rise of extreme sports may be related to something few people are aware of: the ACC. The Accident Compensation Corporation The ACC, or Accident Compensation Corporation, was created in 1974 by the New Zealand government. Its basic purpose is to administer the country’s public accident insurance fund. The fund, akin to the U.S. Workers’ Compensation program, pays the medical bills of those injured in accidents on New Zealand soil. Kiwi companies pay annually into the fund (which also receives monies from other sources), with premiums based on the risk level inherent to their type of business. The businesses also have to follow certain safety regulations and standards aimed at accident prevention.

Fonte: Wikimedia commons

Figura 01 - New Zealand has become a magnet for extreme adventurers, in large part because of protections provided by the Accident Compensation Corporation.

HAGEN HOPKINS/GETTY IMAGES

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The ACC covers both residents and tourists. And fault is never an issue. So if you’ve tossed back one too many in your motel room, then fall and break your nose, the ACC still pays your medical bills. And if you’re injured when your rental bike blows a tire, it doesn’t matter whether the rental company provided you with a dangerous set of wheels or if you carelessly sped over a pile of nails — your expenses will be covered. In return for such generosity, you can’t sue anyone for negligence. And that provision is key, experts say.

Linguagens, Códigos e suas Tecnologias

Without the fear of expensive, messy lawsuits, Kiwi tour operators have long been free to create risky, extreme-adventure activities. In other areas of the world, such as Europe, travelers injured in an accident may similarly receive complimentary or inexpensive medical attention as part of the region’s universal health care system. But they still typically are free to sue, say, the bungee-jump operator for their injury. Hence, New Zealand is still more attractive to those providing extreme adventure.

“The ACC has broader public policy ramifications than the positive aspect of paying for a victim’s medical costs,” says Bruce May, a professor emeritus at the University of Wisconsin-La Crosse who is currently studying risk management in adventure travel. “It can lessen the motivation of some tour operators to be careful so as not to prevent injury.”

While May and other experts don’t believe the ACC was created as a shield for entrepreneurs — that is, so folks like Hackett could create potentially risky adventures without worrying too much about safety — some researchers also assert that its presence helped create a culture of minimal safety standards and carelessness within the Kiwi adventure tourism industry, as evidenced by several high-profile rafting deaths in the mid-1990s and beyond.

It didn’t help that most of the country’s early extreme-adventure tour operators were young men often described as desiring excitement and living life on the edge. “This attitude severely affected safety judgments and assessment of client capability,” May says.

The scenario is more positive today. The ACC has increased and improved its regulatory and industry standards, focused on higher-quality education and training for tour operators and guides, and provides participants with sufficient pre-participatory information, May says. “New Zealand’s adventure travel is much safer than it was 20 years ago, but safety continues to be a focus area for improvement.”

The Adventure Tourism Boom Potential safety concerns — in New Zealand and elsewhere — don’t appear to have dampened enthusiasm for throwing oneself off precipices or shooting through rapids, as adventure tourism is skyrocketing worldwide, says May. According to a study by Sandler Research, adventure travel industry revenues hit $7.88 trillion in 2015. And between 2016 and 2020, the global adventure tourism market is expected to grow another 46 percent.

For now, presumably thanks to the ACC, it appears the Kiwis will continue to dominate the adventure travel sphere. And thrill-seekers will continue to sign on. “Risk and thrill are an inherent part of adventure travel,” says May. “Take away the risk and thrill, and you no longer have an adventure travel experience.”

(Melanie Radzicki Mcmanus. How stuff works. Disponível em: <https://adventure.howstuffworks.com/newzealand-became-home-extreme-sports.htm>. Acesso em: 13 nov. 2018. Modificado.)

DISCUSSÃO

02. Por que as empresas neozelandesas preferem pagar ao fundo? Responda em inglês.

03. In your opinion, is it better to be safe than sorry? How does this popular saying applies to extreme sports in New Zealand?

04. Would you practice an extreme sport in New Zealand? Why? Write a small text using linking words.

Q01. Empresas neozelandesas pagam anualmente a um fundo dedicado a isso. Uma quantidade de acordo com o nível de risco que a empresa oferece ao seu consumidor.

Q02. The kiwi companies prefer to pay the ACC fund instead of going through many limitations and lawsuits that would come from people that suffer injuries practicing extreme sport.

Q03. Resposta pessoal.

Q04. Resposta pessoal.

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A18  Conectivos

01. Como o governo da Nova Zelândia paga as despesas médicas de nativos e estrangeiros no país?

Responda em português.

Inglês

Conexão e organização de ideias Os conectivos, ou conjunções, ou linking words, são palavras ou frases que auxiliam a dar significado a um período, conectando duas orações diferentes, sejam elas subordinadas ou coordenadas. Eles são essenciais para se construir um bom texto e seu uso variado melhora com a prática. Veja a seguir uma lista com os conectivos mais comuns em inglês: Função

Conectivos mais usados

Adição

and, moreover, also, furthermore, again, in addition, besides

I’ve bought cabbage, lettuce, and carrots for you.

but, on the other hand, however, yet, unlike, nevertheless, instead, on the contrary

Chris didn’t like to study, however he did it often so he could get a better job.

likewise, similarly, in the same way, in like manner, correspondingly

Similarly to a princess, she waved at herself in the mirror.

in fact, indeed, actually, certainly, as a matter of fact

I think Andrew is one of the most intelligent people I know.

Actually, I’m sure of it.

even though, although, though, despite this

Although it is a very hard path to follow, Hannah wants to be a physician.

for example, for instance, that is, in other words, in particular, e.g.

A man may be corrupted by his upbringings, that is, the people around him can be pretty bad.

Consequência

thus, therefore, then, as a result, hence, so, consequently, accordingly, for this reason, because of this

I dislike tanning, hence my pale white skin.

Conclusão

in summary, in conclusion, finally, in short, to sum up

The techniques discussed are valuable. Each chapter is supported by a well-selected bibliography. In short, this is an interesting and clearly written textbook for geography teachers.

Sequência

first, second, next, then

First, I teach my kids to organize their stuff. Then I let them watch TV.

when, while, as, as soon as, after, before, until, till, since, once, now, whenever, in the meantime, then, yet

While you cook, I clean.

as, how, as if, as though

Live today as if you were going to die tomorrow.

why, because, since, as, seeing that, now that, for

As the weather was cold, Julia stayed inside.

Propósito

so that, in order that

In order to make yourself clear, use conjunctions in your text.

Alternativa

or, either... or, neither... nor, or else, otherwise

It is a simple choice: either have pie or cake.

if, unless, whether, as long as, so long as, on condition that, in case

As long as Mary is our teacher next year, we will fine.

Contraste Comparação Ênfase Concessão Exemplo

Tempo Maneira Causa

A18  Conectivos

Condição

Exemplos

Figura 02 - Live today as if you were going to die tomorrow.

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Linguagens, Códigos e suas Tecnologias Questão 03. (1) therefore (2) but (3) Before – however (4) No sooner – than (5) but (6) and (7) However (8) while – so – even if (9) as – as

Exercícios de Fixação 01. Julgue a afirmação a seguir em relação a seu sentido

business put into the hands of the receiver. ‘We started the

– Actually é um falso cognato. Ele indica semântico e justifique sua resposta. Fênfase em vez de temporalidade,

Actually many people watch videos on demand on platforms such as Netflix and Amazon Prime Video.

business at a time when everyone was being encouraged by the banks to borrow money. (3) _______________, we fell into the same trap, and asked for a big loan. (4) _______________, at the time we were sure that we

02. Sublinhe o conectivo mais adequado para o sentido

could make it into a going concern,’ said Charles Leggat,

semântico de cada caso. a) As opposed to; b) However; c) In case;

a farmer from the Highlands. ‘The bank analysed the

d) As if; e) Even though.

a) He means business in addition to/ as opposed to pleasure. b) The weather seems warm and dry, however/ hence you never know later. c) Unless/ In case that you forgot, I’ll be attending the meeting with you. d) We visited Paris as if/ so we were truly natives. e) I like burgers even though/ as soon as it’s not healthy.

03. All of the conjunctions have been removed from the following passage. Which conjunctions would best fill the gaps?

(1) Karni’s roommate, Joana, decided to drive to work; _____, Karni rode into the city with her. (2) They needed to turn left on 140th Street, _____ that street was under

proposals we put forward and they agreed that it would be a highly profitable business.’ Sure enough, within five years the Leggats were exporting trout and salmon products to hotels all over Europe, and (5) _______________ they took on over fifty staff. (6) _______________, with the advent of the recession, they began to lose ground as orders dried up. ‘(7) _______________, said Brenda Leggat, ‘the business has now been valued by the bank at a fraction of its true worth. If they had left us to work our way out of our difficulties, (8) _______________virtually bankrupting usm I am sure that we could have gone back into profit. As it is, we have been left without a livelihood, and the bank has not recovered what it lent us.’

B- A – C – B – A – C- C

1)

(A) Moreover

(B) On the other hand

(C) As well as

2)

(A) At least

(B) However

(C) To make matters worse

project. (5) Karni was really impressed by Ian’s professional

3)

(A) Incidentally

(B) At any rate

(C) As a result

accomplishments, _____ she was anxious about working

4)

(A) To put it another way

(B) Nevertheless

(C) In contrast

5)

(A) what’s more

(B) on the other hand

(C) To tell the truth

6)

(A) Hence

(B) Consequently

(C) However

7)

(A) In contrast

(B) Whereas

(C) To make matters worse

construction. (3) _____ Karni could say anything, _____, Joana had already found an alternate route.

(4) _____ did Karni arrive at work, _____ her boss told her she would be working with her coworker Ian on her next

with him. (6) Karni thought Ian was annoying, unpredictable, _____ reckless.

(7) _____, Karni was willing to put aside her opinions to get the job done. (8) She knew Ian would put in his best effort _____ they worked together, _____ she felt she could do no less—_____ he frustrated her. (9) Personal relationships are often _____ important _____ professional skills.

04. (Macmillan) Read the text and decide which answer (A), (B) or (C) best fits each space.

05. Escreva um pequeno texto, em inglês, sobre a carreira profissional que você gostaria de seguir, contendo conectivos

Starting your own business could be the way to achieving

para relacionas as seguintes ideias: 1) três pontos positivos

financial independence. (1) _______________ it could

da carreira; 2) dois pontos negativos; 3) uma justificativa

just as well land you in debt for the rest of your life. (2)

para você querer a carreira, apesar dos pontos negativos;

_______________, that is the view of Charles and Brenda

4) uma relação de causa e efeito entre você escolher sua

Leggat, a Scottish couple, who last week saw their fish farm

carreira e uma mudança na sua vida.

Resposta pessoal

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A18  Conectivos

parecendo ser “atualmente”.

op

Inglês

porter, 2017.

time, iece adly

Exercícios Complementares

or to t are

Texto comum às questões 01 e 02 Cross-cultural Issues and Diverse Belief, Douglas S. Diekema MD, MPH

Patients may bring cultural, religious and 2 ideological beliefs with them as they enter into a 3 relationship with the physician. Occasionally, these 4 beliefs may challenge or conflict with what the physician 5 believes to be good medical care. Understanding 6 and respecting the beliefs of the patient represents 7 an important part of establishing and maintaining a 8 therapeutic relationship. While the principle of respect 9 for autonomy requires that a physician respect the 10 medical decisions of a competent adult patient, in 11 cases of surrogate decision-making, the physician 12 has an independent duty to guard the interests of the 13 patient.

14 Why is it important to respect what appears to me 15 to be idiosyncratic beliefs?

16 Respecting the beliefs and values of your patient 17 is an important part of establishing an effective 18 therapeutic relationship. Failure to take those beliefs 19 seriously can undermine the patient’s ability to trust 20 you as her physician. It may also encourage persons 21 with nonmainstream cultural or religious beliefs to 22 avoid seeking medical care when they need it.

23 What are some ways to discover well known sets 24 of beliefs?

25 There are many groups that share common sets 26 of beliefs.

These belief systems may be based on 27 shared religions, ethnicity, or ideology. Knowledge 28 of these beliefs and the reasonable range of 29 interpretation of doctrine should be very helpful in 30 deciding if unusual beliefs should be respected. Good 31 resources for guidance in this area include patients 32 and family members themselves, staff members with 33 personal knowledge or experience, hospital chaplains, 34 social workers, and interpreters. Unusual beliefs that 35 fall outside known belief systems should prompt more 36 in-depth discussions to insure they are reasonable.

37 It is important to explore each individual’s beliefs, 38 as shared membership in a particular religious or 39 cultural group does not necessarily entail identical 40 belief systems.

41 What is my responsibility when a patient 42 endangers her health by refusing a treatment?

43 Adults have a moral and legal right to make 44 decisions about their own health care, including the 45 right to refuse treatments that may be life-saving. 46 The physician has a responsibility to make sure that 47 the patient understands the possible and probable 48 outcomes of refusing the proposed treatment. The 49 physician should attempt to understand the basis for 50 the patient’s refusal and address those concerns and 51 any misperceptions the patient may have. In some 52 cases, enlisting the aid of a leader in the patient’s 53 cultural or religious community may be helpful.

A18  Conectivos

1

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Can parents refuse to provide their children with 55 necessary medical treatment on the basis of their 56 beliefs?

57 Parents have legal and moral authority to make 58 health care decisions for their children, as long 59 as those decisions do not pose a significant risk of 60 serious harm to the child’s health.

Parents should not 61 be permitted to deny their children medical care when 62 that medical care is likely to prevent substantial harm 63 or suffering. If necessary, the physician may need 64 to pursue a court order or seek the involvement of 65 child protective services in order to provide treatment 66 against the wishes of the parents. Nevertheless, the 67 physician must always take care to show respect 68 for the family’s beliefs and a willingness to discuss 69 reasonable alternatives with the family.

70 What kinds of treatment can parents choose not 71 to provide to their children?

72 Parents have the right to refuse medical 73 treatments when doing so does not place the child 74 at significant risk of substantial harm or suffering. 75 For example, parents have the right to refuse routine 76 immunizations for their children on religious or cultural 77 grounds.

78 Can a patient demand that I provide them with a 79 form of treatment that I am uncomfortable providing?

80 A physician is not morally obligated to provide 81 treatment modalities that they do not believe offer a 82 benefit to the patient or which may harm the patient. 83 Physicians should also not offer treatments that 84 they do not feel competent to provide or prescribe. 85 However, it is important to take the patient’s request 86 seriously, consider accommodating requests that 87 will not harm the patient or others, and attempt to 88 formulate a plan that would be acceptable to both the 89 physician and patient.

54

Available at: <http://www.eucomed.org/medical-technology/ value-benefits>. Retrieved on: July 3rd, 2017. Adapted.

01. (FM Petrópolis RJ) In the fragment of the text “It is important to explore each individual’s beliefs, as shared membership in a particular religious or cultural group does not necessarily entail identical belief systems” (Refs. 37-40), the word as can be replaced, without change in meaning, by a) because d) but b) just e) yet c) so 02. (FM Petrópolis RJ) In the fragment of the text “While the principle of respect for autonomy requires that a physician respect the medical decisions of a competent adult patient” (lines 8-10), the connector while expresses an idea of a) cause and consequence b) exemplification c) time sequence d) opposition e) simultaneity

Linguagens, Códigos e suas Tecnologias

WE RECORDED VCs CONVERSATIONS AND ANALYZED HOW DIFFERENTLY THEY TALK ABOUT FEMALE ENTREPRENEURS When venture capitalists (VCs) evaluate investment proposals, the language they use to describe the 2 entrepreneurs who write them plays an important but often hidden role in shaping who is awarded funding 3 and why.[…] We were given access to government venture capital decision making meetings in Sweden and 4 were able to observe the types of language that VCs used over a two-year period. One major thing stuck out: 5 The language used to describe male and female entrepreneurs was radically different. And these differences 6 have very real consequences for those seeking funding — and for society in general.

7 […] Worldwide, government venture capital is important for bridging significant financial gaps and 8 supporting innovation and growth, as VCs can take risks where banks are not allowed to. When uncertainty is 9 high regarding assessment of product and market potential, for example, the assessment of the 10 entrepreneur’s potential becomes highly central in government VCs’ decision making.

11 In Sweden, about one-third of businesses are owned and run by women, although they are not granted 12 a corresponding proportion of government funding. In fact, women-owned businesses receive much less — 13 only 13%–18%, the rest going to male-owned companies.

14 This brings us back to our research. From 2009 to 2010 we were invited to silently observe 15 governmental VC decisionmaking meetings and, more important, the conversations they had about 16 entrepreneurs applying for funding. […] We observed closed-room, face-to-face discussions leading final 17 funding decisions for 125 venture applications. Of these, 99 (79%) were from male entrepreneurs and 26 18 (21%) were from female entrepreneurs. The group of government venture capitalists observed included 19 seven individuals: two women and five men. […]

20 Aside from a few exceptions, the financiers rhetorically produce stereotypical images of women as 21 having qualities opposite to those considered important to being an entrepreneur, with VCs questioning their 22 credibility, trustworthiness, experience, and knowledge.

23 Conversely, when assessing male entrepreneurs, financiers leaned on stereotypical beliefs about men 24 that reinforced their entrepreneurial potential. Male entrepreneurs were commonly described as being 25 assertive, innovative, competent, experienced, knowledgeable, and having established networks.

26 We developed male and female entrepreneur personas based on our findings […]. These personas 27 highlight a few key differences in how the entrepreneurs were perceived depending on their gender. Men 28 were characterized as having entrepreneurial potential, while the entrepreneurial potential for women was 29 diminished. Many of the young 1

men and women were described as being young, though youth for men was 30 viewed as promising, while young women were considered inexperienced. Men were praised for being 31 viewed as aggressive or arrogant, while women’s experience and excitement were tempered by discussions 32 of their emotional shortcomings. Similarly, cautiousness was viewed very differently depending on the gender 33 of the entrepreneur.

34 Unsurprisingly, these stereotypes seem to have played a role in who got funding and who didn’t. 35 Women entrepreneurs were only awarded, on average, 25% of the applied-for amount, whereas men 36 received, on average, 52% of what they asked for. Women were also denied financing to a greater extent 37 than men, with close to 53% of women having their applications dismissed, compared with 38% of men. […]

38 Such stereotyping will inevitably influence the distribution of financing, but could also have other major 39 consequences.

Because the purpose of government venture capital is to use tax money to stimulate growth 40 and value creation for society as a whole, gender bias presents the risk that the money isn’t being invested in 41 businesses that have the highest potential. This isn’t only damaging for women entrepreneurs; it’s potentially 42 damaging for society as a whole.

Fonte: Adaptado de Harvard Business Review <https://hbr.org/2017/05/we-recorded-vcs-conversa-tions-and-analyzedhow- differently-they-talk-aboutfemale-entrepreneurs>. Acesso em: 17 mai. 2017.

03. (ITA SP) A expressão sublinhada na primeira coluna pode ser substituída pela expressão na segunda coluna em todas as opções, EXCETO em a) Although they are not granted... (linha 11) → even though b) Aside from a few exceptions, (linha 20) → apart from c) Conversely, when assessing male entrepreneurs, (linha 23) → likewise d) Whereas men received, on average, (linhas 35/36) → while e) Because the purpose of government venture capital is… (linha 39) → considering that 04. (ITA SP) Na sentença “Men were characterized as having entrepreneurial potential, while the entrepreneurial potential for women was diminished”, indique a expressão que pode substituir while mantendo o significado e a correção gramatical. a) yet b) so long as c) despite d) but that e) since 05. (ITA SP) Marque a opção que preenche, correta e respectivamente, as lacunas I, II, III e IV inseridas no texto. a) Due to, as well as, by, also b) Because, and, through, too c) Owing to, including, beyond, moreover d) In view of, plus, over, additionally e) Thanks to, together with, by way, likewise 773

A18  Conectivos

Texto comum às questões 04, 05 e 06

FRENTE

A

INGLÊS

MÓDULO A19

ASSUNTOS ABORDADOS n Tempos verbais n Um resumo do que existe em inglês

TEMPOS VERBAIS Leia o texto a seguir, que relata o resultado de uma pesquisa com a população australiana em relação a sua cultura e arte. Responda às perguntas que o seguem.

The Australia Council’s latest survey highlights a huge gap between what the public want and what the government will fund There is no doubt about it: Australians love the arts and culture. Participation is high. The report of the Australia Council’s latest survey boasts a headline figure of 98% engagement. A whopping 97% of Australians listened to music in 2016. Seventy-nine per cent of us read for pleasure and 81% engaged with culture online. As a nation, Australians get off our bums and go and see things too: the survey says 72% of us attended an arts event in person last year. More than half (54%) of us went to a festival of some sort. We also make stuff. Forty-six per cent of those surveyed “creatively participated” in culture, by making art, playing an instrument, dancing or writing. Thirty per cent of us made art and craft for pleasure, and a fifth of the population pursued some form of creative writing in our spare time.

Fonte: Wikimedia commons

Figura 01 - Sixty-two per cent of Australia Council’s funding goes to the major performing arts companies, but in 2014, less than 20% of Australians over the age of 15 attended their events. Photograph: Scott Barbour/Getty Images

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Attitudes to the arts are also highly positive, with the vast majority of respondents (86%) claiming the arts make a positive impact. Most of these figures are either steady or slightly increased from previous surveys from 2013 and 2009. But it is also true that some of us love culture less than we used to, and more of us are becoming disengaged. While the top-line data is encouraging, delve a little deeper and some worrying trends emerge. Fewer of us are playing musical instruments. Fewer are reading. In addition, more of us are skeptical about the value of the arts, including of arts funding, than in 2013 and 2009.

Linguagens, Códigos e suas Tecnologias

In a breakout box inside the report, social researcher Rebecca Huntley writes that the focus groups she conducted for the survey tended to divide into an “engaged” and a “disengaged” cohort. Those in the disengaged group who are not supportive of government arts funding tended to position it as an ‘either or contest’, a choice between funding schools, public hospitals and infrastructure; or funding the arts. This attitude is not surprising given these people are more concerned than others about issues like job insecurity and provision and cost of essential services in their local area.

In part, this may come down to the design of the survey, which universally uses the word “arts” instead of the broader conception of “culture”. And what do many people think of when they hear the words “the arts”? They think of the high performing arts – particularly opera, ballet and classical music. Indeed, the report remarks that when prompted about different types of culture (like street art), many respondents were surprised and even delighted to discover that they were much more engaged with culture than they realized.

Even so, there are real warning signs here for Australian culture. According to the report, the last three years appear to have seen a genuine erosion in public goodwill towards the arts, with more Australians now seeing the arts as elitist – as “not for people like me” – and too expensive. Fewer support public funding, fewer believe the arts should be part of our education, and fewer think that artists make a contribution to society. There are other definitional problems that should not be glossed over, as important as this survey is. The survey ignores essentially all forms of screen-based culture. Movies, television and interactive games are all absent. That means cultural juggernauts like Wonder Woman, Netflix and Call of Duty are all excluded.

The Australia Council will protest that Screen Australia is the government body responsible for the screen industry and the data around it. But that means that cultural participation data is split across two different metrics and surveys, and can’t rigorously be compared. It also creates some very curious exclusions. The survey captures online music streaming through sites like Spotify, for instance, but not online video streaming through YouTube. It captures digital photography and graphic design that people make on their computers at home, but not the time they spend playing interactive games.

This only makes sense if you believe that movies and games are not really “art”. The exclusion has more to do with the Australia Council’s funding rules than with the tastes and habits of ordinary Australians. The other uncomfortable conclusion we can draw from this report is that the sorts of culture Australians engage with are not, by and large, the things that the Australia Council supports.

DISCUSSÃO 01. What is the main problem of the survey to the writer?

02. A que se deve o posicionamento desfavorável das pessoas em relação ao engajamento em artes?

Responda em português.

03. Do you think YouTube videos, movies, and videogames are considered art? Why? Answer in English.

04. What lesson can you take from text that can be applied to your own life? Answer in Portuguese.

Q1. The main problem is the term “arts”, which sounds as high-end, elitist and distant to a major part of society, instead of reflecting the Aussie culture and the entertainment industry.

Q2. As pessoas acreditam que o governo não deveria destinar verbas a artes, pois acreditam que é uma situação de escolher entre destinar para as artes OU para a segurança pública, os empregos, a infraestrutura, a educação.

Q3. Resposta pessoal.

Q4. É importante compreender e interpretar resultados de pesquisa, tão populares e mutáveis, atualmente, pois o número bruto pode esconder informações diferentes e preciosas sobre a realidade.

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A19  Tempos verbais

(Ben Eltham. The Guardian, 98% of Australians engage with the arts. Why does funding still leave them behind?. Disponível em: < https://www.theguardian.com/culture/2017/jun/28/98-of-australians-engagewith-the-arts-why-does-funding-still-leave-them-behind>. Acesso em: 15 nov 2018. Modificado.)

Inglês

Um resumo do que existe em inglês

A19  Tempos verbais

Para auxiliá-lo a se lembrar de todos os tempos verbais possíveis em inglês, veja o seguinte resumo. Saiba que cada um apresenta mais de uma possibilidade na língua inglesa, porém são nuances que não cabem em um apanhado geral.

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Simple Present

Simple Past

Simple Future

Indica uma ação no presente ou um hábito.

Indica uma ação que ocorreu em um momento definido do passado.

Indica uma ação que ocorrerá no futuro.

Ana loves to cook.

Yesterday night, Ana cooked a delicious meal.

Ana will cook a turkey for our guests on the weekend.

Present Continuous

Past Continuous

Future Continuous

Indica uma ação que ocorre no momento da fala.

Indica uma ação processual que aconteceu no passado.

Enfatiza-se a duração da ação.

Indica uma ação de certa duração que acontecerá no futuro. Enfatiza-se a duração da ação.

Ana is cooking in the kitchen now.

Ana was cooking last week, but she wasn’t enjoying it.

Ana will be cooking our dinner soon.

Present Perfect

Past Perfect

Future Perfect

Indica uma ação que começou no passado, mas que ainda hoje acontece ou que influencia o presente.

Indica uma ação começada e terminada no passado.

Cronologicamente, quando combinado com o Simple Past, a ação indicada pelo Past Perfect sempre ocorrerá antes.

Indica uma ação que estará completada no futuro.

Ana has cooked so much in her life that she excels at it.

Ana had cooked for so long that day, but she didn’t feel tired.

Ana will have cooked at least 500 meals by the end of this year.

Present Perfect Continuous

Past Perfect Continuous

Future Perfect Continuous

Indica uma ação processual que começou em um momento indeterminado no passado e ainda está acontecendo hoje, como um hábito. Enfatiza-se a duração da ação.

Indica uma ação processual que começou e se encerrou em um momento indeterminado no passado.

Enfatiza-se a duração da ação.

Indica uma ação processual que começará e terminada em algum momento do futuro. Enfatiza-se a duração da ação.

Ana has been cooking since she was 20 years old.

Ana had been cooking alone until we got married. Now we cook together!

Ana will have been cooking for at least 2 hours before we can eat dinner.

Linguagens, Códigos e suas Tecnologias

Exercícios de Fixação 01. Indique, na linha do tempo a seguir, a cronologia dos tempos simple past, past perfect, simple present, simple future e future perfect. E dê exemplos.

Passado

Futuro

02. Sublinhe o tempo verbal correto em cada caso a seguir.

I am trying I am ________________ to concentrate.

Were listening ________________ you ________________ when I said I didn’t want to go?

Will marry ________________ you ________________ me?

No one cares No one ________________ about what we look like.

My boyfriend was coming to my house, but then my My boyfriend ________________ parents arrived.

a) I’m thinking about it; b) Go back; c) I will be reading; d) Was coming; e) Ate.

a) I haven’t decided yet if I want to buy a bike or get married.

But I think about it/ I’m thinking about it. b) Every weekend my parents go back/ are going back to the farm to get away from the city noises. c) In a day, I will be reading/ will have read a good book at the beach. d) Linda thought she was coming/ had been coming too, remember? e) Monday night I was so hungry that I ate/ was eating a whole pizza by myself.

03. Complete cada período a seguir com o verbo e o tempo verbal corretos.

Care

Marry

Listen

Come

Try

04. (Macmillan) Decide if the verb form underlined is correct or not. If it is correct, write a tick. Is note, correct it.

The mysterious disappearance of Professor Dawson (1) was on Inspector Gorse’s mind. Six months before the Professor’s disappearance, he (2) was receiving a letter from Jean Dawson, the Professor’s wife. In the letter, Jean (3) accused her husband of plotting to murder her. Gorse (4) considered what his next step should be when the phone rang. It was Sergeant Adams from the Thames Valley police force. A fisherman (5) discovered a body in the River Thames, and it (6) fitted the description of the Professor.

(1) ____________

(2) ____________

(3) ____________

(4) ____________

(5) ____________

(6) ____________

✓ – had received/ received – ✓ – was considering – had discovered – ✓

Exercícios Complementares 01. (Mackenzie SP)

a) They both refer to prior plans. b) Both of them refer to predictions. c) They refer to plans and predictions, respectively. d) Both of them refer to willingness. e) They refer to willingness and plans, respectively.

02. (Uncisal AL)

https://www.peruforless.com/blog/cultural-vibes-mafalda-the-comic -strip-character-fromargentina/

Considering the dialogues in this strip, mainly in the first and second boxes, the use of will and going to to express future can be explained by: Q01.

Past Perfect

Simple Simple Simple Past Present Future

I asked my girlfriend to marry me on a boat on the wide expanse of Lake George. There was no iPhone to capture the moment, no Twitter to tweet or Facebook to share, and, back at our campsite, no AT&T service to call home with the news. There were only s’mores. And champagne.

For the two of us, it was nice. But I’ll tell ya, future marrieds: the lull couldn’t last. Within minutes, we were in my Jeep, driving 10 miles out of the woods, where we sat on the shoulder of a road trying, to no avail, to make the engagement “Facebook official.” (Turns out you can’t update your relationship status from the iPhone app. A Facebook spokesperson says the company plans on adding this feature in the future.) Lacking the digital evidence, we wondered, had it even happened?

Future Perfect

777 Passado

Futuro

A19  Tempos verbais

I tweet, I pin, I do.

Inglês

With five weeks behind us and still a year out from the date, the engagement is as real as the ring. Our wedding now has a hashtag, a website in the works, and a growing list of potential vendors we’ve found online. Yelp is our beacon. Facebook our guide. (No surprise: in my day job I’m head of social media at Newsweek and The Daily Beast, managing accounts and watching for news.) My fiancee has grown particularly fond of Pinterest, the photo-sharing network used by a whopping 19 percent of women on the Internet, per one recent Pew study.

To my eyes, weddings are the central reason it exists. “Pinterest is a tool people use to find inspiration for the important things they want to do in their life,” a spokesperson explained to me.

“Planning a wedding is a great example.” This past July, Pinterest doubled down, creating a separate category for weddings. The same month Facebook ̶ its users aging into love and marriage ̶ introduced a feature displaying special events, starting with engagements and weddings, alongside friends’ birthdays when you log in. (Babies are there, too.)

weather events, and changes in rainfall patterns. Moving from global to regional scales, there is increased uncertainty over how climate will change. The probability of warming having unforeseen consequences increases with the rate, magnitude, and duration of climate change. Some of the physical impacts of climate change are irreversible at continental and global scales. With medium confidence, IPCC (2007) concluded that with a global average temperature increase of 1-4ºC, partial deglaciation of the Greenland ice sheet would occur over a period of centuries to millennia. Including the possible contribution of partial deglaciation of the West Antarctic Ice Sheet, sea level would rise by 4-6m or more.

The impacts of climate change across world population will not be distributed evenly. Some regions and sectors are expected to experience benefits while others will experience costs. With greater levels of warming, it is very likely that benefits will decline and costs increase. Low-latitude and less-developed areas are probably at the greatest risk from climate change. With human systems, adaptation potential for climate change impacts is considerable, although the costs of adaptation are largely unknown and potentially large. According to Schneider et al. (2007), climate changes would likely result in reduced diversity of ecosystems and the extinction of many species.

Adaptado de: Wikipedia, the free encyclopedia, http://en.wikipedia.org/wiki/Effects_of_global_warming, Acesso em Abrl/2010.

Disponível em http://www.thedailybeast.com/newsweek/2012/10/14/ (adaptado)

Qual dos tempos verbais abaixo não é encontrado no texto? a) Simple Present b) Simple Past c) Present Perfect d) Past Perfect e) Future Going To 03. (UEPG PR) Effects of global warming

A19  Tempos verbais

Over the last hundred years or so, the instrumental temperature record has shown a trend in climate of increased global mean temperature, i.e., global warming. Other observed changes include Arctic shrinkage, Arctic methane release, releases of terrestrial carbon from permafrost regions and Arctic methane release in coastal sediments, and sea level rise.

Global average temperature is predicted to increase over this century, with a probable increase in frequency of some extreme 778

Com relação às formas verbais has shown, will change e would occur, presentes no primeiro parágrafo do texto, assinale o que correto.

01. Has shown – transmite ideia de ação que teve início há algum tempo.

02. Will change – refere-se a um acontecimento futuro.

04. Would occur – fala de uma possibilidade.

08. Todas as formas verbais se referem a acontecimentos futuros.

Texto comum às questões 04, 05 e 06 Pope Francis disappoints Rohingya by failing to condemn persecution As the crowds trickled out of the 02 Yangon sports ground where Pope Francis 03 delivered his first public mass before tens of 04 thousands of people, Khin Maung Myint, a 05 Rohingya activist, sat on the sidelines. He 06 was disappointed. Not in Francis, but in the 07 advisers who appear to have dissuaded the 08 pontiff from bringing up the plight of the 09 Rohingya people.

“Rohingya are not the 10 ones who lost their dignity, but the people 11 who silence the pope’s expression,” he said. 12 “Those who pushed the pope not to use the 13 word Rohingya, they are the ones who lost 14 their dignity.”

15 Francis is nearing the end of a 16 four-day visit to Myanmar, previously 17 known as Burma, in which he has not 18 publicly 01

Linguagens, Códigos e suas Tecnologias

Before this week’s visit he urged 94 the pope not to use the word, though he 95 has made it clear he would have been 96 happy with a compromise phrase, according 97 to the source.

“I think one factor in this was 98 almost certainly pressure from within the 99 church on him because he has been so 100 outspoken until now and I think there would 101 have been an enormous amount of pressure 102 from other bishops,” the source said.

103 Who are the Rohingya?

104 At the press conference on 105 Wednesday night, the split between the 106 bishops was apparent, with one saying 107 there was a lack of “reliable evidence” of 108 atrocities and was not sure what was going 109 on because he had not seen it himself.

110 The silence is likely to appease 111 many Catholics in the country who either 112 share prejudices against the Rohingya or 113 are afraid of a nationalist backlash against 114 the 650,000-strong Catholic community in 115 Myanmar.

116 Francis is scheduled to fly to 117 Dhaka in Bangladesh where he will meet 118 Rohingya refugees on Thursday. But for 119 some in Myanmar, the leader of the church 120 has a moral obligation not to leave the121 country without commenting on its most 122 pressing crisis.

123 After the mass, Father Thomas, a 124 Yangon priest, said he hoped the pope 125 brought the matter up in closed-door 126 meetings this week with the army chief, Min 127 Aung Hlaing, and Aung San Suu Kyi. 128 “This is the main issue in Burma,” 129 he said.

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www.theguardian.com/nov.27.2017

04. (UECE CE) In “The Rohingya have suffered decades of persecution in Myanmar, where their freedoms have been slowly eroded...”

(Refs. 63-65), the two verb tenses are respectively a) simple present and present perfect simple. b) present perfect simple and present perfect continuous. c) present perfect simple and present perfect passive. d) present perfect simple and present perfect simple.

05. (UECE CE) The tenses of the underlined verbs in “I think one factor in this was almost certainly pressure from within the church on him because he has been so outspoken until now...”

(Refs. 97-100) are respectively a) present perfect, simple present, and past perfect. b) simple past, simple past, and simple present. c) simple present, simple past, and present perfect. d) present perfect, past perfect, and simple present.

06. (UECE CE) The tenses of the underlined verbs in “...he has not publicly spoken about the persecuted Muslim minority...” (Refs.

17-19), “...who attracted public derision...” (Ref. 27), and “...where he will meet Rohingya refugees..” (Refs. 117-118) are respectively a) simple present, past perfect, and simple past. b) present perfect, simple past, and future continuous. c) present continuous, present perfect, and simple future. d) present perfect, simple past, and simple future.

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A19  Tempos verbais

spoken about the persecuted 19 Muslim minority, more than 620,000 of 20 whom have fled to Bangladesh in recent 21 months, escaping what western leaders are 22 calling ethnic cleansing.

23 Among the guests in the VIP 24 section, where a gazebo provided protection 25 from the hot Myanmar sun, was Aye Ne 26 Win, the grandson of the country’s first 27 dictator who attracted public derision 28 recently after he dressed up as the pope for 29 Halloween. Beside him, in a black veil, sat a 30 beauty queen who has described the 31 Rohingya in a YouTube video as “harbingers 32 of terror and violence”.

33 In his homily on Wednesday, the 34 pope talked about the need for forgiveness 35 and ignoring the desire for revenge, but 36 declined to reference violence meted out 37 against the Rohingya, a campaign allegedly 38 marked by gang-rape, massacres and 39 arson. “We think that healing can come 40 from anger or revenge,” Francis said, 41 speaking of the many “wounded” people in 42 Myanmar. “Yet the way of revenge is not 43 the way of Jesus,” he said. It was his 44 second public address in Myanmar, coming 45 after he shared a stage with the state 46 counsellor, Aung San Suu Kyi, on Tuesday, 47 telling an audience of diplomats and 48 journalists that all of Myanmar’s religious 49 and minority ethnic groups – “none 50 excluded” – should be respected.

51 Both speeches have fallen short of 52 what many expected from the pope, whose 53 advocacy for refugees has been a 54 benchmark of his papacy. He has previously 55 referred to “our Rohingya brothers and 56 sisters”. At a press conference in Yangon on 57 Wednesday night, papal spokesman Greg 58 Burke said the moral authority of the Pope 59 “still stands”. “You can criticize what is said 60 or not said but the Pope is not going to lose 61 any moral authority on this question here,” 62 he said.

63 The Rohingya have suffered 64 decades of persecution in Myanmar, where 65 their freedoms have been slowly eroded and 66 tens of thousands are confined to 67 internment camps.

They are widely deemed 68 illegal immigrants from Bangladesh and 69 labelled “Bengalis”. “For years the 70 international community has towed the 71 government of Myanmar’s line, refusing to 72 say ‘Rohingya’ for fear of doing harm,” said 73 David Baulk, a Myanmar researcher for 74 Fortify Rights. “There should be nothing 75 controversial about the pope identifying 76 people by the name they want.”

77 Whether or not the pope should 78 address the crisis has been a matter of 79 debate within the Vatican since the visit was 80 announced, according to a source familiar 81 with discussions.

“There are probably a mix 82 of voices in the Vatican,” they said.

“Those 83 who are old school diplomats for whom 84 caution is always their watchword and 85 others who are a bit more bold.”

86 The most vocal was until recently 87 Charles Maung Bo, Myanmar’s first cardinal, 88 a powerful orator who has fiercely defended 89 the Rohingya and condemned “merchants of 90 hatred” in the form of Buddhist 91 ultranationalists who have sanctioned the 92 violence.

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MÓDULO A20

ASSUNTOS ABORDADOS

ESTRATÉGIAS DE LEITURA

n Estratégias de leitura

Leia o texto a seguir, que trata sobre uma linguagem muito específica da geração atual, os memes.

n Leitura e compreensão de texto

Memes: Viral Slang Slang for the millennial generation doesn’t only revolve around emojis, hashtags (#WCW, #TBT, etc.), and acronyms (lmao, idgaf, etc.). Memes are also a form of slang for millennials. As far as my own use and understanding of meme history goes, memes originated from an image-board website called 4chan. Memes range from the subtle commentary of hilarious online antics to the repurposing of other viral content for smaller posts that relate to millennial’s everyday life.

One meme that has taken 2017 by storm is #SaltBae, which originated from a video of Nusret (a Turkish restaurant owner) cutting a slab of Ottoman Steak and sprinkling salt on it. The meme has gotten so popular that Snapchat already has a Bitmoji made for it. Other social media pages have taken to leveraging the meme’s virality to grow their own audiences.

Why is #SaltBae (and Memes in General) Important?

The reason why this meme is an example of a potential content opportunity, is because big brands haven’t capitalized on this meme yet. Even if a brand doesn’t have the budget to make an influencer marketing campaign using Nusret, they can leverage the popularity of his growing brand through the #SaltBae memes. Regardless of what the creative is, the simple fact that it relates to something that people are talking about is what’s most important. Whole Facebook meme libraries have been made in his honor already. The bell curve of his popularity will start its decline as soon as a new viral meme surfaces (which is why it’s extremely important for brands to hop on this train now).

Figura 01 - An example of the #SaltBae Meme

A good example of how brands are already leveraging memes for their marketing efforts is Kit Kat. Recently, as I was scrolling through my Instagram feed, I was presented this sponsored post: This post is an ode to the Evil Kermit Meme which was one of the most popular memes of 2016. Kit Kat clearly understands that if it wants to stay relevant to the millennial generation, it has to speak that generation’s language. The only thing that I am still debating myself is whether or not the timing of this campaign would have been more effective if it was launched much earlier, when the meme was only 3–4 weeks old.

(Kenny Soto. The Importance of Memes & Meme Culture In Millennial Marketing. Disponível em: <https:// medium.com/meme-culture-in-millennial-marketing-62f2c350f152>. Acesso em: 18 nov. 2018)

DISCUSSÃO 01. What are memes made of?

02. Que memes você conhece em português? Quais? Eles são nomeados como os de língua inglesa?

03. É possível para uma grande empresa acompanhar a rapidez com que memes são criados e deixam de ser relevantes? Especule.

Figura 02 - The KitKat advertisement that pays a tribute to the Evil Kermit meme

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04. In your opinion, should a meme be used by companies, textbooks, and other media or should it appear just on the internet and in informal environments? Answer in English.

Linguagens, Códigos e suas Tecnologias

Leitura e compreensão de texto Re-read the Text

Ac vate Prior Knowladge

Use Context Clues

Q01. Memes are made of an image, usually with very expressive face or detail, and a text, most times containing a relatable everyday situation, so with that people may identify and share it online so much that is goes viral.

Q02. Resposta pessoal.

What do I already know about this?

Q03. A rapidez com que memes são criados e deixam de ser relevante é extremamente alta. Ela pode variar entre um dia, uma semana, um mês.

Propagandas tradicionais na TV talvez não consigam acompanhar sua rapidez, porém há vários exemplos de empresas que entram na brincadeira via plataformas on-line como o Twitter e o Instagram e ganham alta popularidade sem gastar mais do que o funcionário de redes sociais, especialista em atingir seu público-alvo, que pode compor a imagem rapidamente, enquanto ainda é relevante.

more informa on = more understanding

Q04. Resposta pessoal.

Infer Meaning

Think Aloud

Summarize the Story Characters

Talk thought it.

Se ngs

Problem read between the lines Solu on Locate Key Words

Use Word A ack Strategies

Make Predic ons

think

rereading pair

re

read

ing

prefix

root

sufix

share

Visualize

Use Grahic Organizers

Evaluate Understanding What did I learn?

A20  Estratégias de leitura

A leitura de textos e imagens é uma das capacidades mais essenciais na vida de um indivíduo, esteja onde estiver: na escola, no vestibular, no estágio, no trabalho. Muitas vezes, é deixada de lado, principalmente, com a quantidade de informações visuais que são projetadas a nossos olhos pela tela do celular, da TV, do computador, do tablet.

Sem ser capaz de compreender e interpretar um texto, é muito difícil aprender sobre outros assuntos, já que nem sempre haverá um vídeo suficientemente confiável ou um professor para ajudar.

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Inglês

A imagem anterior resume algumas estratégias de leitura para você conseguir melhorar suas habilidades: n

n

n

n n

n

n

n

n

Fonte: Shutterstock.com

n

A20  Estratégias de leitura

n

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Leia o texto duas vezes: mesmo se você estiver prestando atenção da primeira vez, pelo fato de já conhecer o conteúdo, a segunda leitura permite que você perceba detalhes menores e nuances de discurso sem estar preocupado em compreender o sentido geral do texto.

Relacione o conteúdo do texto a seu conhecimento prévio: provavelmente, você já terá ouvido algo sobre o assunto a ser lido e a relação entre o que é novo e o que já está consolidado pode ajudá-lo a compreender melhor. Se não conhecer sobre o assunto, tente relacioná-lo com outro similar ou que possa estar relacionado a ele.

Use pistas de contexto: todo texto estará inserido em um cenário, seja um texto de livro didático, seja o vestibular, a fonte do texto pode ajudá-lo a compreender o motivo de ter sido escrito, a intenção do escritor, a época em que foi escrito, tudo isso e mais podem ser depreendidos por você.

Faça inferências sobre o significado: é preciso entender o conteúdo como um todo e as pistas de contexto antes de fazer inferências sobre uma parte do texto.

Fale sobre o que você leu em voz alta: o processo de explicar o texto lido em voz alta se assemelha a uma aula em que você é o professor. Esse método permite que você organize suas ideias e expresse todas elas, sem recorrer a famosas armadilhas de “isso eu sei”.

Resuma o que leu: falando ou escrevendo. Escreva pequenos períodos que aparecem no texto de modo geral. Procure responder sempre aos pronomes interrogativos: O quê? Quem? Quando? Onde? Como? Por quê?

Localize palavras-chave: no texto, você verá algumas palavras importantes que indicarão o tema, o acontecimento e outros dados importantes. Sublinhe essas palavras para que você as localize facilmente se precisar voltar ao texto.

Faça previsões: antes de ler um texto, leia seu título e as pistas de contexto para tentar adivinhar o que será dito. Esse método o ajudará a relacionar o que você previu com o que realmente está sendo dito, e o processo de relacionar um conhecimento a outro pode ajudá-lo a compreender melhor o assunto.

Use estratégias de compreensão de palavras: se houve uma palavra no texto que você desconheça, por meio da identificação da raiz, do prefixo e do sufixo, é possível entendê-la suficientemente para continuar a leitura sem prejudicá-la.

Visualize ou use gráficos ou infográficos: pinte o cenário do texto em sua mente. Desenhe rapidamente a situação ou construa um simples infográfico sobre ela, pois o cérebro humano compreende melhor visualmente.

Avalie seu entendimento: ao final do texto, seja sincero consigo mesmo: você entendeu o que estava escrito?

Linguagens, Códigos e suas Tecnologias

Exercícios de Fixação 01. Antes de ler o texto a seguir, leia seu título, o lead – o

release Big K from its vault to compare the precious cylinder

pequeno texto logo abaixo do título –, o site de onde foi

with its doppelgängers. But with each of these comparisons,

tirado e a data. Escreva: o que você sabe sobre esse assunto?

scientists became increasingly concerned: Big K seemed to be losing weight.

A quem o texto, possivelmente, se destina?

Resposta pessoal.

Agora leia o texto a seguir para responder às questões que seguem.

The kilogram is forever changed.

Here’s why that matters.

From bathroom scales to medical lab balances, the mass standard is now based on a value that is “woven into the fabric of the universe.”

Sealed under a trio of nested glass bell jars, a gleaming metal cylinder sits in a temperature-controlled vault in the bowels of the International Bureau of Weights and Measures in Sèvres, France. Dubbed Le Grande K, or Big K, this lonely hunk of platinum and iridium has defined mass around the globe for more than a century—from bathroom scales to medical lab balances. But that is all about to change.

Today, representatives from more than 60 countries voted during the 26th meeting of the General Conference on Weights and Measures in Versailles, France to redefine the kilogram. Rather than basing the unit on this physical object, henceforth, the measure will be based on a fundamental factor in physics known as Planck’s constant.

This infinitesimally small number, which starts with 33 zeros after its decimal point, describes the behavior of elementary packets of light known as photons, in everything from the flicker of a candle flame to the twinkle of stars overhead.

“That fundamental constant is woven into the fabric of the universe,” says Stephan Schlamminger, leader of the National Institute of Standards and Technology team who, along with an international cohort of scientists, worked to refine Planck’s constant for the kilogram redefinition. Most importantly, this value will remain the same for all time, no matter the location. Yet this reliance on physical objects also had its issues. “A material object will not be for all time,” Schlamminger says. Coffee cups break; clothes tear; pipes rust. What’s more, locked in a vault, these objects certainly aren’t “for all people.” In the intervening century, these physical objects have one by one been replaced with fundamental constants. The kilogram was the final holdout.

Save for its inaccessibility, Big K got the job done. Scientists forged a series of copies for researchers around the world to use. Only three times in its nearly 130 years did researchers

Compared to its copies, the tiny cylinder appeared to be getting progressively lighter. That, or its copies were getting progressively heavier. It’s impossible say which, since Big K, by definition, is exactly one kilogram. Even if someone took a file and shaved off a corner, Big K would still weigh one kilogram, and kilograms around the world would have to adjust.

The change will go into effect on May 20, 2019. “On that day, you won’t see any change in our in our daily lives,” Davis says. But in one way or another, every single scale on the planet is connected to the international kilogram standard.

While measuring flour in your kitchen will remain the same, the new standard makes a world of difference for things like manufacturing car components, developing new drugs, and crafting scientific instrumentation.

Today’s vote was not only remarkable for the incredible precision with these measurements can now be made, but for the international cooperation at the foundation of this work. After representatives unanimously approved the new definition, Sébastien Candel, president of the French Academy of Sciences concluded: “I hope that such will also be possible for many other issues for the world.”

(Maya Wei-Haas. National Geographic. 16 nov. 2018. Disponível em: < https://www.nationalgeographic.com/science/2018/11/kilogram-forever-changed-why-mass-matters/>. Acesso em: 16 nov. 2018. Modificado.)

02. Escolha o português ou o inglês – aquele com que você se sentir mais confortável – e escreva um pequeno resumo sobre o texto lido. Lembre-se de responder às perguntas: O quê? Quem? Quando? Onde? Como? Por quê? Resposta pessoal.

03. Desenhe, no espaço a seguir, o cenário descrito no texto ou faça um pequeno infográfico ou mapa mental sobre ele. É importante que você utilize recursos visuais, como setas, circunferências, retângulos, cilindros. Resposta pessoal.

04. Julgue a seguinte afirmação e justifique: Em 20 de maio de 2019, o mundo verá suas balanças serem ajustadas para a nova medida internacional do quilograma.

F. A mudança não será perceptível a olhos vistos nem acontecerá completamente no dia 20 de maio de 2019, será gradual.

05. Por fim, faça uma inferência: os Estados Unidos da América serão mais ou menos atingidos por essa mudança do que o Brasil?

Possivelmente, serão menos atingidos, pois não utilizam o sistema internacional de medidas para suas tarefas diárias como medir farinha. Eles utilizam as medidas ounce e pound para a massa de um corpo.

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A20  Estratégias de leitura

Sobre o que, possivelmente, o texto trata? O texto é atual?

Inglês

Exercícios Complementares 01. (Enem MEC)

a) o aprendizado compartilhado.

Frankentissue: printable cell technology In November, researchers from the University of Wollongong in Australia announced a new bio-ink that is a step toward really printing living human tissue on an inkjet printer. It is like printing tissue dot-by-dot. A drop of bioink contains 10,000

b) a necessidade de donativos. c) as manifestações culturais. d) o bem em relação ao mal. e) o respeito étnico.

03. (Enem MEC)

to 30,000 cells. The focus of much of this research is the eventual production of tailored tissues suitable for surgery, like living Band-Aids, which could be printed on the inkjet.

However, it is still nearly impossible to effectively replicate nature’s ingenious patterns on a home office accessory.

Consider that the liver is a series of globules, the kidney a set of pyramids. Those kinds of structures demand 3D printers that can build them up, layer by layer. At the moment, skin and other flat tissues are most promising for the inkjet.

Disponível em: http://discovermagazine.com. Acesso em: 2 dez. 2012.

O texto relata perspectivas no campo da tecnologia para cirurgias em geral, e a mais promissora para este momento enfoca o(a) a) uso de um produto natural com milhares de células para

Disponível em: www.ct.gov.

Acesso em: 30 jul. 2012 (adaptado).

reparar tecidos humanos. b) criação de uma impressora especial para traçar mapas cirúrgicos detalhados. c) desenvolvimento de uma tinta para produzir pele e tecidos humanos finos. d) reprodução de células em 3D para ajudar nas cirurgias de recuperação dos rins. e) extração de glóbulos do fígado para serem reproduzidos em laboratório.

Orientações à população são encontradas também em sites oficiais. Ao clicar no endereço eletrônico mencionado no cartaz disponível na internet, o leitor tem acesso aos(às) a) ações do governo local referentes a calamidades. b) relatos de sobreviventes em tragédias marcantes. c) tipos de desastres naturais possíveis de acontecer. d) informações sobre acidentes ocorridos em Connecticut. e) medidas de emergência a serem tomadas em catástrofes.

02. (Enem MEC) Ebony and ivory

04. (Enem MEC)

Ebony and ivory live together in perfect harmony Side by side on my piano keyboard, oh Lord, why don’t we?

We all know that people are the same wherever we go There is good and bad in ev’ryone, We learn to live, we learn to give A20  Estratégias de leitura

Each other what we need to survive together alive McCARTNEY, P. Disponível em: www.paulmccartney.com.

Acesso em: 30 maio 2016.

Em diferentes épocas e lugares, compositores têm utilizado seu espaço de produção musical para expressar e problematizar perspectivas de mundo. Paul McCartney, na letra dessa canção, defende

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Disponível em: http://bruketa-zinic.com.

Acesso em: 3 ago. 2012.

Linguagens, Códigos e suas Tecnologias

A campanha desse pôster, direcionada aos croatas, tem como

risks isolation and will be unable to compete as an international

propósito

institution. “We strongly believe our classes should be

a) alertar os cidadãos sobre a lei em vigor contra a discriminação.

international classes — and the only way to have international

b) conscientizar sobre as consequências do preconceito na so-

classes is to use the English language”, says the university’s

ciedade.

rector, Giovanni Azzone.

c) reduzir os prejuízos causados por motoristas alcoolizadas.

COUGHLAN, S. Disponível em: www.bbc.co.uk.

Acesso em: 31 jul. 2012.

d) fazer uma crítica à falta de habilidade das mulheres ao volante. e) evitar os acidentes de trânsito envolvendo mulheres.

05. (ESPM SP)

As línguas têm um papel importante na comunicação entre pessoas de diferentes culturas. Diante do movimento de internacionalização no ensino superior, a universidade Politecnico di Milano decidiu a) elaborar exames em língua inglesa para o ingresso na universidade. b) ampliar a oferta de vagas na graduação para alunos estrangeiros. c) investir na divulgação da universidade no mercado internacional. d) substituir a língua nacional para se inserir no contexto da globalização. e) estabelecer metas para melhorar a qualidade do ensino de italiano.

07. (Enem MEC) BOGOF is used as a noun as in ‘There are some great bogofs on at the supermarket’ or an adjective, usually with a word such as ‘offer’ or ‘deal’ — ‘there are some great bogof offers in store’.

When you combine the first letters of the words in a phrase or the name of an organisation, you have an acronym.

Acronyms are spoken as a word so NATO (North Atlantic Treaty Organisation) is not pronounced N-A-T-O. We say NATO. Bogof,

The word IT in the second frame refers to:

when said out loud, is quite comical for a native speaker, as

a) the greenhouse effect.

it sounds like an insult, ‘Bog off!’ meaning go away, leave me

b) the pollutants.

alone, slightly childish and a little old-fashioned.

c) the air.

BOGOF is the best-known of the supermarket marketing

d) the polar ice caps.

strategies. The concept was first imported from the USA during

e) the heat of the sun.

the 1970s recession, when food prices were very high. It came

Italian university switches to English

By Sean Coughlan, BBC News education correspondent 16 May 2012 Last updated at 09:49 GMT

back into fashion in the late 1990s, led by big supermarket chains trying to gain a competitive advantage over each other.

Consumers were attracted by the idea that they could get something for nothing. Who could possibly say ‘no’?

Disponível em: www.bbc.co.uk.

Acesso em: 2 ago. 2012 (adaptado).

Milan is crowded with Italian icons, which makes it even more of a cultural earthquake that one of Italy’s leading universities

Considerando-se as informações do texto, a expressão “bogof”

— the Politecnico di Milano — is going to switch to the English

é usada para

language. The university has announced that from 2014 most

a) anunciar mercadorias em promoção.

of its degree courses — including all its graduate courses — will

b) pedir para uma pessoa se retirar.

be taught and assessed entirely in English rather than Italian.

c) comprar produtos fora de moda.

The waters of globalisation are rising around higher education

d) indicar recessão na economia.

— and the university believes that if it remains Italian-speaking it

e) chamar alguém em voz alta.

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A20  Estratégias de leitura

06. (Enem MEC)

FRENTE

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INGLÊS

Exercícios de Aprofundamento 01. (UECE CE) The sentences “Students like Ms. Cook are among the first generation of undergraduates at dozens of colleges to take humanities courses — even Shakespeare — that are deeply influenced by a new array of powerful digital tools and vast online archives.”, “The site, which includes scans of original documents from Bryn Mawr’s library, was (and remains) viewable.” and “Ms. Rowe’s students, who have occasionally met with her on the virtual Globe stage while wearing pajamas in their dorm rooms, are enthusiastic about the technology.” contain, respectively, relative clauses of the following types: a) non-defining, defining and non-defining. b) non-defining, non-defining and defining. c) defining, non-defining and non-defining. d) defining, defining and defining.

02. (UECE CE) In the sentences: “Seneca (c.4 BC-AD 65) wrote tragedies based on the Greek model which were intended for reading to a select audience and not for the public stage.” and “Although great variety in dramatic structure is possible, most plays have a connected plot that develops through conflict” the parts in italics should be classified respectively as a) non-defining relative clause and nondefining relative clause. b) defining relative clause and nondefining relative clause. c) defining relative clause and defining relative clause. d) non-defining relative clause and defining relative clause.

diseases, including HIV, combined. In recent years, breakthroughs have resulted in medications that can reliably cure HCV, often by means of a single pill taken once a day for just 12 weeks. These new medications allow primary care providers to take an active role in the elimination of HCV infection. Now the biggest barrier is cost: the retail price of each pill is more than $1,000.

(Adapted from: New England Journal of Medicine, August 31, 2017)

A lacuna I no texto é preenchida por a) On the other hand b) Therefore c) In accordance with d) In other words e) Although 04. (Unipê PB)

03. (UniCesumar PR) A Tale of Two Epidemics – HCV Treatment among Native Americans and Veterans Brigg Reilley, M.P.H., and Jessica Leston, M.P.H.

In light of ongoing debates about health care budgets and rising drug prices, a current public health crisis can provide useful insights. For patients who get their health care through two separate federal agencies, the hepatitis C virus (HCV) epidemic is unfolding in vastly different ways. In recent years, the Department of Veterans Affairs (VA) health care system has mounted a response to HCV that should be the envy of any health system, public or private.__I__, the Indian Health Service (IHS), an agency that serves American Indians and Alaska Natives, is struggling to meet the needs of its patients with HCV. Hepatitis C is a chronic viral infection that affects an estimated 3.5 million Americans. The majority of these people were exposed to the virus decades ago, and many of them still don’t know they are infected, since HCV often remains asymptomatic for many years as it silently damages the liver. Risk factors for HCV infection include injection-drug use and historical medical exposures (such as through blood transfusion prior to 1996). The virus is the driving force behind increasing rates of liver cancer in the United States, and it kills more Americans than 60 other notifiable infectious

02

Hickel

ound uary ature

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Eating at night has long been associated 2 with weight gain.

Years ago, nutrition pioneer Adele Davis 3 gave her well-known advice to “eat breakfast like a king, 4 lunch like a prince and dinner like a pauper.”

5 Yet the conventional wisdom today is that a calorie 6 is a calorie, regardless of when you eat it, and that what 7 causes weight gain is simply eating more calories than 8 you burn. Nutrition experts call this the calorie in/calorie 9 out theory of weight control.

10 According to the U.S. Department of 11 Agriculture’s Weight Control Information Network web 12 site, “it does not matter what time of day you eat. It is 13 what and how much you eat and how much 14 physical activity you do during the whole day that 15 determines whether you gain, lose, or maintain your 16 weight.”

17 Still, there are good reasons to be cautious about 18 eating at night. Diet books recommend not eating after 19 dinner (other than a small, calorie controlled snack) 20 because it’s just so easy to overdo it.

21 People eat at night for a variety of reasons that often 22 have little to do with hunger, from satisfying cravings to 23 coping with boredom or stress. And after-dinner snacks 24 tend not to be 1

Linguagens, Códigos e suas Tecnologias

ZELMAN, Kathleen M. Disponível em: <https://www.webmd.com/diet/ features/ di-et-truth-myth-eating-night-causes-weight-gain#1>. Acesso em: 12 out. 2017

The conjunction “Yet” (Ref. 5) expresses 01. result.

04. condition.

02. addition.

05. comparison.

03. contrast.

05. (PUC GO) [...]

O Caçula preferia ignorar que parte daquele dinheiro vinha de São Paulo. Dinheiro e mercadorias: Yaqub conhecia alguns fabricantes na capital e no interior de São Paulo, gente que frequentava os mesmos clubes que ele e para quem ele construíra casas e edifícios. Rânia recebia as amostras, escolhia os tecidos, as camisetas, carteiras e bolsas. Quando Halim se deu conta, já não vendia quase nada do que sempre vendera: redes, malhadeiras, caixas de fósforo, terçados, tabaco de corda, iscas para corricar, lanternas e lamparinas. Assim, ele se distanciava das pessoas do interior, que antes vinham à sua porta, entravam na loja, compravam, trocavam ou simplesmente proseavam, o que para Halim dava quase no mesmo.

Agora a fachada da loja exibia vitrines, e pouca coisa restava que lembrasse o antigo armarinho situado a menos de duzentos metros da praia do Negro. Restou, sim, o cheiro, que resistiu ao reboco, à pintura e aos novos tempos. A sobreloja, espaço exíguo onde Halim às vezes rezava ou se refugiava com a mulher, não havia sido reformada. Ali ele empilhou seus badulaques e ali ele se entocava, agora sem Zana, sozinho. De vez em quando eu o via na janela, picando tabaco e enrolando um cigarro, o olhar na rua dos Barés, seus quiosques, camelôs, mendigos e bêbados em meio aos urubus, atento para o burburinho da rua que era uma extensão do Mercado e do atracadouro do pequeno porto. [...]

(HATOUM. Milton. Dois irmãos. 19. reimpr. São Paulo: Companhia das Letras, 2015. p. 99.)

The text contains many verbs in a past tense called pretérito imperfeito in Portuguese (“preferia”, “vinha”, “frequentava” and “era”). In English, there are different past tenses like: simple past, past continuous and past perfect. Point out the correct alternative about the past tenses in English: a) The simple past may be used to translate the perfect or the imperfect from Portuguese. b) The past continuous is formed by the present tense of the verb to be + gerund (the –ing form) of the main verb. c) The past perfect is formed by the simple present of the verb to have (have / has) + the participle of the main verb. d) All the past tenses express an unfinished action or a past action related to the present.

06. (Unioeste PR) What Parents Can Do to Nurture Good Writers Steve Graham, a professor at Arizona State University’s Teachers College, has been researching how young people learn to write for more than 30 years. He is a co-author of numerous books on writing instruction, including “Powerful Writing Strategies for All Students.”

How does reading at home help children become better writers?

Reading is really critical, but it’s not enough. We don’t have much evidence that if you just read more, you’ll be a better writer. But analyzing text does make a difference. So when we read to kids, we can also have conversations with them about the author’s craft. How did this author make this place seem real in terms of description? What words did they use? How did they present this idea or this argument?

Should a parent correct a child’s writing, or just be encouraging?

Sometimes when kids come to you to share what they’re writing, they’re not coming for feedback. They are coming for affirmation. It’s really important we emphasize first and foremost what we really like about it. And if you’re going to give feedback, just pick one or two things. English teachers — and parents are guilty of this, too — sometimes overwhelm kids with more feedback than they can absorb all at once. The other thing that’s really important, particularly for parents, is to remember that they don’t own this piece. It’s their child’s.

What should parents look for to assess the writing instruction at their child’s school?

After about third grade, very little time is devoted to explicit writing instruction. It’s like we’ve imagined that kids have acquired what they need to know to be good writers by then!

In middle and high school, the most common activities are fillin-the-blanks on worksheets, writing single sentences, making lists or writing a paragraph summary. When you start talking about persuasive essays or an informative paper, those things occur infrequently in English class and even less so in social studies and science.

So the first questions are: “Is my kid writing at school, and was he given writing assignments to work on at home? Do those require writing more extended thoughts for the purposes of analysis and interpretation?” That’s what they need to be able to do for college.

Fonte: adaptado de < https://www.nytimes.com/2017/08/02/education/edlife/ parents-children-writing.html>

Mark the INCORRECT alternative. a) The three fragments Has been researching, you start talking and they’re not coming are used in two verb tenses: present perfect continuous and simple present continuous. b) Was he given and very little time is devoted are written in the passive voice, but you’re going to give feedback is reported in the active voice. c) In the question Do those require writing more extended thoughts for the purposes of analysis and interpretation?, the demonstrative pronoun refers to writing assignments.

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FRENTE A  Exercícios de Aprofundamento

controlled. They often consist of large 25 portions of high-calorie foods (like chips, cookies, candy), 26 eaten while sitting in front of the television or computer. 27 In this situation, it’s all too easy to consume the entire 28 bag, carton, or container before you realize it. Besides 29 those unnecessary extra calories, eating too close to 30 bedtime can cause indigestion and sleeping problems.

Inglês

d) In the excerpts we can also have conversations and what should parents look for, two modal verbs are used, can as possibility and should as advisability. e) In the sentence After about third grade, very little time is devoted to explicit writing instruction, it is possible to be inferred that more writing should be practiced in class.

Texto comum às questões 07 e 08 Sea level warning as Greenland darkens

by David Shukman

FRENTE A  Exercícios de Aprofundamento

They say warmer conditions are encouraging algae to grow and darken the surface. Dark ice absorbs more solar radiation than clean white ice, so it warms up and melts more rapidly.

Currently the Greenland ice sheet is adding up to 1mm a year to the rise in the global average level of the oceans.

It is the largest mass of ice in the northern hemisphere covering an area about seven times the size of the United Kingdom and reaching up to 3km in thickness. This means that the average sea level would rise around the world by about seven meters, if it all melted. That is why Greenland, though remote, is a focus of research which has direct relevance to major coastal cities as far apart as Miami, London and Shanghai and lowlying areas in Bangladesh and parts of Britain.

Algae were first observed on the Greenland ice sheet more than a century ago but until recently its potential impact was ignored.

Only in the last few years have researchers started to explore how the microscopically small plants could affect future melting. A five-year UK research project known as Black and Bloom is under way to investigate the different species of algae and how they might spread, and then to use this knowledge to improve computer projections of future sea level rise. The possibility of biologically inspired melting was not included in the estimates for sea level rise published by the UN’s climate panel, the IPCC, in its latest report in 2014.That study said the worstcase scenario was a rise of 98cm by the end of the century.

One concern now is that rising temperatures will allow algae to flourish not only on the slopes of the narrow margins of the ice-sheet but also on the flat areas in the far larger interior where melting could happen on a much bigger scale.

We joined the latest phase of research in which scientists set up camp on the icesheet to gather accurate measurements of the “albedo” or the amount of solar radiation reflected by the surface. White snow reflects up to 90% of solar radiation while dark patches of algae will only reflect about 35% or even as little as 1% in the blackest spots. When we flew by helicopter onto the ice sheet, the rolling landscape seemed surprisingly gray – my first impression was that it looked dirty. Prof Martyn Tranter of Bristol University, who is leading the project, told me: “People are very worried about the possibility that the ice sheet might be melting faster and faster in the future. Our project is trying to understand just how much melting might occur.” Over the last 20 years, Greenland has been losing more ice than it gains through snowfall in winter - a change in a natural balance that normally keeps the ice-sheet stable.

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Studies over the past five years have shown that the majority of the dark material covering the ice sheets may be biological with different kinds of algae turning the ice black, brown, green and even mauve. “This is a living landscape,” according to Dr Joe Cook, a glacial microbiologist at Sheffield University. “This is an extremely difficult place for anything to live but, as we look around us, all this darkness we can see on the ice surface is living - algae, microbes, living and reproducing in the ice sheet and changing its color.”

The final phase of the Black and Bloom project involves weaving the new factor of biological darkening into climate models to come up with revised estimates for future sea level rise. And, as Dr Cook explained, the retreat of the Greenland ice sheet does not need to be total to have a widespread and damaging impact.”When we say the ice sheet is melting faster, no one saying it’s all going to melt in next decade or the next 100 years or even the next 1,000 years but it doesn’t all have to melt for more people to be in danger - only a small amount has to melt to threaten millions in coastal communities around world.”

Meanwhile, another factor that may be driving the melting has been identified by an Austrian member of the team, Stefan Hofer, a PhD student at Bristol. In a paper recently published in Science Advances, he analyzed satellite imagery and found that over the past 20 years there has been a 15% decrease in cloud cover over Greenland in the summer months. “It was definitely a ‘wow’ moment,” he told me.

Although temperature is an obvious driver of melting, the paper estimated that two-thirds of additional melting, above the long-term average, was attributable to clearer skies.

What is not known is how this might affect the algae. Their darker pigments are believed to be a protection from ultra violet light - so more sunshine might encourage that process of darkening or prove to be damaging to them.

The Black and Bloom project, funded by the Natural Environment Research Council (Nerc), aims to publish its new projections for sea level rise in two years’ time.

(Adapted from www.bbcnews.com/news/science-environment, 23rd July, 2017)

07. (ESPM SP) According to the article, scientists are worried that: a) the melting of the Greenland ice sheet could accelerate and raise sea levels more than expected. b) the algae’s rapid proliferation will cause an environmental unbalance in the area. c) stronger solar radiation will harm the animals in Greenland. d) the death of the algae is going to cause the melting of the Greenland ice sheet. e) the sea level will rise and flood Greenland.

08. (ESPM SP) The goal of the Black and Bloom Project is: a) to help authorities to reallocate the coastal communities who are threatened by the ice melting. b) to analyze how the spreading of the algae in Greenland might affect sea level rise. c) to study global warming based on the melting of the glaciers. d) to find a way to prevent the proliferation of algae in the interior areas of Greenland. e) to raise funds for their future climate change research.