Exercícios de Inglês – # 01
Texto para as questões de 01 a 03.
Images of child labor
Any Brazilian with a minimum of common sense
will admit that our children are being exploited in the
coal mines of Mato Grosso do Sul, in the hemp harvests
of Bahia, in the sugarcane fi elds of Pernambuco,
in the brickyards of Campos (Rio de Janeiro) and in
the quarries of Ceará and Bahia. This kind of work is
umbearably strenuous, demanding and unhealthy.
Right under our eyes, here in São Paulo, ten or
twelve-year-old children earn 1 to 3 reais a day collecting
cardboard, working as servants in family homes
and selling chewing gum on street corners. They are
forced to help in their families’ survival; if they don’t do
it, they know they will not survive.
Today, at least 4.5 million Brazilian children have
their future threatened because they are forced to work.
According to the International Labor Organization (ILO),
16% of children between the ages of ten and fourteen
work in Brazil, a rate similar to that of countries like Zambia,
Dominican Republic, Guatemala and Thailand. These
children should be in school. If duly prepared, they could
in the future change their own reality. But in this way they
only repeat the country’s vicious circle of misery.
To deprive a child from school, from its right to
play and live fully its childhood should be considered
a crime. Anyone who has gone through this knows
how much this experience is important. Child labor is
illegal. But the mere existence of a law is not enough if
intense and thorough measures are not taken to alter
this picture. In the few areas the federal government
has begun to fi ght child labor, there are not enough
schools for all the children: precarious classrooms
full of students are set in minuscule makeshift rooms
of humble houses. In these regions, a teacher earns
monthly much less than the citizenship voucher given
to families to help them assure their livelihood (25 to
150 reais, at the most). Nevertheless, children like
Elis Venelídio dos Santos, from the Valente region in
the northeast of Bahia, never give up their dream. “I
am going to be a judge. I’m sure of it.” Son of a gold
prospector and motherless, Elis earns 2.50 reais to
work with his grandmother from 6:00 in the morning,
breaking stones under a 40° sun.
Adapted from: http://galeria.nonamídia.com.br/ingles/opinioes.
0 1. UFU-MG
No segundo parágrafo, no trecho They are forced to
help in their families’ survival; if they don’t do it, they
know they will not survive, as palavras destacadas
a) families – survive. c) children – force.
b) children – help. d) families – help.
0 2. UFU-MG
A partir da leitura do texto, é possível afi rmar que:
I. labor laws are not enough without effective proposals.
II. poor children chew gum on street corners.
III. children who are educated can alter their reality.
IV. there are not enough classrooms for all the
V. child labor is a crime in Zambia, The Dominican
Republic, Guatemala and Thailand.
Assinale a alternativa correta.
a) Somente III e IV estão corretas.
b) Somente II e V estão corretas.
c) Somente I, III e IV estão corretas.
d) Somente II, III e V estão corretas.
0 3. UFU-MG
No primeiro parágrafo, na frase Any Brazilian with a
minimum of common sense will admit that our children
are being exploited in the coal mines of Mato
Grosso…, o termo em destaque pode ser substituído
a) taken advantage of.
c) inquired into.
d) looked into.
Texto para as questões de 04 a 06.
The most precious curse
By Erin Prelypehan
For Wensley and Lilian Hidalgo, the choice was
clear. The devout Roman Catholic Couple living in the
misty northern Philippine city of La Trindad couldn’t
afford to have a third child. “No more children! Life’s too
hard now,” says 40-year-old Lilian laughing, bundled in
sweaters against the chill. “I fi rst heard about the necklace
from a midwife in our neighborhood. It seemed simple
and natural, so we decided to try it”. What she and her
husband decided to experiment with is a relatively recent
idea in population control – the standard days or necklace
“method”. Women use color-coded beads on a necklace
to determine when it’s safe to have sex without getting
pregnant. Beads for the fertile days of the month glow in
the dark, giving couples no excuses for missing the point
in an unlit bedroom. “At fi rst the husbands were hesitant,
especially about the middle part of the necklace. It was
too long, they said, 12 days without sex”, says midwife
Virginia Rivera, referring to the white beads that indicate
the unsafe days for sex. “But many of the husbands got
used to it”.
Assinale a alternativa que indica a idéia principal do
a) O uso de códigos para o controle populacional nas
Filipinas. Os códigos mudam de cor no escuro.
b) Nas Filipinas, mulheres de 40 anos não querem
ter mais filhos por causa do frio. O controle populacional
é importante nesse país.
c) O uso de um colar de contas por mulheres filipinas
que não querem mais engravidar. Essas contas
brilham no escuro e avisam quando a mulher está
no período fértil.
d) Uma idéia recente de controle populacional proposta
por maridos filipinos que não queriam ficar
12 dias sem sexo.
e) Um método contraceptivo simples e natural que
só pode ser usado no escuro e que assusta os
maridos quando acende.
Nas frases “I first heard about the necklace from a
midwife in our neighborhood. It seemed simple and
natural, so we decided to try it”, os pronomes pessoais
I, it e we referem-se, respectivamente, a:
a) midwife, La Trindad, children.
b) midwife, the necklace, children.
c) midwife, the necklace, Lilian and her husband.
d) Lilian, La Trindad, children.
e) Lilian, the necklace, Lilian and her husband.
A conclusão do texto em relação ao assunto é a de que:
a) embora os maridos tenham ficado hesitantes quanto
ao método no princípio, muitos deles acabaram
se acostumando com ele.
b) o período de 12 dias sem sexo não era respeitado,
pois a opinião da parteira não era considerada
c) o método era pouco eficiente na opinião dos maridos,
pois muitas mulheres acabaram engravidando.
d) o período sem sexo era muito longo e muitos
maridos procuravam outras mulheres, mas não
se sentiam satisfeitos.
e) as contas brancas eram difíceis de serem identificadas
no princípio, mas no final os maridos se
Texto para as questões de 07 a 09.
Getting girls to play video games
Why do adolescent boys seem to be better
than girls at computer and video games? It could be
that the industry has been ignoring its young female
consumers. Studies have shown that boys and girls
tend to be equally interested in computers until about
age eleven or twelve, when girls begin losing interest.
Eventually, this can put girls at a tremendous disadvantage,
especially in today’s computer age. Child-education
experts think that part of the problem may be that most
of the computer and video software on the market
emphasizes violence, competition and action – popularthemes with boys but not with girls, who tend to prefer games
that emphasize a story line, cooperation and character
development. Manufacturers, recognizing that girls are
an untapped market, are now working to produce games
for them. Educators hope that the new software and
games will keep girls interested in computer technology
long after they stop playing games.
The author emphasizes a problem that happens
specifically to ______________.
a) children and technology
b) boys and video games
c) girls and boys
d) video games and computers
e) girls and games
The word its marked in the text refers to ________
a) games d) industry
b) female e) consumer
Education experts think that part of the problem comes
a) unpopular themes
b) cooperative cartridges
c) violent games
d) character development
e) computer software
Texto para as questões 10 e 11.
One of the greatest meteor showers of our
lifetime may – or may not – soon light up the night
sky. The annual Leonid shower, which comes every
November, can produce a spectacular “meteor” storm
about every 33 years. That time is now approaching.
But no one can say whether we are in for an awesome
spectacle or nothing unusual. The last great Leonid
storm hit the Earth in 1966. For nearly an hour the
sky blazed from horizon to horizon with thousands of
shooting stars per minute. Astronomers predict it could
happen again in November 1999 or perhaps 2000.
No texto, o pronome our refere-se a:
a) all of us. d) the readers.
b) astronomers. e) lives.
c) the writers.
In the text, nearly means:
Texto para as questões de 12 a 19.
I was taken to meet a gorgeous cheetah who
would share a scene with me and I fell in love with
him instantly. In order to get him used to me, I had
to take him around with me everywhere on a lead
like a dog. He had a wonderful loud purr like a cat
trying to impersonate a motor bike. We looked like
becoming inseparable. Then there were a few…
incidents. Every day a car took us to the set. He
would sit with me on the back seat, purring away
happily, fascinated by everything in the car,
including the shiny button on the back of the
One day the sun caught the button at
a certain angle and the bright light started to
flutter and sparkle. This caught his attention and
he grabbed it, taking a considerable part of the
chauffeur’s scalp with it. After that we travelled to
the set separately. I was still allowed to take him for
walks, though, until the day he spotted the catering
manager’s German Shepherd dog sitting on the
steps outside the unit canteen. He took off like the
wind, and the heavy chain which was his lead was
torn out of my hand, taking half the skin with it.
The German Shepherd spotted him coming,
and quicker than I have ever seen any dog move, he
had bounded up the steps and into the canteen and
– I swear this is true — shut the door behind him.
The cheetah came to a skidding halt like Sylvester
the cartoon cat, but he was going at such a pelt he
went head over heels on the steps and knocked
himself out. That was the end of that friendship.
CAINE, Michael. What’ it all about?, 1993.
Based on the information given in the text, we can say
that Caine did not admire the cheetah’s:
The question that cannot be answered with the
information given in the text is:
a) Who is Sylvester?
b) Who owned that particular dog?
c) Why was Caine with the cheetah?
d) How far was the cheetah from the canteen?
e) What did the driver wear on his head?
The expression motor bike (l. 06) is used in the text
to express a connection with:
The word then (l. 07) introduces in the text:
a) an opposed idea.
b) a logical conclusion.
c) a follow up.
d) a hypothesis.
e) an argument.
The expression every day (l. 08) is spelt incorrectly
in the sentence:
a) Let me know what changes every day.
b) He calls me up early every day.
c) The every day routine is dreadful.
d) Every day there is something new.
e) The watch needs cleaning every day.
The use of would in the text (l. 09) indicates the same
as its use in the sentence:
a) I would rather move to London than to York.
b) He would always turn and wave at the corner.
c) Would you call me the moment you get there?
d) He said he would see me before travelling.
e) He promised that he would help us finish this.
The pronoun it (l. 16) refers to:
The expression at such a pelt (l. 29) could be substituted,
without any change in meaning, by:
a) at a glance.
c) by a long range.
d) so fast.
Texto para as questões de 20 a 24.
Violence on television
Psychological research has shown three major
effects of seeing violence on television:
• Children may become less sensitive to the pain
and suffering of others.
• Children may be more fearful of the world around
• Children may be more likely to behave in aggressive
or harmful ways toward others.
Children who watch a lot of TV are less aroused by
violent scenes than are those who only watch a little; in
other words, they’re less bothered by violence in general,
and less likely to see anything wrong with it. One example:
in several studies, those who watched a violent program
instead of nonviolent one were slower to intervene or to
call for help when, a little later, they saw younger children
fighting or playing destructively.
Studies by George Gerbner, Ph.D., at the
University of Pennsylvania, have shown that children’s
TV shows contain about 20 violent acts each hour
and also that children who watch a lot of television
are more likely to think that the world is a mean and
Children often behave differently after they’ve
been watching violent programs on TV. In one study
done at Pennsylvania State University, about 100
preschool children were observed both before and after
watching television; some watched cartoons that had a
lot of aggressive and violent acts in them, and others
watched shows that didn’t have any kind of violence.
The researchers noticed real differences between the
kids who watched the violent shows and those who
watched nonviolent ones.
“Children who watch the violent shows, even
‘just funny’ cartoons, were more likely to hit out at their
playmates, argue, disobey class rules, leave tasks
unfinished, and were less willing to wait for things than
those who watched the nonviolent programs,” says
Aletha Huston, Ph D, now at the University of Kansas.
Extraído de www.apa.org/pubinfo/violence.html
Conforme o texto, pesquisas revelam que crianças
expostas à violência na TV:
a) podem se tornar menos sensíveis à dor e ao sofrimento
alheios, mais apreensivas com o mundo
ao seu redor e mais sujeitas a apresentar um comportamento
agressivo em relação aos outros.
b) podem se tornar menos sensíveis à dor e sofrimento
alheios, menos apreensivas com o mundo
ao seu redor e estar menos sujeitas a apresentar
comportamento agressivo em relação aos outros.
c) podem se tornar menos sensíveis à dor e ao sofrimento
alheios, menos apreensivas com o mundo
ao seu redor e mais sujeitas a apresentar comportamento
agressivo em relação aos outros.
d) podem se tornar mais sensíveis à dor e ao sofrimento
alheios, mais apreensivas com o mundo ao
seu redor e menos sujeitas a apresentar comportamento
agressivo em relação aos outros.
e) podem se tornar mais sensíveis à dor e sofrimento
alheios, mais corajosas em relação ao mundo ao
seu redor e comportarem-se mais agressivamente
com os outros.
Ao argumentar sobre a violência na TV, o texto:
a) afirma que, como as crianças reagem diferentemente
ao assistir a programas violentos na
TV, esta não pode ser apontada como causa de
b) afirma que pesquisas psicológicas não revelam diferenças
marcantes entre crianças que assistem a
programas violentos e a programas inofensivos.
c) garante que, embora programas infantis contenham
20 atos violentos por hora, eles jamais levam
as crianças a ver o mundo como um lugar ruim e
d) afirma que o hábito de assistir a programas violentos
na TV faz com que as crianças se acostumem
a atitudes destrutivas, que passam a ser vistas por
elas como normais.
e) comprova, através de pesquisas, que as crianças que
não assistem à TV não estão sujeitas à agressividade
com colegas e desobediência às regras.
When children are frequently exposed to violent scenes
on TV, they …………….. about violence anymore because
they …………….. anything wrong in it.
a) care … don’t see
b) don’t care … can’t see
c) don’t care … didn’t see
d) didn’t care … couldn’t see
e) don’t care … couldn’t see
The text …………….. a study in which 100 preschool children
…………….. both before and after watching TV.
a) reported … is observed
b) reports … observed
c) reported … had been observed
d) had reported … were observed
e) reports … had observed
Indique a alternativa que expressa o mesmo significado
de: Children who watch TV are sometimes aroused by
a) Violent scenes sometimes aroused children who
b) Violent scenes sometimes arouse children who
c) Children sometimes aroused violent scenes when
they watch TV.
d) Children sometimes aroused TV when they
watched violent scenes.
e) Violent scenes sometimes arouse children who
Em relação ao texto, assinale a afirmativa correta.
a) É um anúncio que apresenta um novo produto ao
b) Barleygreen é um xarope com grande poder de cura.
c) Barleygreen é recomendado para pessoas com
mais de 30 anos.
d) Barleygreen é o suco verde mais popular do mundo.
e) Os interlocutores visados pelo anúncio são os
consumidores do produto.
Em YH lnternational is now seeking new MLM
distributors…, o sentido do vocábulo destacado
equivale ao de:
e) looking for.
him person of the century, and just about anyone
can cite his most famous equation. For all this brand
recognition, though, it’s safe to say that comparatively
few people know what Einstein’s theories of relativity
actually describe. In Einstein’s Cosmos: How Albert
Einstein’s Vision Tranformed Our Understanding of
Space and Time (Norton, $23), City University of New
York physicist and accomplished science writer Michio
Kaku skims through the biographical and anecdotal
details of the great scientist’s life – topics exhaustively
covered in Einstein’s numerous biographies – and
focuses instead on how he thought. More specifically,
Kaku explores the visual metaphors Einstein used
while devising the special and general theories of
relativity. In doing so, Kaku enables the reader to
see and think as Einstein did, leading us to a simpler,
more complete understanding of several of the most
important scientific ideas of our time.
Gregory Mone. Popular Science, May, 2004
The author of this text is:
a) Michio Kaku.
b) Albert Einstein.
c) Gregory Mone.
d) Popular Science.
In the text, Einstein’s popularity is contrasted with the
number of people who:
a) recognize the scientist’s image.
b) can cite his famous equation.
c) identify him as person of the century.
d) understand his theories well enough.
The book reviewed concentrates mostly on the
a) thinking processes.
b) life and achievement.
c) metaphorical theories.
d) visual relativity.
The word did (line 19) refers to:
a) see and think.
b) do and enable.
c) explore and devise.
d) use and lead.
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