TAREFA DA SEMANA DE 18 a 22 DE MARÇO
INGLÊS – 2ª SÉRIE E.M.
TEXTO PARA A QUESTÃO 1:
Jorge Mario Pedro Vargas Llosa, was born on March 28, 1936, in the Peruvian provincial city of Arequipa.
He is a writer, politician, journalist, essayist, and Nobel Prize laureate. Vargas Llosa is one of Latin
America's most significant novelists and essayists, and one of the leading authors of his generation. Some
critics consider him to have had a larger international impact and worldwide audience than any other writer
of the Latin American Boom. He was awarded the 2010 Nobel Prize in Literature "for his cartography of
structures of power and his trenchant images of the individual's resistance, revolt, and defeat".
Vargas Llosa rose to fame in the 1960s with novels such as The Time of the Hero (La ciudad y los perros,
literally The City and the Dogs, 1963/1966), The Green House (La casa verde, 1965/1968), and the
monumental Conversation in the Cathedral (Conversación en la catedral, 1969/1975). He writes prolifically
across an array of literary genres, including literary criticism and journalism. His novels include comedies,
murder mysteries, historical novels, and political thrillers. Several, such as Captain Pantoja and the Special
Service (1973/1978) and Aunt Julia and the Scriptwriter (1977/1982), have been adapted as feature films.
Many of Vargas Llosa's works are influenced by the writer's perception of Peruvian society and his own
experiences as a native Peruvian. Increasingly, however, he has expanded his range, and tackled themes
that arise from other parts of the world. Another change over the course of his career has been a shift from
a style and approach associated with literary modernism, to a sometimes playful postmodernism.
Like many Latin American authors, Vargas Llosa has been politically active throughout his career; over the
course of his life, he has gradually moved from the political left towards liberalism or neoliberalism, a
definitively more conservative political position. While he initially supported the Cuban revolutionary
government of Fidel Castro, Vargas Llosa later became disenchanted with the Cuban dictator and his
authoritarian regime. He ran for the Peruvian presidency in 1990 with the center-right Frente Democrático
(FREDEMO) coalition, advocating neoliberal reforms.
(Adapted from www.wikipedia.org)
1. (Ufpr 2012) According to the text, Vargas Llosa:
a) has been politically active only after 1990, when he ran for President.
b) became the President of Peru in 1990.
c) strongly supports Fidel Castro and his revolutionary government.
d) has moved from the left to a more liberal or neoliberal political position.
e) is a member of the communist party in Peru.
TEXTO PARA AS QUESTÕES 2, 3 e 4:
Cool beans, rents! Mothers and fathers are finally being given a chance to understand ‘Teenglish’. They
can study a new glossary of baffling vocabulary to prevent them looking like a ‘fudge’ in front of their
offspring.
The guide, Pimp Your Vocab, aims to demystify the jargon used by teenagers and young people. It
translates words they regularly use including ‘cool beans’ which means something is great.
‘Rents’ means parents, combining the last half of the word with the fact they often provide rent-free
accommodation. A ‘fudge’ is an idiot.
Author Lucy Tobin said she got the idea during her English degree course when a tutor was confused by a
student declaring: ‘I was IM-ing ...’ She added: ‘After we students explained IM-ing – when you talk to
friends online via instant messaging – I wrote a guide to the language kids use’.
Miss Tobin believes that the guide could help improve staff-student communication.
She said: ‘In communicating with a Teenglish-speaking randomer (an outsider to your social group) their
words can seem like a new language’.
Teachers and academics have already complained that Teenglish and ‘text message speak’ are creeping
into exam answers.
But last year, John Wells, president of the Spelling Society, claimed that the informal language of texts,
chat rooms and emails were the ’way forward’.
He said that people should stop worrying about ‘text message speak’ creeping into general usage and
called for the apostrophe to be abolished.
Professor Wells said: ‘Let’s stop worrying if people sometimes spell ‘you’ as ‘u’, ‘your’ and ‘you’re’ both as
‘ur’; and ‘whose’ and ‘who’s’ both as ‘whos’.
‘Nowadays we often see ‘light’ written as ‘lite’ and ‘through’ as ‘thru’.’
(Adaptado de: HARRIS, S. Teenglish: From Frape to Neek – the words used by teenagers that baffle adults. Disponível em:
<http://www.dailymail.co.uk/news/article-1213626/Teenglish-From-Frape-Neek-words-used-teenagers-baffle-adults.html#>. Acesso
em: 13 jul. 2011.)
2. (Uel 2012) De acordo com o texto, o livro Pimp Your Vocab objetiva
a) tecer uma crítica à linguagem dos adolescentes e jovens, que se deixam influenciar pela liberdade
linguística possibilitada pela internet.
b) apresentar exemplos de linguagem inapropriada utilizada por adolescentes e jovens americanos no dia
a dia e nos ambientes acadêmicos.
c) encorajar pais e professores a adotarem a linguagem dos jovens e adolescentes para otimizar a
comunicação entre ambas as partes.
d) estabelecer uma comparação entre as expressões da língua inglesa usadas por jovens e adolescentes
antes e depois do advento da era digital.
e) facilitar a compreensão da linguagem utilizada por adolescentes e jovens, traduzindo-a para o inglês
normalmente empregado pelos adultos.
3. (Uel 2012) De acordo com o texto, na visão de John Wells,
a) a linguagem informal utilizada na comunicação representa o futuro da língua inglesa.
b) o uso do apóstrofo deveria ser aperfeiçoado para evitar problemas de comunicação.
c) a simplificação ortográfica é um indício da degeneração gradativa da língua inglesa.
d) a informalidade das mensagens de texto, salas de bate-papo e e-mails é preocupante.
e) as simplificações linguísticas representam uma ameaça à língua padrão.
4. (Uel 2012) Sobre o Teenglish, considere as afirmativas a seguir.
I. Pode parecer uma língua estranha a quem não pertence ao grupo de jovens e adolescentes que a
utiliza.
II. Facilita a comunicação entre jovens e adolescentes falantes de diferentes línguas que se relacionam no
ambiente escolar norte-americano.
III. É uma linguagem que deve desaparecer à medida que os jovens e adolescentes forem se habituando a
utilizar o inglês padrão.
IV. Tem sido motivo de preocupação de professores e acadêmicos, que já veem sinais dessa linguagem
em provas e trabalhos escolares.
Assinale a alternativa correta.
a) Somente as afirmativas I e III são corretas.
b) Somente as afirmativas I e IV são corretas.
c) Somente as afirmativas II e III são corretas.
d) Somente as afirmativas I, II e IV são corretas.
e) Somente as afirmativas II, III e IV são corretas.
TEXTO PARA A PRÓXIMA QUESTÃO:
The New York Times
Phonetic Clues Hint Language Is Africa-Born
A researcher analyzing the sounds in languages spoken around the world has detected an ancient signal
that points to southern Africa as the place where modern human language originated.
The finding fits well with the evidence from fossil skulls and DNA that modern humans originated in Africa.
It also implies, though does not prove, that modern language originated only once, an issue of considerable
controversy among linguists.
The detection of such an ancient signal in language is surprising. Because words change so rapidly, many
linguists think that languages cannot be traced very far back in time. The oldest language tree so far
reconstructed, that of the Indo-European family, which includes English, goes back 9,000 years at most.
Quentin D. Atkinson, a biologist at the University of Auckland in New Zealand, has shattered this time
barrier, if his claim is correct, by looking not at words but at phonemes – the consonants, vowels and tones
that are the simplest elements of language. Dr. Atkinson has found a simple but striking pattern in some
500 languages spoken throughout the world: a language area uses fewer phonemes the farther that early
humans had to travel from Africa to reach it.
(Adaptado de: <http://www.nytimes.com/2011/04/15/science/15language.html>. Acesso em: 1 ago. 2011.)
5. (Uel 2012) Na frase: “It also implies, though does not prove, that modern language originated only once,
an issue of considerable controversy among linguists.” (2º parágrafo), though indica:
a) Ênfase
b) Explicação
c) Adição
d) Oposição
e) Causa
TEXTO PARA A QUESTÃO 6:
Na primeira coluna, consta o texto original de um soneto de William Shakespeare, escrito em língua
inglesa do século XVII; na segunda, uma paráfrase deste soneto em inglês contemporâneo.
Texto original
My mistress’ eyes are nothing like the sun;
Coral is far more red than her lips’ red;
If snow be white, why then her breasts are dun;
If hairs be wires, black wires grow on her head;
I have seen roses damask’d, red and white,
But no such roses see I in her cheeks;
And in some perfumes is there more delight
Than in the breath that from my mistress reeks:
I love to hear her speak, yet well I know
That music hath a far more pleasing sound;
I grant I never saw a goddess go;
My mistress, when she walks, treads on the ground.
And yet, by heaven, I think my love as rare
As any she belied with false compare.
Paráfrase
1My mistress’s eyes are nothing like the sun;
Coral is far more red than her lips;
If snow is white, then her breasts are a brownish gray;
lf hairs are like wires, hers are black and not golden,
I have seen damask roses, red and white [streaked],
But I do not see such colors in her cheeks;
And some perfumes give more 2delight
Than the horrid breath of my mistress.
I love to hear her speak, but I know
That music has a more pleasing sound.
I’ve never seen a 3goddess walk;
But I know that my mistress walks only on the ground.
4And yet I think my love as rare
As any woman who has been misrepresented by ridiculous comparisons.
SHAKESPEARE, William. Soneto 130, Disponível em: <http://www.shakespeare-online.com/>. Acesso em: 01 dez.
2011.
6. (Ufrgs 2012) Assinale a alternativa que apresenta a ordem correta em que são descritas, no soneto,
algumas das características da mulher amada pelo poeta.
1. o perfume
2. os lábios
3. o cabelo
4. as faces rosadas
a) 2 – 4 – 3 – 1
b) 1 – 3 – 2 – 4
c) 3 – 2 – 1 – 3
d) 2 – 3 – 4 – 1
e) 2 – 4 – 1 – 3