Questões de Inglês

Ainda com TV em preto e branco, a segunda metade da década de 1960 foi fértil em festivais da canção. Em 1968, a segunda classificada − “Pra não dizer que não falei das flores” − foi composta por Geraldo Vandré e marcou a juventude universitária daquela época. Considere um pequeno trecho da canção abaixo:

 

[...]
Pelos campos há fome
Em grandes plantações
Pelas ruas marchando
Indecisos cordões
Ainda fazem da flor
Seu mais forte refrão
E acreditam nas flores
Vencendo o canhão [...]

 

Pelos campos há fome / Em grandes plantações, esses dois primeiros versos da estrofe fazem lembrar uma fase da história agrária recente do Brasil denominada modernização conservadora. Sobre essa fase são feitas as seguintes afirmações.

 

I. Na década de 1960, a agricultura atravessou um processo de transformação passando a se integrar à dinâmica industrial de produção; iniciava-se a criação dos complexos agroindustriais.

II. Foi reduzido o assalariamento da mão de obra do campo e ampliaram-se os espaços dos arrendatários, parceiros e posseiros devido à intensa migração em direção ao interior do país.

III. O processo de modernização ampliou a mecanização agrícola que por sua vez promoveu a concentração de terra e a intensificação do êxodo rural.

 

Está correto o que se afirma APENAS em

Para responder a questão, considere o texto abaixo.

 

    Walter Elias Disney was born on December 5, 1901 in Chicago, Illinois. At age 16, during World War I, he faked his age to join the American Red Cross. He soon returned home, where he won a scholarship to the Kansas City Art Institute. There, he met a fellow animator, Ub Iwerks. The two soon set up their own company. In the early 1920s, they made a series of animated shorts for the Newman theater chain, entitled Newman's Laugh-O-Grams. Their company soon went bankrupt, however.

   The two then went to Hollywood in 1923. They started work on a new series, about a live-action little girl who journeys to a world of animated characters. Entitled the Alice Comedies, they were distributed by M. J. Winkler (Margaret). Walt was backed up financially only by Winkler and his older brother Roy O. Disney, who remained his business partner for the rest of his life. Hundreds of Alice Comedies were produced between 1923 and 1927, before they lost popularity

    Walt then started work on a series around a new animated character, Oswald the Lucky Rabbit. This series was successful, but in 1928, Walt discovered that M.J. Winkler and her husband, Charles Mintz, had stolen the rights to the character away from him. They had also stolen all his animators, except for Ub Iwerks. While taking the train home, Walt started doodling on a piece of paper. The result of these doodles was a mouse named Mickey. With only Walt and Ub to animate, three Mickey Mouse cartoons were quickly produced. The first two didn't sell, so Walt added synchronized sound to the last one, Steamboat Willie (1928), and it was immediately picked up. With Walt as the voice of Mickey, it premiered to great success. Many more cartoons followed. Walt was now in the big time

    In 1929, he created the Silly Symphonies, a cartoon series that didn't have a continuous character. They were another success. One of them, Flowers and Trees (1932), was the first cartoon to be produced in color and the first cartoon to win an Oscar; another, Three Little Pigs (1933), was so popular it was often billed above the feature films it accompanied.

     In 1934, Walt started work on another new idea: a cartoon that ran the length of a feature film. Everyone in Hollywood was calling it "Disney's Folly", but Snow White and the Seven Dwarfs (1937) was anything but, winning one big and seven little special Oscars for Walt. While continuing to produce cartoon shorts, he also started producing more of the animated features. Pinocchio (1940), Dumbo (1941), and Bambi (1942) were all successes; not even a flop like Fantasia (1940) and a studio animators' strike in 1941 could stop Disney now

(Adapted from http://www.imdb.com)

In which of the following alternatives does ‘picked up’ have a similar meaning as in it was immediately picked up?

Para responder a questão, considere o texto abaixo.

 

    Walter Elias Disney was born on December 5, 1901 in Chicago, Illinois. At age 16, during World War I, he faked his age to join the American Red Cross. He soon returned home, where he won a scholarship to the Kansas City Art Institute. There, he met a fellow animator, Ub Iwerks. The two soon set up their own company. In the early 1920s, they made a series of animated shorts for the Newman theater chain, entitled Newman's Laugh-O-Grams. Their company soon went bankrupt, however.

   The two then went to Hollywood in 1923. They started work on a new series, about a live-action little girl who journeys to a world of animated characters. Entitled the Alice Comedies, they were distributed by M. J. Winkler (Margaret). Walt was backed up financially only by Winkler and his older brother Roy O. Disney, who remained his business partner for the rest of his life. Hundreds of Alice Comedies were produced between 1923 and 1927, before they lost popularity

    Walt then started work on a series around a new animated character, Oswald the Lucky Rabbit. This series was successful, but in 1928, Walt discovered that M.J. Winkler and her husband, Charles Mintz, had stolen the rights to the character away from him. They had also stolen all his animators, except for Ub Iwerks. While taking the train home, Walt started doodling on a piece of paper. The result of these doodles was a mouse named Mickey. With only Walt and Ub to animate, three Mickey Mouse cartoons were quickly produced. The first two didn't sell, so Walt added synchronized sound to the last one, Steamboat Willie (1928), and it was immediately picked up. With Walt as the voice of Mickey, it premiered to great success. Many more cartoons followed. Walt was now in the big time

    In 1929, he created the Silly Symphonies, a cartoon series that didn't have a continuous character. They were another success. One of them, Flowers and Trees (1932), was the first cartoon to be produced in color and the first cartoon to win an Oscar; another, Three Little Pigs (1933), was so popular it was often billed above the feature films it accompanied.

     In 1934, Walt started work on another new idea: a cartoon that ran the length of a feature film. Everyone in Hollywood was calling it "Disney's Folly", but Snow White and the Seven Dwarfs (1937) was anything but, winning one big and seven little special Oscars for Walt. While continuing to produce cartoon shorts, he also started producing more of the animated features. Pinocchio (1940), Dumbo (1941), and Bambi (1942) were all successes; not even a flop like Fantasia (1940) and a studio animators' strike in 1941 could stop Disney now

(Adapted from http://www.imdb.com)

Segundo o texto,

Instruções: Leia atentamente o texto abaixo para responder à questão.

 

Lembrando e pensando a TV

 

    Houve um tempo em que a TV − acreditem, ó jo-

vens! − ainda não existia. Ouvia-se rádio, ia-se ao cine-

ma. Mas um dia chegou às casas das pessoas um apa-

relho com o som vivo do rádio acoplado a vivas ima-

[5] gens, diferentes das do cinema, imagens chegadas de
algum lugar do presente, “ao vivo”. Logo saberíamos
que todas as imagens do mundo, inclusive os filmes do
cinema, poderiam estar ao nosso alcance, naquela
telinha da sala. Modificaram-se os hábitos das famílias,
[10] seus horários, sua disponibilidade, seus valores. A TV
chegou para reinar. 

    A variedade da programação já indicava o amplo
alcance do novo veículo: notícias, reportagens, musi-

cais, desenhos animados, filmes, propagandas, seria-

[15] dos, esportes, programas humorísticos, peças de teatro
− tudo desfilava ali, diante dos nossos olhos, ainda no
tubo comandado por grandes válvulas e com imagem
em preto e branco. Boa parte dos primeiros aparelhos
de TV tinham telas de 16 a 21 polegadas, acondicio-

[20] nadas numa enorme e pesada caixa de madeira. Havia
uns três ou quatro canais, com alcance bastante limitado
e programação restrita a cinco ou seis horas por dia.
Mais tarde as transmissões passariam a ser via satélite
e ocupariam as 24 horas do dia.

[´25]    Os custos da programação eram pagos pela publi-

cidade, que tomava boa parte do tempo de transmissão.
Vendia-se de tudo, de automóveis a margarina, de xaro-

pes para tosse a apartamentos. Filmetes gravados e
propagandas ao vivo sucediam-se e misturavam-se a
[30] notícias sobre exploração espacial, enquanto docume-

ntários estrangeiros falavam da revolução russa, da
II Guerra, do nazismo e do fascismo, das convicções
pacifistas de Ghandi, das ideias do físico Einstein sobre
a criação e a legitimação da ONU etc. etc. Já as incur-

[35] sões históricas propiciadas pelos filmes nos levavam ao
tempo de Moisés e do Egito Antigo, ao Império Romano
e advento do Cristianismo, tudo entremeando-se ao
humor de Chaplin, às caretas de Jerry Lewis e às trapa-

lhadas das primeiras comédias nacionais do gênero
[40] chanchada. Houve também o tempo em que as famílias
se agrupariam diante dos festivais da canção, torcendo
por músicas de protesto, baladas românticas ou de
ritmos populares “de raiz”. Enfim, a TV oferecia a um pú-

blico extasiado um espetáculo variadíssimo, tudo nas
[45] poucas polegadas do aparelho, que não tardou a incor-

porar outras medidas, outros sistemas de funcioname-

nto, projeção em cores e controle remoto. 

    As telas de plasma, o processo digital e a interface
com a informática foram dotando a TV de muitos outros
[50] recursos, até que, bem mais tarde, tivesse que enfrentar
a concorrência de outras telas, muito menores, portáteis,
disponíveis nos celulares, carregados de aplicativos e
serviços. Apesar disso, nada indica que a curto prazo
desapareçam da casa os aparelhos de TV, enriquecidos
[55] agora por incontáveis dispositivos.

    No plano da cultura e da educação, a televisão
teve e tem papel importante. Os telecursos propiciam
informação escolar específica nas áreas de Matemática,
Física, História, Química, Língua e Literatura, fazendo
[60] as vezes da educação formal por meio de incontáveis
dispositivos pedagógicos, inclusive a dramatização de
conteúdos. Aqui e ali há entrevistas com artistas, polí-

ticos, pensadores e personalidades várias, atualizando
ideias e promovendo seu debate. No campo da política,
[65] é relevante, às vezes decisivo, o papel que a TV tem na
formação da opinião pública. A ecologia conta, também,
com razoável cobertura, informando, por exemplo, sobre
os benefícios da reciclagem de lixo, da cultura de pro-

dutos orgânicos e da energia solar. 

[70]    Seja como forma de entretenimento, veículo de
informação, indução aos debates e repercussão atuali-

zada dos grandes temas de interesse social, a TV vem
garantindo seu espaço junto a bilhões de pessoas no
mundo todo. Por meio dela, acompanhamos ao vivo mo

[75] mentos agudos da política internacional, a divulgação
de um novo plano econômico do governo, a escalada da
violência urbana. Ao toque de uma tecla do controle re-

moto, você pode se transferir, aleatoriamente, do palco
de um ataque terrorista para o final meloso de uma co-

[80] média romântica.

    Numa espécie de espelhamento multiplicativo e
fragmentário da nossa vida e dos poderes da nossa
imaginação, a TV vem acompanhando os passos da
vida moderna e ditando, mesmo, alguns deles, sem dar
[85] sinal de que deixará tão cedo de nos fazer companhia.

(Percival de Lima e Souto, inédito)

O trecho Ouvia-se rádio, ia-se ao cinema, no texto principal, pode ser traduzido para o inglês como

Leia o texto para responder à questão.

 

Unexpected effects of nutrition

 

    In the late 1960s, a team of researchers began distributing a nutritional supplement to families with young children in rural Guatemala. They were testing the assumption that providing enough protein in the first few years of life would reduce the incidence of stunted growth.

    It did. Children who received added nutrition grew 1 to 2 centimetres taller than those in a control group. But the benefits didn’t stop there. These children went on to score higher on reading and knowledge tests as adolescents, and when researchers returned in the early 2000s, women who had received the supplements in the first three years of life completed more years of schooling and men had higher incomes.

    “Had there not been these follow-ups, this study probably would have been largely forgotten,” says Reynaldo Martorell, a specialist in maternal and child nutrition who led the followup studies. Instead, he says, the findings made financial institutions such as the World Bank think of early nutritional interventions as long-term investments in human health. Since the Guatemalan research, studies around the world — in Brazil, Peru, Jamaica, the Philippines, Kenya and Zimbabwe — have all associated poor or stunted growth in young children with lower cognitive test scores and worse school achievement. A picture slowly emerged that being too short early in life is a sign of adverse conditions — such as poor diet and regular episodes of diarrhea — and a predictor for intellectual deficits and mortality.

(Carina Storrs. www.nature.com, 12.07.2017. Adaptado.)

What, according to the third paragraph, can work as a predictor for intellectual deficits and mortality?

Leia o texto para responder à questão.

 

Unexpected effects of nutrition

 

    In the late 1960s, a team of researchers began distributing a nutritional supplement to families with young children in rural Guatemala. They were testing the assumption that providing enough protein in the first few years of life would reduce the incidence of stunted growth.

    It did. Children who received added nutrition grew 1 to 2 centimetres taller than those in a control group. But the benefits didn’t stop there. These children went on to score higher on reading and knowledge tests as adolescents, and when researchers returned in the early 2000s, women who had received the supplements in the first three years of life completed more years of schooling and men had higher incomes.

    “Had there not been these follow-ups, this study probably would have been largely forgotten,” says Reynaldo Martorell, a specialist in maternal and child nutrition who led the followup studies. Instead, he says, the findings made financial institutions such as the World Bank think of early nutritional interventions as long-term investments in human health. Since the Guatemalan research, studies around the world — in Brazil, Peru, Jamaica, the Philippines, Kenya and Zimbabwe — have all associated poor or stunted growth in young children with lower cognitive test scores and worse school achievement. A picture slowly emerged that being too short early in life is a sign of adverse conditions — such as poor diet and regular episodes of diarrhea — and a predictor for intellectual deficits and mortality.

(Carina Storrs. www.nature.com, 12.07.2017. Adaptado.)

De acordo com o terceiro parágrafo, uma relevante particularidade da pesquisa descrita recai sobre o fato de ela