Inglês - Livro 2-077-080

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6 PUC-Rio 2016 According to Phil Robertson in paragraph 
2, garment workers in Bangladesh are
A allowed to form professional associations in their 
working sites.
b under constant threat due to poor safety and 
working conditions.
c free to express their allegations of inadequate 
working conditions.
d prevented from hiding their frequent fear of 
retaliation or dismissal.
E expected to engage in collective bargaining for 
better wages and benefits.
7 PUC-Rio 2016 According to paragraph 3, Bangladesh 
workers have suffered all the violations below, EXCEPT
A delayed or suspended payments.
b physical and verbal intimidation.
c denial of basic labor rights.
d discharges from their jobs.
E violent sexual abuse.
8 PUC-Rio 2016 According to paragraph 4, the 
circumstances that led to thousands of deaths and 
injuries in the two Bangladesh’s disasters could have 
been prevented if
A workers at both factories had more of a voice.
b the cracks in the buildings had not been noticed.
c workers had heard the sound of the siren alarms.
d workers had been denied permission to escape the 
buildings.
E factory managers had forced workers to work in the 
buildings.
Texto para a questão 9.
I should have known better
by The Beatles
I should have known better
With a girl like you
That I would love everything
That you do
And I do,
Hey, hey, hey,
And I do
Whoa, oh, I never realized
What a kiss could be
This could only happen to me
Can’t you see?
Can’t you see?
That when I tell you that I love you, oh,
You’re gonna say you love me too, oh,
And when I ask you to be mine,
You’re gonna say you love me too
So, oh, I should have realized
A lot of things before
If this is love
You’ve gotta give me more
Give me more,
Hey, hey, hey,
Give me more
9 Mackenzie 2016 According to the lyrics to the song 
I Should Have Known Better by The Beatles above, 
the structure should have
A was used to talk about past events that did happen. 
b was used to speculate about events that may or 
may not have happened. 
c was used to speculate negatively about what may 
or may not have happened. 
d was used to regret past actions. 
E was used to talk about past events that didn’t 
happen but probably will in the near future
Exercícios complementares
1 Mackenzie
YOU 
BLINKED.
According to the comic strip, we can say that:
A If the fish hadn’t blinked, Garfield wouldn’t have eaten it.
b The fish doesn’t know how to swim properly.
c Garfield isn’t that hungry.
d Garfield could have swum in the fish bowl.
E Unless the fish had been smart, Garfield would have helped the fish and its family to survive.
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78 LÍNGUA INGLESA Capítulo 26 Um passado desconhecido? 
Examine o quadrinho para responder à questão 2.
Children, today
I will show you
something you may
have never seen
before.
It’s called “real
kind of thing that our
food” and it ’s the
ancestors once ate.
It doesn’t come from
packages or fast
food restaurants!
Whoa!
Weird.
Creepy.
You actually
expect us to
eat something
that grew?
Hey!
How did these
things get dirt
on them?
The Joy of Tech by Nitrozac & Snaggy
Disponível em: <www.starling-fitness.com>.
2 Unifesp 2015 O quadrinho faz uma crítica
A aos maus hábitos alimentares praticados pelas 
crianças em geral. 
b às crianças que não comem vegetais de cor verde. 
c ao conflito entre gerações, ou seja, diferenças de 
comportamento entre pais e filhos. 
d à falta de bons modos explicitada pela linguagem 
usada pelas crianças.
E à professora que não está familiarizada com os de-
sejos das crianças.
Texto para a questão 3.
STOP ANTICIPATING TIREDNESS
Recently, I was on a flight from San Francisco to 
Chicago when I overheard one of the silliest conversations 
imaginable. It demonstrates a critical yet common mistake 
that many people seem to make on an ongoing basis. 
The conversation, (I) , centered 
around how tired each of these two people were going to 
be – tomorrow and all week!
It was as if each person was trying to convince the 
other, and perhaps themselves, how many hours and 
how hard they were working, how few hours of sleep 
they were going to get, and, most of all, how tired they 
were going to be. I wasn’t quite sure if they were bragging 
or complaining, but one thing was certain, they were 
appearing more and more tired the longer the conversation 
continued.
 They each said things like, “Boy, am I going to be tired 
tomorrow,” “I don’t know how I’m going to make it through 
the rest of the week,” and “I’m only going to get three 
hours of sleep tonight.” They told stories of late nights, 
lack of sleep, uncomfortable hotel beds, and early morning 
meetings. They anticipated feeling exhausted, and I’m sure 
they were going to be correct in their assumption. Their 
voices were heavy, as if the lack of sleep they were going 
to get was already affecting them. I actually felt myself 
getting tired just listening to part of the conversation!
 The problem with anticipating tiredness in this way, 
or in any way, is that it clearly reinforces tiredness. It rivets 
your attention to the number of hours you are sleeping 
and how tired you are going to be. Then, when you wake 
up, you’re likely to do it again by reminding yourself how 
few hours it has been since your head hit the pillow. 
Who knows what really happens, but seems it to me that 
anticipating tiredness must send a message to your brain 
reminding you to feel and act tired because that is the way 
you have programmed yourself to respond. 
Don’t sweat the small stuff By Richard Carlson
3 Mackenzie 2013 The sentence that properly fills in 
blank (I) in the text is 
A which must have lasted at least half an hour. 
b that could have lasted at least half an hour. 
c that should have lasted at least half an hour. 
d which should last at least half an hour. 
E which can last at least half an hour. 
Texto para a questão 4.
Poverty may hinder kids’ brain 
development, study says 
Reduced gray matter, lower test scores 
reported for poor children
July 20, 1015
Poverty appears to affect the brain development 
of children, hampering the growth of gray matter and 
impairing their academic performance, researchers report. 
Poor children tend to have as much as 10 percent less 
gray matter in several areas of the brain associated with 
academic skills, according to a study published July 20 
in JAMA Pediatrics. “We used to think of poverty as a 
‘social’ issue, but what we are learning now is that it is 
a biomedical issue that is affecting brain growth,” said 
senior study author Seth Pollak, a professor of psychology, 
pediatrics, anthropology and neuroscience at the University 
of Wisconsin-Madison.
 The results could have profound implications for the 
United States, where low-income students now represent 
the majority of kids in public schools, the study authors 
said in background information. Fifty-one percent of public 
school students came from low-income families in 2013.
 Previous studies have shown that children living in 
poverty tend to perform poorly in school, the authors say. 
They have markedly lower test scores, and do not go as 
far in school as their well-off peers. 
 To see whether this is due to some physical effect 
that poverty might have on a child’s brain, Pollak and his 
colleagues analyzed MRI scans of 389 typically developing 
kids aged 4 to 22, assessing the amount of gray matter 
in the whole brain as well as the frontal lobe, temporal 
lobe and hippocampus. “Gray matter contains most of the 
brain’s neuronal cells,” Pollak said. “In other words, other 
parts of the brain – like white matter – carry information 
from one section of the brain to another. But the gray 
matter is where seeing and hearing, memory, emotions, 
speech, decision making and self-control occur.”PDF FINAL / CONFIGURAÇÕES DO DOCUMENTO ATUAL / WALTER.TIERNO / 10-02-2021 (11:59) PDF FINAL / CONFIGURAÇÕES DO DOCUMENTO ATUAL / WALTER.TIERNO / 10-02-2021 (11:59)
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 Children living below 150 percent of the federal 
poverty level – U$ 36,375 for a family of four – had 3 
percent to 4 percent less gray matter in important regions 
of their brain, compared to the norm, the authors found. 
Those in families living below the federal poverty level 
fared even worse, with 8 percent to 10 percent less gray 
matter in those same brain regions. The federal poverty 
level in 2015 is US$ 24,250 for a family of four. These 
same kids scored an average of four to seven points lower 
on standardized tests, the researchers said.
 The team estimated that as much as 20 percent of 
the gap in test scores could be explained by reduced 
brain development. A host of poverty-related issues likely 
contribute to developmental lags in children’s brains, Pollak 
said. Low-income kids are less likely to get the type of 
stimulation from their parents and environment that helps 
the brain grow, he said. For example, they hear fewer new 
words, and have fewer opportunities to read or play games. 
Their brain development also can be affected by factors 
related to impoverishment, such as high stress levels, poor 
sleep, crowding and poor nutrition, Pollak said.
 This study serves as a call to action, given what’s already 
known about the effects of poverty on child development, 
said Dr. Joan Luby, a professor of child psychiatry at 
Washington University School of Medicine in St. Louis. 
“The thing that’s really important about this study in the 
context of the broader literature is that there really is enough 
scientific evidence to take public health action at this point,” 
said Luby, who wrote an editorial accompanying the study. 
“Poverty negatively affects brain development, and we also 
know that early interventions are powerfully effective,” Luby 
said. “They are more effective than interventions later in life, 
and they also are cost-effective.”
(www.nlm.nih.gov. Adaptado.) 
4 Unifesp 2016 No trecho do quarto parágrafo “To see 
whether this is due to some physical effect that 
poverty might have on a child’s brain”, a expressão 
em destaque introduz uma 
A finalidade. 
b causa. 
c condição. 
d reiteração. 
E estimativa.
Leia o texto para responder às questões de números 
5 a 9.
A world of slavery
The institution of slavery1 is as old as civilization. Many 
nations and empires were built by the muscles of slaves.
But what kind of people were enslaved, and why? In 
ancient civilizations, slaves were usually war captives. The 
victors in battle might enslave the losers rather than killing 
them. Over time, people have found other reasons to justify 
slavery. Slaves were usually considered somehow different 
from their owners. They might belong to a different race, 
religion, nationality, or ethnic background.
By focusing on such differences, slave owners2 felt 
they could deny basic human rights to their slaves. Nazi 
Germany enslaved millions of people in the 1940s. They sent 
people from many different groups to concentration camps: 
communists, socialists, Jews, gypsies3, gays, prostitutes, 
Soviet prisoners of war, and other foreigners. Forced 
labor-slavery began in 1942. Prisoners were worked to 
death in chemical and rocket4 factories. Those too weak 
to work were killed.
Portuguese colonists in Brazil needed slaves for their 
sugar plantations and gold and silver mines. At first, they 
enslaved the Indians of Brazil. The Indians suffered greatly 
under the miserable conditions and were often too ill to 
work. So the Portuguese soon turned to the Africans. By the 
19th century, Brazil had some 2 million slaves — half of the 
country’s entire population. Brazil had become one of the 
greatest slaveholding nations in the New World.
And despite many efforts to end slavery, it still exists 
today. Some 27 million people worldwide are enslaved or 
work as forced laborers. That’s more people than at any 
other point in the history of the world.
Disponível em: <http://school.discovery.com/schooladventures/slavery/ 
world.html>. (Adapt.).
1slavery escravidão 
 2owner dono
3gypsy cigano
4rocket munição
5 U.F. Passo Fundo A frase “Many nations and empires 
were built by the muscles of slaves” (linhas 1 e 2) não 
poderia ser substituída por: 
A Slaves worked really hard as labor force to build 
nations and empires.
b Many nations and empires depended on slaves as 
their labor force.
c Many nations and empires hired and paid slaves to 
work for them.
d Slaves were the labor force responsible for building 
many nations and empires.
E Many nations and empires were built thanks to the 
slaves who worked endlessly.
6 U.F. Passo Fundo Na oração “They might belong to a 
different race, religion, nationality, or ethnic background.” 
(lines 8 e 9), a palavra might apresenta a ideia de:
A certeza. 
b dever. 
c capacidade.
d habilidade.
E possibilidade.
7 U.F. Passo Fundo Na oração “Those too weak to work 
were killed.” (lines 17 e 18), a palavra those refere-se a:
A prisoners. 
b foreigners. 
c different groups.
d forced labor.
E concentration camps.
8 U.F. Passo Fundo Na frase “Portuguese colonists in 
Brazil needed slaves...” (line 19), a forma verbal needed 
poderia ser substituída por:
A must have. 
b might have. 
c had to have.
d should have.
E could have.
5
10
15
20
25
30
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80 LÍNGUA INGLESA Capítulo 26 Um passado desconhecido? 
 Rompimento da barragem em Mariana, Minas Gerais (2015)
Em 5 de novembro de 2015, uma barragem da empresa de mineração Samarco se rompeu em Minas Gerais, liberando águas com alta 
quantidade de metais pesados pela região. Os resultados foram assombrosos, em todas as dimensões: 17 mortos, 2 desaparecidos, 329 
famílias desabrigadas, 35 cidades afetadas em MG, 80 espécies de peixes ameaçadas. O excerto a seguir discute algumas das possíveis 
causas desse desastre.
Brazilian mine disaster releases dangerous metals
[...] Several investigations are underway to determine the causes of the disaster, including one by federal and state 
prosecutors, and others by the Brazilian Institute for the Environment and an independent group of researchers.
Samarco states that several small seismic tremors that occurred in the area could have caused the dam damage, but 
some experts point to negligence on the part of the company and the government bodies responsible for overseeing the mine.
For example, Laschefski states that the risks of rupture of the Fundão dam, and the lack of a contingency plan for such a 
scenario, were well documented back in 2013. Nevertheless, he says that Samarco has not taken measures to address such 
threats, and actually increased its waste production. [...]
MASSARANI, Luisa. “Brazilian mine disaster releases dangerous metals”. Chemistry World, 21 nov. 2015. Disponível em: <www.rsc.org/ 
chemistryworld/2015/11/brazil-mine-disaster-dam-collapse>. Acesso em: 9 dez. 2020.
Segundo o trecho apresentado, a Samarco alega que certos tremores sísmicos poderiam ter causado o rompimento da barragem. No entanto, 
vários profissionais da área, como Laschefski, apontam a negligência da empresa como a principal causa da tragédia. Segundo o profissional, a 
empresa estava plenamente ciente dos riscos, mas não fez nada para evitá-los. Em vez disso, agiu na direção contrária, aumentando sua produção 
e, consequentemente, o risco de rompimento da barragem. Desde o rompimento, o Ibama já multou a Samarco em mais de R$ 250 milhões, e 
estima-se que a empresa deverá pagar pelo menos R$1 bilhão com indenizações para a reparação de danos ambientais e sociais. 
Intervenções governamentais no mercado são atualmente um assunto polêmico, já que, enquanto muitos defendemuma maior intervenção do 
Estado, outros dizem que o mercado deveria gerir a si mesmo. O que você acha que poderia ter sido feito para evitar essa tragédia? E como fazer 
para que esse caso contribua para evitar futuros desastres?
Texto complementar
Quer saber mais?
Sites
 y Matéria do site britânico The Guardian questiona se a tragédia de Mariana (MG) foi resultado de negligência.
Disponível em: <http://p.p4ed.com/XHHBP>.
 y Artigo acompanhado de um vídeo a respeito do desastre em Mariana (MG).
Disponível em: <http://p.p4ed.com/XHHBI>.
 y Artigo com fotos do efeito do rompimento da barragem em Mariana (MG).
Disponível em: <http://p.p4ed.com/XHHBU>.
 y Verbos modais expressam possibilidades no passado:
→	 Should have: expressa uma recomendação do que poderia ter sido feito.
→	Would	have:	mostra o que imaginamos que teria acontecido se as circunstâncias tivessem sido diferentes.
→	 Could	have/might	have/may	have:	expressam possibilidades e incertezas sobre o passado.
 y Verbos modais também expressam certezas e deduções lógicas sobre o passado:
→	Must have: mostra algo que podemos deduzir que aconteceu.
→	 Couldn’t	have/can’t	have:	expressam a impossibilidade de algo ter ocorrido.
 
Resumindo
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