Inglês - Livro 1-045-048

Prévia do material em texto

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Perguntas como as que seguiram o segundo texto 
ilustram o processo de compreensão geral sem destaque 
para informações específicas. Para respondê-las, não é 
necessário localizar ou compreender nenhum detalhe em 
específico, e sim a ideia geral do texto, que pode ser obtida 
por meio de uma leitura rápida, sem precisarmos entender 
palavra por palavra do que está escrito.
Por outro lado, quando precisarmos de uma informação 
específica, algo pedido nas questões, por exemplo, pode-
mos usar outra técnica, chamada de scanning.
Observe que a técnica de scanning é utilizada geralmente depois que 
fazemos um skimming, ou seja, depois que já sabemos a ideia geral do 
texto e precisamos, por exemplo, responder a alguma questão em que 
seja necessário revisitar os parágrafos para buscar alguma informação.
Atenção
Veja a comparação entre tais técnicas a seguir.
SKIM1
• Read headings and subheadings of the text, they are 
 the shortest possible summary of the content.
• Read the opening and closing sentences of paragraphs. 
 The main idea of most paragraphs appears in the 
 first sentence. 
 If the author begins with a question or anecdote, 
 the last sentence may have valuable information.
• Always read the first and last paragraphs. 
• Look at any illustrations or graphic features.
Skim when you want to read 
something quickly to get its 
general idea
SCAN2
• Look for keywords related to your topic. 
 If you have them clearly in mind, they will appear 
 more distinctly than the surrounding words.
• Let your eyes run more rapidly over several lines 
 of print at a time.
• Look for bold print and italics, words in larger font 
 sizes and bulleted information and sidebars.
• When you find the information you need, 
 read the entire sentence.
Scan when you want to read 
something quickly to find a specific 
piece of information
SKIM1
• Read headings and subheadings of the text, they are 
 the shortest possible summary of the content.
• Read the opening and closing sentences of paragraphs. 
 The main idea of most paragraphs appears in the 
 first sentence. 
 If the author begins with a question or anecdote, 
 the last sentence may have valuable information.
• Always read the first and last paragraphs. 
• Look at any illustrations or graphic features.
Skim when you want to read 
something quickly to get its 
general idea
SCAN2
• Look for keywords related to your topic. 
 If you have them clearly in mind, they will appear 
 more distinctly than the surrounding words.
• Let your eyes run more rapidly over several lines 
 of print at a time.
• Look for bold print and italics, words in larger font 
 sizes and bulleted information and sidebars.
• When you find the information you need, 
 read the entire sentence.
Scan when you want to read 
something quickly to find a specific 
piece of information
Entendendo a língua 
Ao abordarmos a estratégia de skimming, focamos 
em uma visão mais panorâmica do texto e de sua cons-
trução de sentido. É certo que nada substitui uma leitura 
completa e minuciosa; entretanto, quando o tempo é 
curto, é importante conhecer também as melhores es-
tratégias para ler.
Assim, discutiremos agora algumas palavras e expres-
sões que estão geralmente envolvidas na construção de 
ideias gerais, promovendo a coesão em nível textual. Os 
itens linguísticos, como os connectors, proporcionam a or-
ganização de ideias no nível da sentença e do parágrafo. 
Neste momento, apresentaremos a organização de ideias 
sob uma perspectiva mais abrangente.
Observe os títulos de artigos de diferentes sites repro-
duzidos a seguir.
Will global warming
trigger a new ice age?
Debt anxiety among
students differs across
international boundaries
MCGUIRE, Bill. The Guardian, 13 nov. 2003.
Will global warming
trigger a new ice age?
Debt anxiety among
students differs across
international boundaries
Phys.org, 16 fev. 2015.
Os títulos são normalmente grandes aliados na tarefa 
de compreender a ideia geral de um texto. Com eles, é 
possível prever, muitas vezes, o assunto abordado e sa-
ber quais estruturas textuais esperar no que diz respeito 
à organização das ideias gerais de textos mais longos. As 
palavras destacadas nos trechos das manchetes são exem-
plos de dois tipos de organização textual bastante comuns: 
to trigger estabelece relação de causa e consequência, 
enquanto to differ determina relação de comparação e 
contraste. Desse modo, pode-se antecipar que o primei-
ro texto discorrerá sobre as prováveis consequências do 
aquecimento global, entre elas uma possível era do gelo, 
e que o segundo texto comparará e contrastará perfis de 
diferentes países.
A seguir, selecionamos outras expressões com as quais 
você provavelmente irá se deparar ao buscar compreender 
a organização das ideias gerais de um texto.
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LÍNGUA INGLESA Capítulo 5 Muito texto e pouco tempo 46
Causa e consequência
 y To trigger, to bring about, to provoke, to lead to, 
to cause: acarretar, causar, provocar, desencadear.
“Weather triggers early
mosquito season”
“Rodent activity brings
about restaurant shutdown”
YURONO, Dale. Action News, 19 fev. 2015.
“Weather triggers early
mosquito season”
“Rodent activity brings
about restaurant shutdown”
RICKETS, Dusty. NWF Daily News, 22 jan. 2015.
 y To stem from, to arise out of: decorrer de, ter como causa.
“Violence in Mexico may 
stem from conflicts between
cartel factions”
“[...] tyranny naturally
 arises out of
democracy [...]”
KRGV News, 12 fev. 2015.
“Violence in Mexico may 
stem from conflicts between
cartel factions”
“[...] tyranny naturally
 arises out of
democracy [...]”
Platão. The Republic.
 y The outcome: o resultado.
“Skrtel: We got the outcome
 we wanted”
SHAW, Chris. Liverpool FC, 20 fev. 2015.
Comparação/contraste
 y To share: compartilhar.
“Major psychiatric disorders
share common deficits in 
brain’s executive-function 
network”
“A look into how life for
captive orcas differs from
their wild counterparts”
GOLDMAN, Bruce. Stanford Medicine, 4 fev. 2015.
 y To differ: diferir.
“Major psychiatric disorders
share common deficits in 
brain’s executive-function 
network”
“A look into how life for
captive orcas differs from
their wild counterparts”
HENN, Corrine. One Green Planet, 5 mar. 2015.
 y A gap: uma lacuna, um hiato.
“Research shows increasing
gaps in life expectancy
figures”
RTÉ News, 25 fev. 2015.
 y Palavras cognatas: similar, familiar, common, different, 
diverse, discrepancy, classic, trauma, contrast etc.
“Coronavirus cases have 
not gone away. And 
neither has doctors’
emotional trauma.”
NBC News, 10 abr. 2020.
Exercícios propostos
Texto para as questões 1 e 2.
Global protest grows as citizens lose 
faith in politics and the state
The demonstrations in Brazil began after a small rise 
in bus fares that triggered mass protests. Within days this 
had become a nationwide movement whose concerns 
had spread far beyond fares: more than a million people 
were on the streets shouting about everything − from 
corruption to the cost of living to the amount of money 
being spent on the World Cup.
In Turkey, it was a similar story. A protest over the 
future of a city park in Istanbul snowballed too into 
something bigger, a wider-ranging political confrontation 
with prime minister.
If the recent scenes have seemed familiar, it is because 
they shared common features: viral, loosely organised with 
fractured messages and mostly taking place in urban public 
locations.
Unlike the protest movement of 1968, or even the 
end of Soviet influence in Eastern Europe in 1989, these 
are movements with few discernible leaders and often 
conflicting ideologies. Their points of reference are not 
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even necessarily ideological, but take inspiration from 
other protests, including those of the Arab Spring and the 
Occupy movement. The result has seen a wave of social 
movements − sometimes short-lived − from Wall Street to 
Tel Aviv and from Istanbul to Rio de Janeiro, often engaging 
younger, better educated and wealthier members of society.
In Brazil, the varied banners underlined the difficulty 
of easy categorisation as protesters held aloft signs 
expressing a range of demands from education reforms 
to free bus fares, while denouncing the billions of public 
dollars spent on stadiums for the 2014 World Cup and 
the Olympics.
“It’s sort of a Catch-22”, Rodrigues da Cunha, a 
63-year-old protester told the Associated Press. “On the 
one hand, we need some sort of leadership; on the other, 
we don’t want this to be compromised by being affiliated 
with any political party.”
As the Economist pointed out, while mass movements 
in Britain, France, Sweden and Turkey have been inspired 
by a variety of causes, including falling living standards, 
authoritarian government and worries about immigration, 
Brazil does not fit the picture, with youth unemployment 
at a record low and enjoying the biggest leap in living 
standards in the country’s history.
So what’s going on? “This is a very peculiar moment”, 
Saskia Sassen, a sociology professor at Columbia 
University, New York, told the Observer. She argues 
that one distinguishing factor is that many of the protest 
movements of the past decade have been defined by the 
involvement of what she calls “the modest middle class”, 
who have often been beneficiaries of the systems they 
are protesting against, but whose positions have been 
eroded by neoliberal economic policies that have seen 
both distribution of wealth and opportunities captured by 
a narrowing minority. As people have come to feel more 
distant from government and economic institutions, a large 
part of the new mass forms of dissent has come to be seen 
as an opportunity to demonstrate ideas of “citizenship”.
Sassen’s belief that many of the recent protests are 
middle-class-driven appeared to be confirmed overtly − in 
the case of Brazil, at least.
BEAUMONT, Peter. The Guardian, 22 jun. 2013. Disponível em: <www.
theguardian.com/world/2013/jun/22/urban-protest-changing-global-social-
network>. Acesso em: 5 ago. 2020.
1 Uerj 2015 This text is an example of the genre opinion 
article.
The purpose of this article can be described as:
A Provide the analysis of a current issue.
b Reveal the truth about a political event.
c Expose the details of a complex matter.
d Explain the coverage of a sensitive subject.
2 Uerj 2015 From the first to the fourth paragraph, various 
protest movements in different countries of the world 
are mentioned.
The author establishes links among them by means of 
the following textual strategy:
A Causality.
b Comparison.
c Enumeration.
d Particularization.
3 Uneb-BA 2014
Healthy chocolate
Scientists from the University of Warwick in the UK 
have revealed a new method to cut the amount of fat in 
chocolate in half while keeping all the taste.
Here’s the problem with chocolate – what makes it 
velvety and smooth in the mouth is exactly what ends up 
elsewhere – fat. Low-fat versions disappoint because it’s 
difficult to replace the tiny globules of fat with anything else 
that disperses within the chocolate and maintains its texture.
The trick, it seems, is to use agar – a widely available 
jelling agent. Thoroughly blended bits of it, the researchers 
say, act as tiny sponges that soak up any liquid – fruit juice, 
plain water, even alcohol.
Stefan Bon, who led the research, said that the 
method opens up whole new markets for chocolate, and 
that additives such as fruit juice could further increase 
chocolate’s health credentials. He says: “It would both 
lower fat content and sugar content, so for people that just 
have a craving and just want to down a bar of 200 g, you 
take half the amount of fat in, so it’s great.”
But for the less health-conscious, students in the group 
have made a chocolate bar containing four shots of vodka.
PALMER, Jason. BBC, 12 abril 2013. Disponível em: <www.bbc.co.uk/
worldservice/learningenglish/language/wordsinthenews/2013/04/130412_
witn_healthy_chocolate.shtml>. Acesso em: 5 ago. 2020.
The alternative that best summarizes the main idea of 
this text is
A All the chocolate taste with only half the fat. 
b Not so tasty, but a much healthier chocolate. 
c All the chocolate texture without cutting its fat. 
d Healthy chocolate which keeps all its taste and fat. 
E Jelling agents that should be avoided so as to keep 
the chocolate taste.
4 Enem PPL 2016 
On the Meaning of Being Chinese 
Ethnically speaking, I feel I am complicated to classify, 
but who isn’t, right? To me, being Chinese-Brazilian 
in America means a history of living in three opposite 
cultures, and sometimes feeling that I did not belong in 
neither, a constant struggle that immigrants, and national 
citizens, face when their appearance is foreign to natives 
in the country. Jokingly, I say that I am Asian in America, 
Brazilian in China, and a “gringa” in Brazil. Nevertheless, 
I believe that dealing with these hard to reconcile extremes 
have somehow helped me to become more comfortable 
with my identity.
BELEZA LI. Disponível em: www.aiisf.org. Acesso em: 28 mar. 2014.
Nesse fragmento, Beleza Li resume sua experiência 
de vida ao descrever a complexidade em
A viver como imigrante em um país asiático.
b definir quem ela é no que concerne à etnia.
c compreender as culturas que a constituem.
d lidar com brincadeiras sobre sua aparência.
E lutar contra a discriminação nos Estados Unidos.
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LÍNGUA INGLESA Capítulo 5 Muito texto e pouco tempo 48
As questões 1 e 2, cujas respostas deverão ser redi-
gidas em português, referem-se ao fragmento textual 
a seguir.
Mental abilities: caffeine helps 
women, but not men, stay sharp.
By Nicholas Bakalar
The caffeine in three cups of coffee or tea a day 
may help maintain mental sharpness in older women, 
but caffeine consumption appears to have no effect in 
men. French researchers studied more than 7,000 men 
and women with an average age of 74, following them 
over four years. They determined coffee and tea intake by 
interview, and they measured mental acuity with widely 
accepted tests of visual skills and verbal recall. They also 
recorded information on education, income, depression, 
and alcohol and tobacco use, among other factors.
After controlling for other variables, the scientists 
found that women at age 65 who drank three or more 
cups of coffee or tea a day were about one-third less likely 
to have a significant decline in verbal skills than those 
who drank a cup or less. By age 85, they were 70 percent 
less likely to suffer those deficits compared with women 
who drank less than a cup of coffee or tea. There were not 
enough cases to detect an effect on Alzheimer’s disease.
Karen Ritchie, the lead author and a research director 
with the French National Institute for Health and Medical 
Research, said it was unclear why caffeine had no effect in 
men. “It may be that men and women metabolize caffeine 
differently or that there is a hormonal interaction.”
“In any case,” she continued, “please don’t rush out 
and start drinking coffee. To suddenly start drinking large 
quantities of coffee is still really premature as a preventive 
measure.”
BAKALAR, Nicholas. The New York Times, 14 ago. 2007. Disponível em: 
<www.nytimes.com/2007/08/14/health/14ment.html?r=1>. Acesso em: 5 
ago. 2020. 
1 UFRN 
a) Quais as características das pessoas estudadas 
pelos pesquisadores franceses?
b) O que foi medido na pesquisa e que testesforam 
usados?
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Exercícios complementares
2 UFRN A que conclusão chegaram os cientistas em re-
lação ao grupo de mulheres de 65 anos?
3 EEAR 2019 Choose the best alternative according to 
the text.
Sometimes you don’t have to read an article completely 
to get the necessary information. Often you can move 
your eyes quickly over the reading to find facts, names, 
dates, titles. For example, if you are looking for a date, you 
should move your eyes down the page looking for numbers. 
If you are looking for a person’s names, you should find 
capital letters. Punctuation is also a clue for finding specific 
information. Quotation marks (“), commas (,), parentheses ( ), 
and dashes (–) all separate special information.
A You always need to read the entire article when you 
are looking for information. 
b Occasionally you can get necessary information by 
skimming an article. 
c It’s not possible to find a person’s name if you read 
all the words. 
d Capital letters are not used to find specific information. 
Texto para as questões 4 e 5.
Advice for new students from those 
who know (old students) 
The first day of college I was a ball of nerves. I 
remember walking into my first class and running to the 
first seat I found, thinking everyone would be staring at 
me. But nobody seemed to notice and then it hit me: The 
fact that nobody knew me meant nobody would judge, 
which, upon reflection, was what I was scared of the 
most. I told myself to let go. All along the year, I forced 
myself into situations that were uncomfortable for me – for 
example, auditioning for a dance piece. Believe it or not, 
that performance was a highlight of my freshman year. My 
advice: challenge yourself to try something new, something 
you couldn’t have done in high school. 
JAGASIA, Ria. In: The New York Times, 30 jul. 2015. 
Disponível em: <www.nytimes.com/2015/08/02/education/
edlife/advice-for-new-students-from-those-who-know-old-
students.html>. Acesso em: 5 ago. 2020. (Adapt).
4 Unicamp 2016 No primeiro dia de faculdade, Ria ficou 
muito nervosa
A por não conhecer ninguém.
b por achar que seria julgada pelos colegas. 
c porque ninguém olhou para ela. 
d porque não sabia dançar. 
5 Unicamp 2016 Para lidar com a situação, a estratégia 
adotada foi deixar de se preocupar e 
A fazer coisas que nunca fez antes. 
b fazer novos amigos. 
c fazer um curso de dança como ouvinte.
d abandonar o curso.
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