Revisão Intercalada (R I) - Livro 3-025-027

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R.I. (Revisão Intercalada) 
divulgações de teor inteiramente falso, mas também 
naquelas que lançam mão de estratégias de manipu-
lação de informações para atrair o leitor.
Com base no texto, responda, em português, aos 
itens a seguir.
a) Com base no infográfico, escolha 2 (dois), dentre os 
seis tipos de notícias apresentados, e descreva como 
as informações são manipuladas, relacionando as 
estratégias usadas às motivações de quem divulga a 
notícia.
b) Aponte os caminhos sugeridos no texto para ajudar 
o leitor a identificar a veracidade de informações 
veiculadas na mídia. 
5. (Uel 2019)
Leia o texto a seguir.
My tongue is divided into two
My tongue is divided into two
by virtue, coincidence or heaven
words jumping out of my mouth
stepping on each other
enjoying being a voice for the message
expecting conclusions
My tongue is divided into two
into heavy accent bits of confusion
into miracles and accidents
saying things that hurt the heart
drowning in a language that lives, jumps,
translates
My tongue is divided by nature
by our crazy desire to triumph and conquer
This tongue is cut up into equal pieces
one wants to curse and sing out loud
the other one simply wants to ask for water
My tongue is divided into two
one side likes to party
the other one takes refuge in prayingtongue
english of the funny sounds
tongue
funny sounds in english
tongue
sounds funny in english
tongue
in funny english sounds
My tongue sometimes acts like two
and it goes crazy
not knowing which side should be speaking
which side translating
My tongue is divided into two
a border patrol runs through the middle
frisking words
asking for proper identification
checking for pronunciation
My tongue is divided into two
My tongue is divided into two
I like my tongue
it says what feels right
I like my tongue
it says what feels right
Quique Avilés, “My tongue is divided into two” from The Immigrant 
Museum. Copyright © 2004 by Quique Avilés. Reprinted by permis-
sion of Raices de Papel. Source: The Immigrant Museum (Rain Coast 
Books, 2004).
“My tongue is divided into two” foi escrito por Qui-
que Avilés, nascido em El Salvador e radicado nos 
Estados Unidos desde 1980, quando tinha 15 anos 
de idade.
Como essa identidade do autor é retratada no poema? 
Justifique sua resposta com trechos do texto. 
6. (Uel 2019)
Leia o texto a seguir.
‘Fast Fashion’ is a contemporary term used to describe 
the fast lapse in which outfits highlighting current 
trends are designed and disseminated to retailers. 
Some stores follow this philosophy and extend it 
to their manufacturing and outsourcing practices. 
’Fast Fashion’ is made quickly and inexpensively – 
allowing us, in turn, to purchase massive amounts 
of clothing at a super cheap price. The shoppers are 
always satisfied.
But, our satisfaction comes with a huge price tag: 
a price tag that those in the Western World do not 
feel obligated nor entitled to pay. The documentary 
“The True Cost” presents the dangers, the violations, 
the trauma, and the greed that are all part of creat-
ing clothes meant to induce brief euphoria for the 
bargain hunter. The Western World doesn’t have to 
carry the burden of loss, pain, and mistreatment that 
factory workers experience: all we have to carry is 
our shopping bags from store to store.
Adaptado de McIntee, D. The True cost of Fast Fashion (online). 14 
set. 2015. www.theodysseyonline.com
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R.I. (Revisão Intercalada) 
O texto foi retirado de uma revista online e faz parte 
de uma resenha sobre o documentário “The True 
Cost”. Relacione o assunto tratado no documentário 
com o conteúdo das imagens. 
7. (Fuvest)
VIRUS
A virus, whether biological or electronic, is basically 
an information disorder. Biological viruses are tiny 
scraps of genetic code - DNA or RNA - that can take 
over the machinery of a living cell and trick it into 
making thousands of flawless replicas of the original 
virus. Like its biological counterparty, a computer 
virus carries in its instructional code the recipe for 
making perfect copies of itself. Lodged in a host 
computer, the typical virus takes temporary con-
trol of the computer’s disk operating system. Then, 
whenever the infected computer comes in contact 
with an unaffected piece of software, a fresh copy 
of the virus passes into the new program. Thus the 
infection can be spread from computer to computer 
by unsuspecting users who either swap disks or send 
programs to one another over telephone lines. In 
today’s computer culture, in which everybody from 
video gamesters to businessmen trades computer 
disks like baseball cards, the potential for widespread 
contagion is enormous.
Time Magazine, Sept. 26, 1988. 
Releia com atenção o seguinte trecho:
Lodged in a host computer, the typical virus takes 
temporary control of the computer’s operating disk 
system.
Reescreva, sem alterar o sentido, iniciando com IF. 
8. (Fuvest)
Empregue a forma adequada dos verbos entre parên-
teses, observando a numeração.
The man walked up to Jim and asked him if he (1 
- spare) a few pence for a cup of coffee. When Jim 
ignored him he began (2 - walk) by Jim’s side and 
(3 - say) that he had been trying to get a job for 
the last month but that no one would give him one 
because he (4 - be) in prison. 
9. (Fuvest)
Empregue a forma adequada dos verbos entre parên-
teses, observando a numeração:
“When we (1-get married), “said Tom to Jane,” 
(2-we, buy) a house or rent one? “Jane stopped to 
think for (3-mean) by (4-buy) a house.” (5-you, 
mean) you have enough money to buy a house all 
at once?” she inquired. 
10. (Fuvest)
Complete com a forma verbal adequada:
They want (buy) a new house before (sell) the old 
one. 
11. (Uerj 2020)
O fragmento de texto a seguir faz parte do 
romance Americanah, de Chimamanda N. Adi-
chie. Nele, a protagonista, Ifemelu, uma imi-
grante nigeriana, narra dois episódios de sua 
vida nos Estados Unidos. 
Ifemelu decided to stop faking an American accent 
on a sunlit day in July. It was convincing, the 
accent. She had perfected, from careful watching 
of friends and newscasters, but the accent creaked 
with consciousness, it was an act of will. It took 
an effort, the twisting of lip, the curling of tongue, 
the sentences starting with “So”. 1If she were in a 
panic, or terrified, she would not remember how 
to produce those American sounds. And so she 
resolved to stop, on that summer day. 
On that July morning, her weekend bag already 
packed for Massachusetts, she was making scram-
bled eggs when the phone rang. It was a telemar-
keter, a young, male American who was offering 
better long-distance and international phone rates. 
She always hung up on telemarketers, but there 
was something about his voice that made her turn 
down the stove and hold on to the receiver, some-
thing poignantly untried, untested, the slightest of 
tremors, an aggressive customer-service friendliness 
27
R.I. (Revisão Intercalada) 
that was not aggressive at all. She asked whether 
he had rates better than fifty cents a minute to 
Nigeria. 
He came back and said his rates were the same. 
“May I ask who I’m talking to?” 
“My name is Ifemelu.” 
He repeated her name with exaggerated care. “Is it 
a French name?” 
“No. Nigerian.” 
“Oh, really? How long have you been in the U.S.?” 
“Three years.” 
“Wow. Cool. You sound totally American.” 
“Thank you.” 
2Only after she hung up did she begin to feel the 
stain of a burgeoning shame spreading all over her, 
for thanking him, for crafting his words “You sound 
American” into a garland that she hung around her 
own neck. 3Why was it a compliment, an accomplish-
ment, to sound American? And so she finished eating 
her eggs and resolved to stop faking the American 
accent. She first spoke without the American accent 
that afternoon at Thirtieth Street Station, leaning 
towards the woman behind the Amtrak counter. 
“Could I have a round-trip to Haverhill, please? 
Returning Sunday afternoon”, she said, and felt arush of pleasure from giving the t its full due in 
“advantage”, from not rolling her r in “Haverhill.” 
This was truly her; this was the voice with which she 
would speak if she were woken up from a deep sleep 
during an earthquake. Still, she resolved that if the 
Amtrak woman responded to her accent by speaking 
too slowly as though to an idiot, then she would 
put on her Mr. Agbo voice, the mannered, overcare-
ful pronunciations she had learned during debate 
meetings in secondary school when the bearded Mr. 
Agbo played BBC recordings on his cassette player 
and then made all the students pronounce words 
over and over until he beamed and cried “Correct”! 
But there was no need to do any of these because 
the Amtrak woman spoke normally. “Can I see an 
ID*, miss?”
Adaptado de ADICHIE, Chimamanda Ngozi. Americanah. Londres: 
Fourth Estate, 2014.
Observe os termos sublinhados na frase citada (1) e 
em sua reescritura (2):
• (1) If she were in a panic, or terrified, she would 
not remember how to produce those American 
sounds. (ref. 1)
• (2) If she is in a panic, or terrified, she will 
not remember how to produce those American 
sounds. 
Apresente a diferença de sentido entre os dois 
enunciados, com base nas alterações realizadas nos 
verbos. 
12. (Fuvest)
Transcreva, transformando as orações com a antepo-
sição de “would you mind...”
a) Please mail this letter for me.
b) Wait outside a few minutes. 
13. (Uel 2020)
Leia o texto a seguir.
We do a great disservice to boys in how we raise 
them. We stifle the humanity of boys. We define mas-
culinity in a very narrow way. Masculinity is a hard, 
small cage, and we put boys inside this cage.
We teach boys to be afraid of fear, of weakness, of vul-
nerability. We teach them to mask their true selves, 
because they have to be, in Nigerian-speak—a hard 
man. In secondary school, a boy and a girl go out, 
both of them teenagers with meager pocket money. Yet 
the boy is expected to pay the bills, always, to prove 
his masculinity. (And we wonder why boys are more 
likely to steal money from their parents.) What if both 
boys and girls were raised not to link masculinity and 
money? What if their attitude was not “the boy has 
to pay,” but rather, “whoever has more should pay.” 
Of course, because of their historical advantage, it is 
mostly men who will have more today. But if we start 
raising children differently, then in fifty years, in a 
hundred years, boys will no longer have the pressure 
of proving their masculinity by material means. But 
by far the worst thing we do to males — by making 
them feel they have to be hard — is that we leave 
them with very fragile egos. The harder a man feels 
compelled to be, the weaker his ego is.
And then we do a much greater disservice to girls, 
because we raise them to cater to the fragile egos 
of males.
We teach girls to shrink themselves, to make them-
selves smaller.
We say to girls: You can have ambition, but not too 
much. You should aim to be successful but not too 
successful, otherwise you will threaten the man. If 
you are the breadwinner in your relationship with a 
man, pretend that you are not, especially in public, 
otherwise you will emasculate him.
CHIMAMANDA, Ngozi Adichie. New York, 2014. jackiewhiting.net
O texto é parte de um discurso feito em 2012 por 
Chimamanda Ngozi Adichie, uma escritora nigeriana