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Diretoria: Paul Berry Gerência editorial: Sandra Possas Coordenação de arte: Christiane Borin Coordenação de pesquisa iconográfica: Ana Lucia Soares Coordenação de bureau: Américo Jesus Coordenação de revisão: Estevam Vieira Lédo Jr. Gerência de produção gráfica: André Monteiro Coordenação de produção gráfica: Maria de Lourdes Rodrigues Coordenação de produção industrial: Wilson Troque Coordenação do projeto: Veronica Teodorov Edição de texto: Veronica Teodorov Assistente editorial: Mauricio Shiroma Revisão: Irene Linda Atchison, Maria Sylvia Castro de Azevedo Corrêa Projeto gráfico, capa e edição de arte: David Urbinatti Netto Ilustrações: Moa Pesquisa iconográfica: Janaina Horie, Rosana Carneiro Tratamento de imagens: Fabio N. Precendo, Rodrigo Fragoso Diagramação: EXATA Editoração Saída de filmes: EXATA Editoração Pré-impressão: Helio P. de Souza Filho, Marcio Hideyuki Kamoto Elaboração das unidades: Eliane Gomes Ferreira, Monica Hermini de Camargo, Gisele Marçon Bastos Périgo Impressão: Embora todas as medidas tenham sido tomadas para identificar e contatar os detentores de direitos autorais sobre materiais reproduzidos nesta obra, isto nem sempre foi possível. A editora estará pronta a retificar quaisquer erros desta natureza assim que notificada. Although every effort has been made to trace and contact copyright holders before publication, this has not been possible in some cases. We apologize for any apparent infringement of copyright and, if notified, the publisher will be pleased to rectify any errors or omissions at the earliest opportunity.
Dados Internacionais de Catalogação na Publicação (CIP) (Câmara Brasileira do Livro, SP, Brasil)
Crédito das fotos: Dançarinos © Julie Lemberger / Corbis – Latinstock, p. 4; Homem com máscara de proteção © Age Fotostock / Keystone, p. 16; Foguete © NASA / Corbis – Latinstock, p. 24; Cadeia de DNA © Denis Scott / Corbis – Latinstock, p. 28; “justiça cega”. © Lew Long / Corbis – Latinstock, p. 32; Bünchen © AP / Alexandre Meneghini / Image Plus, p. 36; anoréxica. © Rex Features / Keystone, p. 36; obesidade mórbida © Raoul Dixon / epa / Corbis – Latinstock, p. 36; adolescents © Atsuko Tanaka / Corbis – Latinstock, p. 36; Rapaz digitando laptop © Gary Gerovac / Masterfile – Other Images, p. 40; O gordo e o magro © Album / Latinstock, p. 44; Marte. © Science Photo Library / Latinstock, p. 56; Ronaldinho Gaúcho © Julian Martin / epa / Corbis – Latinstock, p. 60; Felipe Massa © AP Photo / Jasper Juinen – Image Plus, p. 60; Daiane dos Santos © Flavio Florido / Folha Imagem, p. 60; Amigos com mochilas © Ben Welsh / Age Fotostock – Image Plus, p. 64; casa em meio à enchente. © Philip Wallick / Age Fotostock – Image Plus, p. 72; Homem e mulher em escritório. © Kate Mitchell / Zefa / Corbis – Latinstock, p. 76; Garoto adolescente dirigindo. © ROB & SAS / Corbis – Latinstock, p. 80; Fachada do “Albery Theatre © Atlantide Phototravel / Corbis – Latinstock, p. 84; Rapaz pensativo © Marcus Moellenberg / Zefa/ Corbis – Latinstock, p. 88; adolescente teclando no computador. © Ron Fehling / Masterfile – Other Images, p. 92; snowboard. © Mike Chew / Corbis – Latinstock, p. 96; amigas abraçadas. © Hiep Vu / Masterfile – Other Images, p. 100; Cachorro e gato trocando carinhos. © Frank Siteman / Age Fotostock – Image Plus, p. 100; idosos caminhando na praia. © Ariel Skelley / Corbis – Latinstock, p. 100; Tira do cartoon Frank & Ernest, de Bob Thaves: “The question of right…” © 2005 Thaves / Dist. By NEA, Inc. / Intercontinental Press, p. 9; Tira do cartoon de Steve Langille: “Do you believe in light after death?” © Langille 02, p. 15; Tira do cartoon Frank & Ernest, de Bob Thaves: “Wow! I’ve met…” © 2005 Thaves / Dist. By NEA, Inc. / Intercontinental Press, p. 30; Tira do cartoon Calvin & Hobbes, de Bill Watterson: “Mom, can I set fire…” © 1985 Watterson / Dist. by Atlantic Syndication/Universal Press Syndicate, p. 43; Tira usada no vestibular Mackenzie 2007: “Dara! What are you…” © Vestibular Mackenzie 2007, p. 62; Tira do cartoon de Darrin Bell: “Hello, mom. You’ve reached…” © 2006 Darrin Bell / Dist. By WPWG Inc, p. 82; Tira do Calvin & Hobbes, Bill Watterson © 1989 Watterson / Dist. by Atlantic Syndication / Universal Press Syndicate, p. 104; Tira Glenn McCoy © 2006 Glenn McCoy / Dist. by Atlantic Syndication / Universal Press Syndicate, p. 108; Tira do Garfield, Jim Davis © 2007 Paws, Inc. All Rights Reserved / Dist. by Atlantic Syndication Universal Press Syndicate, p. 110; Tira do Garfield, Jim Davis © 1997 Paws, Inc. All Rights Reserved / Dist. by Atlantic Syndication / Universal Press Syndicate, p. 111; Tira Rose is Rose – Pat Brady , “Were going to... of a good time!” © 2006, United Feature Syndicate, Inc., p. 123; Questão de vestibular © Universidade Federal de Campina Grande, 2007, p. 147.
Advantage vestibular. — São Paulo : Moderna, 2007. Suplementado por manual do professor. 1. Inglês (Vestibular). 07-7434
CDD-378.1664 Índices para catálogo sistemático 1. Inglês para vestibulares 378.1664 2. Vestibulares : Inglês 378.1664 ISBN 978-85-16-05671-1 (LA) ISBN 978-85-16-05672-8 (LP) Todos os direitos reservados.
RICHMOND PUBLISHING EDITORA MODERNA LTDA. Rua Padre Adelino, 758 — Belenzinho São Paulo — SP — Brasil — CEP 03303-904 Central de Atendimento ao Usuário: 0800 771 8181 Fax: +55 11 2790-1284 www.richmond.com.br 2013 Impresso no Brasil
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Contents Unit
Text
Structure
page
1
Dancing: a healthy language The language of dance
Adjective order
4
2
Ethics. Does anybody care?
What is ethics?
Pronouns
8
3
Finding a career
Hot jobs for the future
Determiners Puns
12
4
New weapons
Collective nouns
16
5
The seventh art
Words often confused
20
6
A new home planet
Space telescope to hunt planets
Prefixes and suffixes
24
7
Science awareness
Scientific advances in medicine – stem cell research: What’s all the hype?
8
The language of law
Overview of the British court system
9
Healthy or trendy?
Anorexia nervosa and bulimia nervosa
10
A high tech world
Technology
Special uses of some and any Figure of speech Spelling differences between American and British English Similar spellings, different meanings Prepositions of place and movement
11
Friendship
Friends will be friends
Phrasal verbs
12
The moral of the story
13
Language trends
Modal verbs Idioms and similes Collocations Look, seem, appear
14
Approaching Mars…
The Fox and the grapes The Hare and the Tortoise Keep your English up-to-date Spacecraft sends back more evidence for water on Mars
Modifying words and phrases
56
15
Sports industry
London 2012 Olympics
Passive voice
60
16
Crossing borders
Gap year in the 21st century
Verbs often confused
64
17
The psychology of terror
The mind of the terrorist
Conditionals
68
18
Climate change
UK scientists’ IPCC reaction
If and whether
72
19
Mind your moves!
Non verbal communication
Subjunctive
76
20
Teen driving
How’s your teen driving?
Inversion after negative adverbs
80
21
In the spotlight!
West End shows
Reported speech
84
22
Decision making
Choosing a career: It’s crunch time
Meaningful verbs of reporting
88
23
Talk to you soon
Teens, privacy and online social networks: How teens manage their online identities and personal information in the age of MySpace
Three-part phrasal verbs
92
24
Emotion seekers
Extreme sports
Relative clauses
96
25
Love
A Song
Hope Wish
100
EXAM PRACTICE
How biological and chemical warfare works Protect that pregnant woman – she’s the future of humanity
28 32 36 40 44 48 52
104
VESTIBULAR Advantage 3
2
Ethics. Does anybody care? kick off Read the following definitions of ethics. Discuss with a partner: which is the best one in your opinion? “Ethics has to do with what my feelings tell me is right or wrong.” “Ethics has to do with my religious beliefs.” “Being ethical is doing what the law requires.” “Ethics consist of the standards of behavior our society accepts.” Can you suggest a definition of ethics?
What is ethics? A few years ago, sociologist Raymond Baumhart asked business people, “What does ethics mean to you?” Among their replies were the ones above in italics. Those replies might be typical of our own. The meaning of “ethics” is hard to pin down, and the views people have about ethics are shaky. Many people tend to equate ethics with their feelings. But being ethical is clearly not a matter of following one’s feelings. A person following his or her feelings may recoil from doing what is right. In fact, feelings frequently deviate from what is ethical. Nor should one identify ethics with religion. Most religions, of course, advocate high ethical standards. Yet if ethics were confined to religion, then ethics would apply only to religious people. But ethics applies as much to the behavior of the atheist as to that of the saint. Being ethical is also not the same as following the law. The law often incorporates ethical standards to which most citizens subscribe. But laws, like feelings, can deviate from what is ethical. Finally, being ethical is not the same as doing “whatever society accepts.” In any society, most people accept standards that are, in fact, ethical. But standards of behavior in society can deviate from what is ethical. An entire society can become ethically corrupt and Nazi Germany is a good example of a morally corrupt society. Moreover, if being ethical were doing “whatever society accepts,” then to find out what is ethical, one would have to find out what society accepts. The lack of social consensus on many issues makes it impossible to equate ethics with whatever society accepts. If being ethical were doing whatever society accepts, one would have to find an agreement which does not, in fact, exist. What, then, is ethics? Ethics is two things. First, ethics refers to well based standards of right and wrong that prescribe what humans ought to do, usually in terms of rights, obligations, benefits to society, fairness, or specific virtues. Ethics, for example, refers to those standards that impose the reasonable obligations to refrain from rape, stealing, murder, assault, slander, and fraud. Ethical standards also include those that enjoin virtues of honesty, compassion, and loyalty. And, include standards relating to rights, such as the right to life, the right to freedom from injury, and the right to privacy. Such are adequate standards of ethics because they are supported by consistent and well founded reasons. 8 Advantage VESTIBULAR
Secondly, ethics refers to the study and development of one’s ethical standards. As mentioned above, feelings, laws, and social norms can deviate from what is ethical. So it is necessary to constantly examine one’s standards to ensure that they are reasonable and well-founded. Ethics also means, then, the continuous effort of studying our own moral beliefs and our moral conduct, and striving to ensure that we, and the institutions we help to shape, live up to standards that are reasonable and solidly-based. www.scu.edu
1 Discuss examples of ethical behavior with a partner. 2 According to the text, which of the following statements is false? 1 Ethics is concerned with feelings as long as people know if what they are doing is right. 2 Although religion and laws discuss ethical standards, they do not necessarily follow what is ethical. 3 Being ethical does not mean doing whatever society accepts as there is no social consensus on many issues. 4 Being ethical means, among other things, having rights to live in society. 5 Examining what is ethical may contribute to an improvement of standards of moral beliefs and conduct. 3 We can infer from the text that ‘ethics’ is not 1 searching the development of ethical standards. 2 having the right to do whatever somebody wants. 3 looking for rights and obligations which promote human welfare. 4 studying standards which may ensure a better life for everyone. 5 examining moral beliefs and conduct to promote well-based standards of living.
down to work
frankandernest.com
1 Based on the cartoon, discuss the following extract from the text with a classmate. Do you agree with it? Why/Why not? “Being ethical is also not the same as following the law. The law often incorporates ethical standards to which most citizens subscribe. But laws, like feelings, can deviate from what is ethical.” 2 Read the text again and match the following words to their definitions. 1 corruption ( ) the conviction that something is true 2 moral
(
) moral goodness
3 values
(
) the improper use of influence and power in which people behave against moral social standards
5 honesty
(
) the condition of being truthful, a virtuous person
6 compassion
(
) beliefs of a person or social group in which they judge what is right or wrong
7 belief
(
) relating to the act of judging righteous human attitudes and character
(
) one’s understanding or sympathy for the suffering of another
4 virtues
VESTIBULAR Advantage 9
pronouns u possessive pronouns = mine / yours / his / hers / ours / yours / theirs l used to replace a possessive adjective + noun I didn’t have an umbrella, so Ann gave me hers. (her umbrella) “Whose shoes are worn out?” “Mine.”
We spent a lovely afternoon at the beach with some friends of ours. (we could also say “some of our friends”)
Mr. Thompson had a fight with a cousin of his. (or “one of his cousins” which means that Mr. Thompson has more than one cousin) It was a great idea of yours to go fishing on such a lovely Sunday. (that was one of your great ideas!) u object pronouns = me / you / him / her / it / us / you / them l used after a verb or preposition Joe always teases me. I can’t put up with him any more! u reflexive pronouns = myself / yourself / himself / herself / itself / ourselves / ourselves / themselves l used when the subject and object of a sentence refer to the same person or thing I enjoyed myself in Greece last summer! Dave considered himself to be intelligent, but he wasn’t. The boys looked after themselves while their parents were working. l used for emphasis I hope you like the ice cream — I made it myself. (nobody helped me) l used to emphasize that the subject caused a certain action He got himself arrested. (= he did something to cause it) l to mean “alone”: Eve lives by herself. (= on her own)
3 Can you find any pronouns in the cartoon on page 9? 4 Say what the underlined pronouns refer to. The first one has been done for you. 1 Suppose you are a sales clerk in a store and some friends of yours want you to let them shoplift. How would you respond if your friends said to you: yours = your group of friends / them = your friends “Just turn your back. You won’t even be involved.” “Don’t let it bother you. Everybody does it.” it = the act of shoplifting / it = shoplift 2 Some day medical science will probably advance to the point where scientists can create artificial wombs and this would allow them to make a fetus grow outside the mother’s body. 3 Some religions have lots of followers since they always portray themselves as being against immoral behavior and for truthful acts. 4 Which is the most ethical choice: to leave money with the rich people who own it or to give money to the poor people who need it in order to survive? 5 Fill in the gaps with an appropriate pronoun. Sometimes we find in very difficult situations. The last time I went abroad with a friend of , we had a good laugh! We were in Florence, Italy, and planned to spend the day in Venice. We wanted to go by train, and in order to buy the ticket, we had to use our “Italian”, which was, in fact, very basic. The ticket agent, who did not understand a word we said, tried to help , but without much success. Finally, after lots of miming, a handsome young man approached and asked in very good English: “Would you like to help ?” 10 Advantage VESTIBULAR
EXAM PRACTICE
Universidade Federal do Acre (UFAC) 2007
Answer the questions from 2 to 3 according to text 2. 2 There are four diseases mentioned in the text. Which of them are transmitted by mosquitoes? a) yellow fever, cholera, dengue
1 Look at the comic strip and then choose the correct alternative.
b) yellow fever, dengue, malaria c) cholera, fever, microorganisms d) mosquito, fever, dengue e) fever, dengue, malaria 3 Find in the text: • The noun and the verb for the adjective deadly • The verb for the adjective carrying • The noun for the adjective warm • A synonym for the verb expand a) dead – death, carries, warming, expanding b) death – die, carried, warmness, spread c) death – die, carry, warning, spread d) die – died, carry, warmly, carrying e) death – dice, carried, warming, bringing
a) Calvin asked his father to wash the car with him.
Universidade Federal da Bahia (UFBA) 2007
b) Calvin asked his father for ten dollars to wash the car. c) Calvin invented a story about the aliens’ invasion to get ten dollars. d) Calvin said to his father that aliens had kidnapped someone.
Texto I Global Warming The climate is crashing, and global warming is to blame.
e) Calvin wanted to wear clothes like the aliens had.
Text 2 Tropical Diseases With the global warming, mosquitoes are everywhere. And this means that microorganisms will be spread to new habitats, bringing diseases to new population. Mosquito-born-malaria, for example, generally appears in humid regions with average temperatures above 61 degrees Fahrenheit. Global warming and the range of 6 to 10 degrees will increase malaria-carrying mosquitoes on 60 percent of the globe. Climate change is also increasing the range of Aedis aegypti, the species of mosquito that carries both dengue and yellow fever. Another deadly threat is the resurgence of cholera. (There were 5,000 deaths in the 1991 cholera epidemic in South America.) How many will die next time? “If tropical weather is expanding, tropical diseases will expand.” (by Dr. Paul Epstein, Harvard School of Public Health — New English Point I, 1999)
104 Advantage VESTIBULAR
The image of Earth as organism has probably been used so much that it is no longer effective. But that’s not to say the planet can’t behave like a living thing, and these days, it’s a living thing fighting a fever. From heat waves to storms to floods to fires to massive glacial melts, the global climate seems to be crashing around us. For decades, scientists have been warning this would happen if we continued pumping greenhouse gases into the atmosphere, trapping the heat that flows in from the sun and raising global temperatures. Global warming, even most skeptics have concluded, is the real deal, and human activity has been causing it. “Things are happening a lot faster than anyone predicted,” says Bill Chameides, chief scientist for the advocacy group Environmental Defense and a former professor of atmospheric chemistry. “The last 12 months have been alarming.” And it’s not just scientists who are taking notice. In a new Time/ ABC/News/Stanford University survey, 85% of respondents agree that global warming probably is happening. Moreover, most respondents say they want some action taken. Of those surveyed, 87% believe the government should either encourage or require lowering of power-plant
Apresentação Advantage Vestibular é uma obra destinada ao terceiro ano do Ensino Médio, cujo foco do ensino esteja voltado para o vestibular. A obra foi desenvolvida em resposta às solicitações de professores experientes da área e pretende abordar os tópicos gramaticais mais recorrentes nas provas de vestibular em todo o país, desenvolver o letramento crítico dos alunos e apresentar questões já incluídas em provas de vestibular para a prática em sala de aula ou o estudo individual.
Proposta pedagógica Advantage Vestibular é uma obra desenvolvida de acordo com as diretrizes do uso instrumental da língua. Partimos do princípio de que os alunos que utilizarem este material já foram expostos ao estudo sistemático da língua inglesa durante alguns anos no Ensino Fundamental e no Ensino Médio. O foco de Advantage Vestibular, portanto, é a habilidade de compreensão leitora para o exame de admissão ao ensino superior.
Manual do Professor 1
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Estrutura da obra Cada uma das 25 unidades que compõem Advantage Vestibular foi planejada para duas aulas de 50 minutos. O conteúdo do livro foi todo desenvolvido em inglês, inclusive as provas de vestibular que aparecem ao longo das unidades. Apenas no banco de questões há provas que trazem atividades em língua portuguesa. O conteúdo programático foi planejado de forma que a ordem de apresentação das unidades seja alterada, a critério do professor. Desta maneira, procuramos dar flexibilidade para que o professor planeje suas aulas de acordo com as necessidades dos alunos, seja tratando de algum tema de interesse corrente, seja enfatizando algum aspecto linguístico mais relevante para a sua turma. Os temas centrais das unidades foram selecionados entre os mais presentes nas provas de vestibular, como relacionamentos, meio ambiente, cultura, saúde, educação, entretenimento, mercado de trabalho, ciência e tecnologia. A partir deles, foram elaboradas questões de discussão para promover o letramento crítico e o senso de cidadania dos alunos. A seção kick off apresenta essas questões e conduz o aluno a refletir e discutir o tema central da unidade. Após a discussão, o aluno é convidado a ler um texto*, relacionado ao tema da unidade. Fo– ram contemplados diferentes gêneros textuais reproduzidos na íntegra. O texto serve como ferramenta para a apresentação da linguagem em contexto real, com assuntos pertinentes ao seu cotidiano. Depois da leitura, são oferecidas questões de compreensão de texto, no formato de verdadeiro ou falso, questões de múltipla escolha e/ou questões dissertativas. O vocabulário ativo também é trabalhado por meio de atividades na seção down to work.
Além do vocabulário, essa seção apresenta uma referência gramatical em cada unidade, com algumas atividades para prática extra. Partimos do pressuposto de que os alunos já aprenderam as estruturas gramaticais nos anos anteriores do Ensino Fundamental 2 e no Ensino Médio. Assim, as seções de Advantage Vestibular são, na verdade, referências gramaticais para que o professor e o aluno vestibulando encontrem facilmente a estrutura que desejam praticar. O símbolo “master” encontrado ao lado de algumas atividades indica que o grau de dificuldade da atividade em questão é maior do que o das demais. Tal metodologia foi adotada, pois o desafio é algo muito presente na vida do aluno vestibulando, e essas atividades farão com que ele se sinta desafiado a dar o melhor de si na execução das atividades propostas. Na seção on your own, o aluno tem a oportunidade de experimentar realizar uma prova no tempo que normalmente tem disponível para resolver o exame vestibular. Portanto, sugerimos que o professor utilize a seção para realizar um simulado em sala de aula, ajudando os alunos a serem bem-sucedidos numa situação real. É possível ainda realizar a tarefa em duplas ou pequenos grupos caso o professor tenha tempo disponível em seu planejamento. O trabalho em grupo pode ser conduzido de modo que os alunos não só apontem as respostas corretas da questão mas também possam explicar por que as demais alternativas não são apropriadas. Esse trabalho aumenta as chances de sucesso dos alunos, e o professor estará oferecendo a eles ferramentas úteis que poderão ser transferidas para outras disciplinas. As questões de vestibular encontradas nessa seção estão em inglês. Além das três seções centrais de uma unidade, o professor encontrará a subseção how to read a text, presente em algumas unidades. Ela tem como objetivo apresentar estratégias de leitura
*Os textos foram reproduzidos a partir de sites seguros da internet, e a informação contida neles estava correta na data da publicação da obra. 2 Manual do Professor
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que serão úteis para os alunos que se preparam para o vestibular.
ao tema central ou à estrutura gramatical da unidade.
Como a organização é imprescindível para o vestibulando, a subseção studying strategies apresenta estratégias para o aluno organizar seu material a fim de obter melhor desempenho nas provas de vestibular, como, por exemplo, explorar o título e a imagem de uma unidade para prever o que ela abordará. Tais sugestões podem ser aplicadas também a outras disciplinas e têm como objetivo utilizar de forma mais adequada os recursos disponíveis no enunciado, facilitando sua resolução.
As unidades também contam com tiras de cartum para ilustrar as estruturas gramaticais e servir de base para a realização de algumas atividades, assim como é comum nas questões de vestibular de todo o país.
Alguns dados específicos, culturais e estruturais são encontrados nos quadros did you know that...? Eles apresentam informação referente
Ao término das 25 unidades, há um banco de questões de vestibular que pode ser usado em sala de aula para prática extra ou como dever de casa. Ele apresenta exames de vestibulares de todo o Brasil e inclui provas em que a língua portuguesa é utilizada nas perguntas e/ou nas respostas referentes ao texto apresentado. Desta forma, o aluno pode observar a diferença entre as provas de vestibular.
Website O website apresenta provas de vestibular de todo o país, divididas por região. As provas são interativas, e o aluno tem a possibilidade de verificar as respostas das questões caso tenha
escolhido uma resposta errada. É ainda possível saber qual a média de tentativa e erro ao realizar cada uma das provas. www.richmond.com.br/vestibulares
Sugestão para trabalho extra Filmes Por meio do cinema, podemos trabalhar a diversidade cultural, pontos de vista sobre temas atuais e expor o aluno à língua falada em contexto.
A tabela seguinte traz algumas sugestões de títulos que apresentam o conteúdo de cada unidade num contexto real. Assim, o aluno poderá assistir aos filmes em casa, e o professor pode depois, em sala de aula, realizar uma discussão sobre determinado filme.
Unidade 1
Unidade 2
Dirty Dancing
Sophie’s Choice
Shall We Dance?
Erin Brocovitch
Billy Elliot
Gandhi
Footloose
Chocolat Eight Mile The Color Purple Manual do Professor 3
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