PRÉ-VESTIBULAR DE MEDICINA
Disciplina: Língua Inglesa QUESTÃO 02
Professora: Milena Francio
Fascículo: 03
TEXTO 1 (2022.1)
PREDICTING TOOTH LOSS
Machine-learning algorithms may help identify those at risk
Tooth loss is often accepted as a natural part of aging, but
what if there was a way to better identify those most
susceptible without the need for a dental exam? New research
led by investigators at Harvard School of Dental Medicine
suggests that machine learning tools can help identify those at
greatest risk for tooth loss and refer them for further dental
assessment in an effort to ensure early interventions to avert or
delay the condition.
The study compared five algorithms using a different
combination of variables to screen for risk. The results
showed those that factored medical characteristics and
socioeconomic variables, such as race, education, arthritis, and
diabetes, outperformed algorithms that relied on dental clinical
indicators alone.
Tooth loss can be physically and psychologically debilitating.
It can undoubtedly affect quality of life, well-being, nutrition,
and social interactions. The process can be delayed, even
prevented, if the earliest signs of dental disease are identified,
and the condition treated promptly. Yet, many people with
dental disease may not see a dentist until the process has
advanced far beyond the point of saving a tooth. This is
precisely where screening tools could help identify those at
highest risk and refer them for further assessment, the team
said. This approach could also be used globally, in a variety of
health care settings, even by non-dental professional.
“Our findings suggest that the machine-learning algorithm
models incorporating socioeconomic characteristics were
better at predicting tooth loss than those relying on routine
clinical dental indicators alone,” Elani said. “This work
highlights the importance of social determinants of health.
Knowing the patient’s education level, employment status,
and income is just as relevant for predicting tooth loss as
assessing their clinical dental status.”
Indeed, it has long been known that low-income and
marginalized populations experience a disproportionate share
of the burden of tooth loss, due to lack of regular access to
dental care, among other reasons, and early identification and
prompt care are critical in preventing tooth loss. These new
findings point to an important new tool in achieving that and
Dr. Elani and her research team shed new light on how they
can
most effectively target prevention efforts and improve quality
of life for patients.
Adapted from sciencedaily.com. June 24, 2021. Accessed 17
September 2021.
QUESTÃO 01
The central idea of the news article is the following:
(A) machine learning tools can be effective in preventing
tooth loss
(B) machine learning tools use different variables to screen
risk
(C) tooth loss is often accepted as a natural part of aging
(D)tooth loss can affect people’s lives in many ways
Considering dental assessments, machine learning tools
should:
(A) surpass them
(B) replace them
(C) change them
(D)precede them
QUESTÃO 03
Yet, many people with dental disease may not see a dentist
until the process has advanced far beyond the point of
saving a tooth. (l. 11-12)
A word with the same semantic value can be found in one of
the fragments below:
(A) But what if there was a way to… (l. 1)
(B) It can undoubtedly affect quality of life (l. 9)
(C) This approach could also be… (l. 14)
(D) Indeed, it has long been known that… (l. 21)
QUESTÃO 04
Concerning tooth loss, according to the last paragraph, Dr.
Elani and her research team:
(A) improved the lives of the low income populations
(B) renewed efforts to improve quality of life for patients
(C) made it possible to understand more about the problem
(D) provided access to dental care for the marginalized
population
TEXTO PARA AS PRÓXIMAS 3 QUESTÕES:
THE POWER OF METAPHORS
Imagine your city isn’t as safe as it used to be. Robberies are
on the rise, home invasions are increasing and murder rates
have nearly doubled in the past three years. What should city
officials do about it? Hire more cops to round up the thugs and
lock them away in a growing network of prisons? Or design
programs that promise more peace by addressing issues like a
faltering economy and underperforming schools?
Your answer – and the reasoning behind it – can hinge on the
metaphor being used to describe the problem, according to
new research by Stanford psychologists. Your thinking can
even be swayed with just one word, they say.
Psychology Assistant Professor Lera Boroditsky and doctoral
candidate Paul Thibodeau were curious about how subtle cues
and common figures of speech can frame approaches to
difficult problems. “Some estimates suggest that one out of
every 25 words we encounter is a metaphor”, said Thibodeau,
the study’s lead author. “But 1we didn’t know the extent to
which these metaphors influence people”.
In five experiments, 2test subjects were asked to read short
paragraphs about rising crime rates in the fictional city of
Addison and answer questions about the city. The researchers
gauged how people answered these questions in light of how
crime was described – as a beast or a virus.
They found the test subjects’ proposed solutions differed a
great deal depending on the metaphor they were exposed to.
The results have shown that people will likely support an
increase in police forces and jailing of offenders if crime is
described as a “beast” preying on a community. But if people
are told crime is a “virus” infecting a city, they are more
inclined to treat the problem with social reform. According to
Boroditsky: “People like to think they’re objective. They want
to believe they’re logical. But they’re really being swayed by
metaphors”.
To get a sense of how much the metaphor really mattered, the
researchers also examined what role political persuasions play
in people’s approach to reducing crime. They suspected that
Republicans would be more inclined to catch and incarcerate
criminals than Democrats, who would prefer enacting social
reforms. They found Republicans were about 10 percent more
likely to suggest an enforcement-based solution.
“We can’t talk about any complex situation – like crime –
without using metaphors”, said Boroditsky. 3“Metaphors
aren’t just used for flowery speech. They shape the
conversation for things we’re trying to explain and figure out.
And they have consequences for determining what we decide
is the right approach to solving problems”.
While their research focused on attitudes about crime, their
findings can be used to understand the implications of how a
casual or calculated turn of phrase can influence debates and
change minds.
Adaptado de news.stanford.edu.
5. (Uerj 2020) Metaphors aren’t just used for flowery
speech. They shape the conversation for things we’re
trying to explain and figure out. (ref. 3)
In order to clarify the meaning relation between the two
sentences above, the following word can be inserted in the
underlined one:
a) also
b) rather
c) hardly
d) already
6. (Uerj 2020) The author of the text introduces the topic by
making use of the following strategy:
a) reporting a tragic event
b) raising a simple subject
c) addressing a basic issue
d) creating a hypothetical situation
7. (Uerj 2020) we didn’t know the extent to which these
metaphors influence people. (ref. 1)
In the fragment above, the doubt expressed by the researcher
can be formulated by the following question:
a) How far do these metaphors influence people?
b) How come these metaphors influence people?
c) How fast did these metaphors influence people?
d) How long have these metaphors influenced people?
TEXTO PARA AS PRÓXIMAS 4 QUESTÕES:
The effect of climate change on epidemic risk
1The potential impacts of climate change have returned to
headlines in recent weeks 2as scientists, activists and policy
makers try to understand the possible implications of a
warming planet. 3While rising temperatures and sea levels are
important to be considered, 4changing climate patterns can
have vast implications for epidemic risk as well.
Changes in global climate patterns have been 5widely
discussed; however, rising temperatures also have
implications for risk reduction and management, including
impacts on infectious disease epidemics. With 2016 the hottest
year ever recorded and 2017 following suit, we anticipate a
continued growth in the distribution of disease agents, like
mosquitoes and ticks. 6These can spread illnesses such as
zika, yellow fever and dengue to areas where they previously
could not be 7effectively transmitted.
As predicted by climate scientists, 8increases in extreme
weather events may also lead to increases in infectious disease
outbreaks. 9Epidemics have previously been seen as a
consequence of natural disasters, 10which can lead to
displaced and crowded populations, the ideal situation for
infection transmission. Severe rainfall or flooding is
11particularly effective at creating environments suitable for
the transmission and propagation of infectious diseases, such
as measles or cholera.
Even without rising to the level of a natural catastrophe,
significant variation in weather patterns can result in changes
in human and animal interactions, increasing the potential for
pathogens to move from animals into human populations.
12For example, unusually heavy rains may predispose regions
to ebola outbreaks by creating more favorable environments
for bats hosting the virus. 13Similarly, food scarcity brought
about by drought, political instability or animal disease may
lead to more animal hunting, therefore raising the risk for
ebola virus epidemic.
It is important to take note of the impact of climate change on
epidemic risk, but it is equally important to prepare for its
impact on global health. 14The global health community has
largely come to realize that public health preparedness is
crucial to responding efficiently to infectious disease
outbreaks. For this reason, our work is, then, centered around
helping governments manage and quantify infectious disease
risk. Besides, regardless of weather patterns, insights into
epidemics and into mechanisms for ensuring adequate support
are critical for managing this risk.
Since the public health community agrees that 15the question
is not if another outbreak will happen, but when, the steps we
take in the coming years to prepare for and reduce the
increasing frequency of outbreaks will determine the broader
implications these diseases have on our world.
contagionlive.com
8. (Uerj 2019) The global health community has largely come
to realize that public health preparedness is crucial (ref. 14)
Another word from the text that may replace the underlined
one above without significant change in meaning is:
a) widely (ref. 5)
b) effectively (ref. 7)
c) particularly (ref. 11)
d) similarly (ref. 13)
09. (Uerj 2019) the question is not if another outbreak will
happen, but when, (ref. 15)
The underlined words present the health community’s opinion
concerning new outbreaks of epidemics.
According to their opinion, future outbreaks are seen as:
a) unlikely
b) certain
c) probable
d) impossible
10. (Uerj 2019) For example, unusually heavy rains may
predispose regions to ebola outbreaks (ref. 12)
The fragment that contains an expression with the same
function as the one underlined above is:
a) as scientists, activists and policy makers try to understand
the possible implications (ref. 2)
b) While rising temperatures and sea levels are important to be
considered, (ref. 3)
c) changing climate patterns can have vast implications for
epidemic risk as well. (ref. 4)
d) These can spread illnesses such as zika, yellow fever and
dengue (ref. 6)
11. (Uerj 2019) One of the marked characteristics of scientific
texts is the presence of passive voice.
An example from the text that illustrates this characteristic is
indicated in:
a) The potential impacts of climate change have returned to
headlines in recent weeks (ref. 1)
b) increases in extreme weather events may also lead to
increases in infectious disease outbreaks. (ref. 8)
c) Epidemics have previously been seen as a consequence of
natural disasters, (ref. 9)
d) which can lead to displaced and crowded populations, (ref.
10)

GABARITO 1-A 2-D 3-A 4-C 5- A 6-D 7-A 8- A 9- B 10- D 11- C

TEMPOS VERBAIS EM INGLÊS

Simple Present Conjugação do verbo to love (amar)

O Simple Present (Presente Simples) descreve uma ação no Simple Present
habitual e atual ocorrida no presente. Na língua portuguesa,
esse tempo verbal corresponde ao Presente do Indicativo. É you love
importante referir que nem sempre os tempos em inglês têm
um correspondente em português. they love
they love
Conjugação do verbo to love (amar)
no Simple Present
I love Simple Past
O Simple Past (Passado Simples) expressa ações passadas, ou
you love seja, descreve fatos que já aconteceram.
Nesse tempo verbal em inglês, as flexões dos verbos regulares
he/she/it loves terminam em –d ou –ed, enquanto verbos os irregulares não
possuem uma forma padrão. Segue abaixo a conjugação de
we love
um verbo regular:

Present Continuous ou Present Progressive Conjugação do verbo to love (amar)

no Simple Past
O Present Continuous (Presente Contínuo), também chamado
de Present Progressive (Presente Progressivo), descreve uma I loved
ação que está ocorrendo no presente, no momento em que se
fala. Esse tempo verbal segue a seguinte estrutura: you loved
he/she/it loved
Verbo auxilar to be no Simple Present (Presente Simples) +
gerúndio (-ing) do verbo principal. we loved
you loved
Conjugação do verbo to
love (amar) no Present Continuous they loved
I am loving
you are loving
he/she/it is loving Past Continuous ou Past Progressive
we are loving O Past Continuous (Passado Contínuo), também chamado
de Past Progressive (Passado Progressivo), expressa uma
you are loving ação contínua que ocorreu no passado, ou seja, uma ação que
estava ocorrendo em um momento que já passou.Esse tempo
they are loving verbal segue a seguinte estrutura:

Verbo auxilar to be no Simple Past (Passado Simples) + o

gerúndio (-ing) do verbo principal
 O Past Perfect Simple (Passado Perfeito Simples) expressa
ações no passado que ocorreram antes de outra ação no
passado.
Ele segue a seguinte estrutura de formação:
Conjugação do verbo to love (amar) no Past Verbo auxiliar to have conjugado no Simple Past (Passado
Continuous Simples), ou seja, had + Past Participle (Particípio
Passado) do verbo principal
I was loving
you were loving Conjugação do verbo to love (amar)
no Past Perfect Simple
he/she/it was loving
I had loved
we were loving
you had loved
you were loving
he/she/it had loved
they were loving
we had loved
Simple Future you had loved
O Simple Future (Futuro Simples) expressa ações que irão
ocorrer, ou seja, que ainda não aconteceram. they had loved
Esse tempo verbal é formado pela seguinte estrutura:

Auxiliar modal will + infinitivo do verbo principal sem Passive Voice 

o to
A passive voice (voz passiva) é um tipo de construção frasal
Conjugação do verbo to love (amar) onde o sujeito é paciente, ou seja, sofre a ação da frase em
no Simple Future vez de praticá-la. É destacado o que acontece com o sujeito,
I will love porém, sem enfatizá-lo.

you will love Exemplo: The car was washed. (O carro foi lavado.)
he/she/it will love
O foco do exemplo acima é o objeto do período (the car), uma
we will love vez que ele recebe a ação de ser lavado. Sua formação é
expressa por:
you will love
they will love Objeto + verbo to be + Past Participle (Particípio passado)
do verbo principal + complemento

Present Perfect Simple

Essa estrutura pode ser utilizada em diversos tempos verbais
O Present Perfect Simple (Presente Perfeito Simples) expressa
do presente, do passado e do futuro. Para isso, basta flexionar
ações influenciadas pelo presente e que ainda estão
o verbo to be.
acontecendo ou que terminaram recentemente.
É formado de acordo com a seguinte estrutura:
Active voice x Passive voice
Verbo auxiliar  to have  conjugado no  Simple
Present (Presente Simples), ou seja, has/have + Past Diferentemente do que acontece na passive voice, na active
Participle (Particípio Passado) do verbo principal voice (voz ativa) o sujeito da ação é posto em evidência.
Confira abaixo alguns exemplos:
Conjugação do verbo to
love (amar) no Present Perfect
Simple
I have loved
you have loved
he/she/it has loved
we have loved
you have loved
they have loved

Past Perfect Simple

 Active voice (Voz Passive voice (Voz
Exemplos
ativa) passiva)
John paints the
The school is painted
school every
Simple by John every year. (A
year. (John pinta a
Present escola é pintada pelo
escola todos os
John todos os anos.)
anos.)
The school was
John painted the
Simple painted by John. (A
school. (John pintou
Past escola foi pintada pelo
a escola)
John.)
The school will be
John will paint
Simple painted by John. (A
the school. (John
Future escola será pintada
pintará a escola.)
pelo John.)

e) Young students are never tired of chatting with friends on

email.
Como passar da voz ativa para a voz passiva
2. Complete a voz passiva com o tempo verbal correto:
Observe que o objeto (regra geral, está no final da frase) passa After the accident, two people _______________ to the
para o início. Já o sujeito, que funciona como hospital.
o complemento da frase, na voz ativa geralmente está no a) was taking
início e na voz passiva passa para o final da frase. b) were taking
c) was taken
Simple Present d) were taken
Active voice: Jane writes poems about love. (Jane escreve e) are taken
poemas sobre amor.)
Passive voice: Poems about love are written by Jane. (Poemas 3. Passe a frase abaixo para a voz passiva:
sobre amor são escritos por Jane.)
Estrutura da passive voice: objeto + am/is/are + Past Bob repaired the car.
Participle (Particípio passado) do verbo principal +
complemento
Objeto: poems about love
Past Participle: written GABARITO: 1-D, 2-D
Complemento: by Jane

Exercícios sobre passive voice

1. (PUC- Rio) The passive voice is used in “Orkut was quietly

launched on January 22, 2004”. Find the sentence that is also
in the passive voice.
a) Communities have never rejected new members.
b) Good ideas took shape at the end of the session.
c) Some communities have been able to control their growth.
d) Several social groups could be connected by the Internet.