FGV 2008 – LÍNGUA INGLESA – SENADO FEDERAL – ANALISTA DE RELAÇÕES PÚBLICAS

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GABARITO OFICIAL DEFINITIVO

• Texto (1) – | 8 Questions To Ask Before Using YouTube As A Communications Tool | http://davefleet.com | 
• Texto (2) – | Half the nation, a hundred million citizens strong | www.economist.com |
• 10 Multiple Choice Questions | Five-Option Question |

❑ TEXTO 1: Read text I and answer questions 01 to 03:

8 Questions To Ask Before Using YouTube As A Communications Tool

8 Perguntas a fazer antes de usar o YouTube como uma ferramenta de comunicação

[1º Parágrafo]

As communications professionals, it’s very easy to get caught up in the hype and excitement about all the new online communications tactics we have available to us today. 

Como profissionais de comunicação, é muito fácil "deixar levar pelo entusiasmo" e pela euforia em torno de todas as novas táticas de comunicações on-line que temos disponíveis atualmente.

YouTube is a great example.

YouTube é um ótimo exemplo.

It’s tempting to view tools like this as a silver bullet for our communications woes.

É tentador ver ferramentas como esta como uma "bala de prata"[solução milagrosa] para os nossos "problemas de comunicação"[aflições de comunicações].

[2º Parágrafo]

YouTube used to be primarily a great source for videos of music and kids hurting themselves on skateboards. 

O YouTube costumava ser principalmente uma grande fonte de vídeos de música e de crianças se machucando-se em skates.

No longer. 

Já não é mais.

It’s becoming a more common tool for corporate communications.

Está tornando-se uma ferramenta mais comum para comunicações corporativas[empresariais].

[3º Parágrafo]

Your management may want to rush out, jump into the deep end and start using YouTube to communicate directly with people. 

A sua gerência[chefia] "talvez queira" "apressar-se", talvez queira "mergulhar de cabeça"[dedicar-se totalmente] e começar a usar o YouTube para se comunicar diretamente com as pessoas. 

If you can, you should get them to pause and consider several questions first:

"Se possível", "é preciso" pausar e considerar várias questões primeiro:

- What are your objectives?

Quais são os seus objetivos?

- Who’s your target audience?

Quem é o seu público-alvo?

- Are you looking for sustained interest?

Você está procurando um "assunto de interesse duradouro"?

- How will you measure success?

Como você vai medir o sucesso?

- Do you have a good visual for video?

Você tem um bom visual para vídeo?

- How will you handle comments?

Como você vai lidar com os comentários?

- Will you allow ratings?

Você vai autorizar avaliações[permitir que os usuários "dê curtidas"]"?

- Will you let people embed the video?

vai deixar as pessoas incorporarem o vídeo[permitir que os usuários "publiquem o  vídeo"]?

[4º Parágrafo]

This is a basic list of fundamental questions you should answer before you launch into using videos on YouTube (or another video site) as a communications tactic. 

Esta é uma lista básica de perguntas fundamentais que deve responder antes de começar a utilizar vídeos no YouTube (ou outro site de vídeos) como tática de comunicação.

This is just a start, and some of these questions should already be part of your communications planning process.

Este é apenas o início, e algumas destas questões já devem fazer parte do seu processo de planeamento de comunicações.

• (adapted from http://davefleet.com/2008/03/8-questions-to-ask-before-usingyoutube-as-a-communications-tool, retrieved on September 24th, 2008)

31 – As regards YouTube, the author believes one should be

(A) wanton.

(B) wanting.

(C) wary.

(D) weary.

(E) worried.

•   Gabarito  C  

As regards YouTube, the author believes one should be

(A) wanton.

(B) wanting.

(C) wary.

(D) weary.

(E) worried.

32 – When tools are viewed as “a silver bullet” (lines 4 and 5) this means they are as seen as being able to

(A) cause distress.

(B) shift tactics.

(C) offer solutions.

(D) induce errors.

(E) generate funds.

•   Gabarito  C  

When tools are viewed as “a silver bullet” (lines 4 and 5) this means they are as seen as being able to

(A) cause distress.

(B) shift tactics.

(C) offer solutions.

(D) induce errors.

(E) generate funds

33 – In “It’s tempting to view tools like this”(line 4) like is used in the same way as in

(A) Media professionals use software like Word and Excel.

(B) The new computer tool did not come out like he had planned.

(C) I hope you soon find out about media professionals likes.

(D) Media professionals can get something like US$ 2,000.00.

(E) There is nothing I like about media and correlated studies.

•   Gabarito  A  

In “It’s tempting to view tools like this”(line 4) like is used in the same way as in

(A) Media professionals use software like Word and Excel.

(B) The new computer tool did not come out like he had planned.

(C) I hope you soon find out about media professionals likes.

(D) Media professionals can get something like US$ 2,000.00.

(E) There is nothing I like about media and correlated studies.

❑ TEXTO 2: Read text II and answer questions 34 to 40.

Half the nation, a hundred million citizens strong

EVER since it was first spotted amid the factory smoke of western Europe’s industrialising nations, the middle class has borne the hopes for progress of politicians, economists and shopkeepers alike. It remains hard to define, and attempts to do so often seem arbitrary. But in Brazil, the middle class describes those with a job in the formal economy, access to credit and ownership of a car or motorbike. According to the Fundação Getulio Vargas (FGV), a research institute, this means households with a monthly income ranging from 1,064 reais ($600) to 4,561 reais. Since 2002, according to FGV, the proportion of the population that fits this description has increased from 44% to 52%. Brazil, previously notorious for its extremes, is now a middle-class country.

This social climbing is a feature mainly of the country’s cities, reversing two decades of stagnation that began at the start of the 1980s. Marcelo Neri of FGV suggests two factors behind the change. The first is education. The quality of teaching in Brazil’s schools may still be poor, but those aged 15-21 now spend on average just over three more years studying than their counterparts did in the early 1990s.

The second is a migration of jobs from the informal “black” economy to the formal economy. The rate of formal job creation is accelerating, with 40% more created in the year to this July than in the previous 12 months, which itself set a record. Together with cash transfers to poor families, this helps to explain why – in contrast with economic and social development in India or China – as Brazil’s middle class has grown, so the country’s income inequality has lessened.

Entering the middle class brings a predictable taste for yogurt and other luxuries. But when shopping, middle-class Brazilians are more conscious of status than middle-class North Americans or Europeans. “These are people who may ordinarily serve others,” says Nicola Calicchio from McKinsey, a consultancy, “so being attended to by someone is very important to them.” Middle-class Brazilians may avoid the glitzy stores that cater to the rich, but they do not want their surroundings to look cut-price either. That may be true elsewhere, too, but a sensitivity to surroundings – not wanting to be made to feel cheap – is particularly marked in Brazil.

• http://www.economist.com/world/americas/displaystory.cfm?story_id=12208726)

34 – The smoke referred to in the opening sentence is a reference to

(A) pollution today.

(B) the present world.

(C) problems ahead.

(D) past times.

(E) a pending future.

•   Gabarito  D  

W

      Comentários e Gabarito    D  
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

35 – According to the text, Brazilian middle class has

(A) decreased.

(B) dwindled.

(C) suffered.

(D) spread.

(E) merged.

      Comentários e Gabarito    D  
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

36 – (FGV-PROJETOS-2008-SENADO FEDERAL-ANALISTA)

In the second paragraph the change is attributed to the

(A) quality of primary education.

(B) hiring of specialized staff.

(C) number of hours in school.

(D) building of adequate schools.

(E) increase of student admission.

      Comentários e Gabarito    C  
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

37 – (FGV-PROJETOS-2008-SENADO FEDERAL-ANALISTA)

In “the middle class has borne the hopes” (lines 2 and 3) borne is the past participle of the verb

(A) bare.

(B) born.

(C) bore.

(D) bear.

(E) board.

      Comentários e Gabarito    D  
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

38 – (FGV-PROJETOS-2008-SENADO FEDERAL-ANALISTA)

The missing word in “those with a job” (line 6) is

(A) shopkeepers.

(B) persons.

(C) economists.

(D) politicians.

(E) owners.

      Comentários e Gabarito    B  
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

39 – (FGV-PROJETOS-2008-SENADO FEDERAL-ANALISTA)

The underlined word in “are more conscious” (line 31) 

means:

(A) eager.

(B) dependent.

(C) fitting.

(D) interested.

(E) aware.

      Comentários e Gabarito    E  
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

40 – (FGV-PROJETOS-2008-SENADO FEDERAL-ANALISTA)

In “to look cut-price either” (line 37) either can be replaced by

(A) as well.

(B) in a sense.

(C) anymore.

(D) so much.

(E) in a way.

      Comentários e Gabarito    A  
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO: