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❑ PROVA DE LÍNGUA INGLESA:
- FGV-2008-SENADO FEDERAL-Analista Legislativo (Analista de Relações Públicas)-09/11/2008.
❑ ESTRUTURA-PROVA:
- 10 MCQs (Multiple Choice Question) / 5 Options Each Question.
- 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 |
PROVA, TRADUÇÃO, GABARITO & MUITO VOCABULÁRIO
❑ PROVA:
VOCABULÁRIO:
- a silver bullet (= offer solutions) - uma bala de prata, oferecer soluções.
- wanting.(ausentes)
- wary.(cautelosos)
- weary.(enfadonho, maçante)
- worried.(preocupados)
- cause distress.(causar angústia)
- shift tactics.(mudar de tática)
- offer solutions.(oferecer soluções)
- induce errors.(induzir erros)
- generate funds.(gerar fundos)
- Media professionals use software like Word and Excel.(like = como)(conjunção)
- The new computer tool did not come out like he had planned.(like = tal como)(advérbio)
- I hope you soon find out about media professionals likes.(likes = as preferências)(substantivo)
- Media professionals can get something like US$ 2,000.00.(like = em torno de)(preposição)
- There is nothing I like about media and correlated studies.(like = gostar, curtir)(verbo)
➧ TEXTO I: Read text I and answer questions 01 to 03:
8 Questions To Ask Before Using YouTube
As A Communications Tool
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. YouTube
is a great example. It’s tempting to view tools like this as a silver
bullet for our communications woes.
YouTube used to be primarily a great source for videos of
music and kids hurting themselves on skateboards. No longer.
It’s becoming a more common tool for corporate
communications.
Your management may want to rush out, jump into the deep
end and start using YouTube to communicate directly with
people. If you can, you should get them to pause and consider
several questions first:
- What are your objectives?
- Who’s your target audience?
- Are you looking for sustained interest?
- How will you measure success?
- Do you have a good visual for video?
- How will you handle comments?
- Will you allow ratings?
- Will you let people embed the video?
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. This is just a
start, and some of these questions should already be part of
your communications planning process.
(adapted from http://davefleet.com/2008/03/8-questions-to-ask-before-usingyoutube-as-a-communications-tool, retrieved on September 24th, 2008)
31 – (FGV-PROJETOS-2008-SENADO FEDERAL-ANALISTA)
As regards YouTube, the author believes one should be
(A) wanton.
(B) wanting.
(C) wary.
(D) weary.
(E) worried.
Comentários e Gabarito C
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
32 – (FGV-PROJETOS-2008-SENADO FEDERAL-ANALISTA)
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.
Comentários e Gabarito C
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
33 – (FGV-PROJETOS-2008-SENADO FEDERAL-ANALISTA)
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.
Comentários e Gabarito A
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
➧ TEXTO II: 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 – (FGV-PROJETOS-2008-SENADO FEDERAL-ANALISTA)
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.
Comentários e Gabarito D
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
35 – (FGV-PROJETOS-2008-SENADO FEDERAL-ANALISTA)
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 :
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