ESAF 2008 – LÍNGUA INGLESA – STN – ANALISTA DE FINANÇAS E CONTROLE

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❑ PROVA DE LÍNGUA INGLESA:

• ESAF-2008-STN-SECRETARIA DO TESOURO NACIONAL-17/12/2017.

esaf.fazenda.gov.br

❑ ESTRUTURA-PROVA:

• 7 MCQs (Multiple Choice Questions) / 5 Options Each Question.

• Texto (1) – | Half the nation, a hundred million citizens strong | economist.co.uk |

• Texto (2) – | While Rome burns | economist.co.uk |

❑ TEXTO 1: 

❑ TRADUÇÃO - TEXTO 1:

Half the nation, a hundred million citizens strong

Metade da nação, cem milhões de cidadãos fortes

Source: www.economist.co.uk

Sep 11th, 2008 (Adapted)

11 de setembro de 2008 (adaptado)

It remains hard to defi ne, 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. Continua difícil de definir, e as tentativas de fazê-lo muitas vezes parecem arbitrárias. Mas no Brasil, a classe média descreve aqueles com emprego na economia formal, acesso a crédito e posse de carro ou moto.

According to the Fundação Getúlio Vargas (FGV), a research institute, this means households with a monthly income ranging from 1,064 reais ($600) to 4,561 reais. Segundo a Fundação Getúlio Vargas (FGV), um instituto de pesquisa, isso significa famílias com renda mensal variando de 1.064 reais (US$ 600) a 4.561 reais.

Since 2002, according to FGV, the proportion of the population that fi ts this description has increased from 44% to 52%. Brazil, previously notorious for its extremes, is now a middle-class country. Desde 2002, segundo a FGV, a proporção da população que se enquadra nessa descrição aumentou de 44% para 52%. O Brasil, anteriormente conhecido por seus extremos, agora é um país de classe média.

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. Essa ascensão social é uma característica principalmente das cidades do país, revertendo duas décadas de estagnação iniciadas no início dos anos 1980. Marcelo Neri, da FGV, aponta dois fatores para a mudança.

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. A primeira é a educação. A qualidade do ensino nas escolas brasileiras ainda pode ser ruim, mas aqueles com idade entre 15 e 21 anos agora passam em média pouco mais de três anos estudando do que seus colegas no início dos anos 1990.

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. A segunda é uma migração de empregos da economia informal “negra” para a economia formal. A taxa de criação de empregos formais está acelerando, com 40% a mais criados no ano até julho deste ano do que nos 12 meses anteriores, o que já foi recorde.

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. Juntamente com as transferências de renda para as famílias pobres, isso ajuda a explicar por que – em contraste com o desenvolvimento econômico e social da Índia ou da China – à medida que a classe média do Brasil cresce, a desigualdade de renda do país diminui.

19 – (ESAF-2008-STN-ANALISTA DE FINANÇAS E CONTROLE)

According to paragraph 1, in Brazil,

(A) 44% of the population has just entered the middle class.
(B) the middle class aims to earn 4,561 reais per month.
(C) a set of features defi nes its middle class.
(D) access to credit has boosted by 52%.
(E) the monthly income of the middle class has dropped.

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

De acordo com o parágrafo 1º, no Brasil,

(A) 44% of the population has just entered the middle class. 44% da população acaba de ingressar na classe média.
(B) the middle class aims to earn 4,561 reais per month.  a classe média pretende ganhar 4.561 reais por mês.
(C) a set of features defi nes its middle class. um conjunto de características define sua classe média.
(D) access to credit has boosted by 52%. o acesso ao crédito aumentou 52%.
(E) the monthly income of the middle class has dropped. a renda mensal da classe média caiu.

20 – (ESAF-2008-STN-ANALISTA DE FINANÇAS E CONTROLE)

According to paragraph 2, the social climbing in Brazil

(A) might be explained by two factors.
(B) may also soon occur in the cities.
(C) should impact on the quality of education.
(D) could lower the quality of teaching.
(E) must encompass future generations.

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

De acordo com o parágrafo 2, a escalada social no Brasil

(A) might be explained by two factors. pode ser explicado por dois fatores.
(B) may also soon occur in the cities. também poderá ocorrer em breve nas cidades.
(C) should impact on the quality of education. deve impactar na qualidade da educação.
(D) could lower the quality of teaching. poderia diminuir a qualidade do ensino.
(E) must encompass future generations. deve abranger as gerações futuras.

21 – (ESAF-2008-STN-ANALISTA DE FINANÇAS E CONTROLE)

According to paragraph 3, Brazil´s income inequality has lessened. Therefore, it has

(a) increased.
(b) been eliminated.
(c) remained unaltered.
(d) not been addressed.
(e) decreased.

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

De acordo com o parágrafo 3, a desigualdade de renda no Brasil diminuiu. Portanto, ELA

(a) increased. aumentou.
(b) been eliminated. foi eliminada.
(c) remained unaltered. permaneceu inalterada.
(d) not been addressed. não foi abordada.
(e) decreased. diminuiu.

❑ TEXTO 2: Read the text below entitled `While Rome burns´ in order to answer questions 22 to 25:

❑ TRADUÇÃO - TEXTO 2:

While Rome burns

Enquanto Roma queima

Source: www.economist.co.uk

Sep 25th, 2008 (Adapted)

25 de setembro de 2008 (adaptado)

American plans to buy up assets that are clogging the fi nancial system lack detail but no one doubts that a massive government intervention is coming. In Europe jittery investors have no such reassurance. Os planos americanos de comprar ativos que estão obstruindo o sistema financeiro carecem de detalhes, mas ninguém duvida que uma intervenção massiva do governo está por vir. Na Europa, os investidores nervosos não têm essa segurança.

European governments have yet to respond publicly to calls from Hank Paulson, the treasury secretary, to follow his lead. Os governos europeus ainda não responderam publicamente aos apelos de Hank Paulson, o secretário do Tesouro, para seguir seu exemplo.

They look set to keep faith with the approach that they have used to handle the crisis so far – staving off liquidity worries by allowing banks to use facilities at central banks to swap their assets in exchange for ready cash. Eles parecem dispostos a manter a fé na abordagem que usaram para lidar com a crise até agora - evitando preocupações com a liquidez, permitindo que os bancos usem as facilidades dos bancos centrais para trocar seus ativos em troca de dinheiro vivo.

That makes many watchers nervous. The crisis in America has dramatically grown from one of liquidity to one of solvency as well. Lehman Brothers had access to the Federal Reserve´s discount window, after all, but still went under. Isso deixa muitos observadores nervosos. A crise na América cresceu dramaticamente de uma crise de liquidez para uma de solvência também. Afinal, o Lehman Brothers teve acesso à janela de desconto do Federal Reserve, mas ainda faliu.

The burning question now is whether banks have enough capital. On some measures, European banks look pretty well capitalized. A questão candente agora é se os bancos têm capital suficiente. Em algumas medidas, os bancos europeus parecem muito bem capitalizados.

The average tier-one ratio, which measures capital based on the riskiness of bank assets, stood at 8% in the fi rst half of the year. O índice médio de nível um, que mede o capital com base no risco dos ativos bancários, situou-se em 8% no primeiro semestre do ano.

That looks solid enough, if you assume that banks have a good handle on risk. Isso parece sólido o suficiente, se você assumir que os bancos têm um bom controle sobre o risco.

22 – (ESAF-2008-STN-ANALISTA DE FINANÇAS E CONTROLE)

The author refers to “assets that are clogging the fi nancial system”, which means they

(a) could have affected it.
(b) are blocking it.
(c) will surely affect it.
(d) are perfecting it.
(e) were redesigning it.

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

O autor refere-se a “ativos que estão obstruindo o sistema financeiro”, o que significa que eles

(a) could have affected it. poderiam tê-lo afetado.
(b) are blocking it. estão bloqueando.
(c) will surely affect it. certamente irão afetá-lo.
(d) are perfecting it. estão aperfeiçoando-o.
(e) were redesigning it. estavam redesenhando-o.

23 – (ESAF-2008-STN-ANALISTA DE FINANÇAS E CONTROLE)

In paragraph 1, the author refers to a massive government intervention which

(a) would worsen the scenario.
(b) is presently out of the question.
(c) would provoke constraints.
(d) is certainly on the way.
(e) seems highly questionable.

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

No parágrafo 1, o autor refere-se a uma intervenção governamental massiva que

(a) would worsen the scenario. pioraria o cenário.
(b) is presently out of the question. está atualmente fora de questão.
(c) would provoke constraints. provocaria constrangimentos.
(d) is certainly on the way. certamente está a caminho.
(e) seems highly questionable. parece altamente questionável.

24 – (ESAF-2008-STN-ANALISTA DE FINANÇAS E CONTROLE)

As regards investors in Europe at the moment, they are feeling

(a) nervous and upset.
(b) confident and optimistic.
(c) reassured, but cautious.
(d) slightly afraid.
(e) tense, but optimistic.

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

No que diz respeito aos investidores na Europa neste momento, eles sentem-se

(a) nervous and upset. nervosos e chateados.
(b) confident and optimistic. confiantes e otimistas.
(c) reassured, but cautious. tranquilizados, mas cautelosos.
(d) slightly afraid. um pouco de medo.
(e) tense, but optimistic. tensos, mas otimistas.

25 – (ESAF-2008-STN-ANALISTA DE FINANÇAS E CONTROLE)

The author reminds the readers that banks are assumed to have a good handle on risk. In other words, they

(a) do not take it.
(b) eliminate it.
(c) do not accept it.
(d) hardly ever face it.
(e) understand it well.

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

O autor lembra aos leitores que se presume que os bancos têm um bom controle do risco. Em outras palavras, eles

(a) do not take it. não o aceitam.
(b) eliminate it. o eliminam.
(c) do not accept it. não o aceitam.
(d) hardly ever face it. quase nunca enfrentam isso.
(e) understand it well. entendem bem.

CESPE-2008 –SEDU/ES – PROFESSOR B – LÍNGUA INGLESA – CONCURSO PÚBLICO – SECRETARIA DE ESTADO DA EDUCAÇÃO DO ESPÍRITO SANTO –PROVA COM GABARITO.

Welcome back to another post!

➧ PROVA DE LÍNGUA INGLESA: CESPE-2008-SEDU/ES-PROFESSOR B, aplicação em 27/01/2008.

➧ BANCA/ORGANIZADOR: CESPE-Centro Brasileiro de Pesquisa em Avaliação e Seleção e de Promoção de Eventos.

➧ PADRÃO / COMPOSIÇÃO DA PROVA: 50 Questões do tipo C (correto) ou E (errado), tudo em inglês.

➧ GABARITO:

01-E, 02-E, 03-C, 04-E, 05-E, 06-C, 07-E, 08-E, 09-E, 10-E

11-C, 12-C, 13-C, 14-C, 15-E, 16-C, 17-C, 18-E, 19-E, 20-C

21-E, 22-C, 23-E, 24-C, 25-E, 26-C, 27-C, 28-E, 29-E, 30-E

31-E, 32-C, 33-C, 34-E, 35-C, 36-E, 37-E, 38-C, 39-C, 40-E

41-C, 42-C, 43-E, 44-C, 45-C  46-E, 47-E, 48-E, 49-C, 50-C

➧ TEXTO I: This text refers to items 11 through 12.

While it may seem to be another specialization
altogether, modern language teachers often find that they must also serve as reading skill teachers since emphasis on reading has become one of the primary curricular concerns in second and foreign language programs. In fact, reading is often the chief goal of learners in countries where English is taught as a foreign language; while reading and writing together are the central activities in most intermediate and advanced ESL (English as a Second Language) programs at the secondary and postsecondary levels. Attention to academic reading or reading-for-the-purpose-of-learning,therefore, has come to be one of the most important methodological topics in the field of teaching English to speakers of other languages.
          
Interesting reading within the context of second and foreign language instruction has evolved cyclically over the years. Some generations back, the prevailing approach was centered, often exclusively, on the reading of texts in the target language, thus the names “reading approach” or “grammar-translation method” were used.

Teaching English as a Second or Foreign Language. Marianne CelceMurcia,Editor. Heinle & Heinle Publishers, 2nd edition, p. 195 (adapted).

According to the text, judge the following items.

01. Reading is another specialization language teachers find together.

02. Modern language teachers hardly ever have to serve as reading skill teachers.

03. Reading has been considered an important subject.

04. Reading has become an important concern in second language programs, but not in foreign language programs.

05. Reading is the main objective in countries where English is taught as a second language.

06. Reading and writing skills are relevant to be taught at the secondary and postsecondary levels.

07. In Brazil, the main goal of students who take ESL classes is to speak English fluently, without any foreign accent.

08. Teaching English for reading in its own right has remained unchangeable all along the years.

09. Some time ago, reading was learned based only on texts written in foreign language.

In the text,

10. “altogether” (R.2) is the same as all together.

11. “reading” (R.4) is a noun.

12. “In fact” (R.5) is synonymous with as a matter of fact.

➧ TEXTO II: This text refers to items 13 through 25.

Producing a successful written text is a complex task which requires simultaneous control over a number of language systems as well as an ability which takes into consideration the ways the discourse must be shaped for a particular audience and a particular purpose. Teaching ESL students to become successful writers is no less a complex task. But it can be a tremendously rewarding one as well.
         
As the ability to write well in a second language is no doubt even more difficult to achieve than the ability to read, speak, or understand the language, it is not surprising that many students take several years to achieve even a reasonable success. What must be emphasized to teachers in training is the importance of designing curriculum and shaping classes with a clear understanding of how the acquisition of written skills can be achieved. Our real goal is to gradually make our students work on their own, providing them with strategies and tools for their continued growth as writers and for the successful fulfillment of future writing tasks they might face once they have completed their last
writing course with us.

Idem. Ibidem, p. 261 (adapted).

Based on the text, it can be deduced that

13. to produce a well-written text is not an easy task.

14. a good writer has to master more than one language system.

15. written discourses ought to keep the same features regardless of those who are going to read it.

16. to write well in a second language requires a lot of training.

17. to write well can be said to be the most complex of the four abilities involved in learning a foreign language.

18. for the typical student, acquiring reading skills is more difficult than learning how to write well.

19. teachers in training must emphasize the importance of curriculum design.

20. teachers should have a clear understanding of how the acquisition of written skills can be achieved when designing curriculum or shaping classes.

21. students ought to be kept away from their teachers to better perform written tasks.

22. students can improve their writing by themselves.

In the text,

23. “as well” (R.7) is a comparative of equality.

24. “gradually” (R.16) means little by little.

25. “last” (R.19) is the same as latest.

➧ TEXTO III: This text refers to items 26 through 35.

The native language is learned along with the ways and attitudes of the social group, and these ways and attitudes find expression through the language. In this way the language is an integral part of the functioning social system. The psychologist Osgood has set out a theory of language “meaning” which maintains that the full meaning of words for individuals is the result of the total sum of experiences they have had with those words in the environment in which they learned them. Since members of a cultural group have had similar experiences, the meaning of a word is shared by them all, but it may differ in certain respects from the meaning this word has for other groups. It is because of this interrelationship of language and culture that one-to-one equivalences can rarely be established between words and expressions in two languages, once one has passed beyond the stage of physical identification. Even here there will be divergences, as the speakers of one language will have identified certain criterial attributes and categories, according to their environmental needs, which may not correspond with the attributes and categories of another language.

Teaching Foreign-Language Skills. Wilga M. Rivers. The University of Chicago Press.Second Edition.
Page 318 (adapted).

Based on the text, it is correct to say that

26. when people learn their native language, they also learn its culture.

27. language and society are closely linked.

28. the meaning of a word depends on the meaning speakers give to it, according to Osgood.

29. words create the environment where they are learnt.

30. meanings of words vary entirely if the cultural background is different from group to group.

31. translation of words in different languages is a difficult task.

32. even when it comes to material objects, the one-to-one relation of words in two languages may raise arguments.

In the text,

33. “along with” (R.1) means together with.

34. “them all” (R.11) refers to “meaning of a word” (R.10-11).

35. “rarely” (R.14) is the same as seldom.

➧ TEXTO IV: This text refers to items 36 through 41.

Some may wish to argue that the integration of the four skills diminishes the importance of the rules of listening, of speaking, of reading, and of writing that are unique to each separate skill. Such an argument rarely holds up under careful scrutiny of integrated-skill courses. If anything, the added richness of the latter gives students greater motivation that converts to better retention of principles of effective speaking, listening, reading, and writing. Rather than being forced to plod along* through a course that limits itself to one mode of performance, they are given a chance to diversify their efforts in more meaningful tasks. Such integration can, of course, still utilize a strong, principled approach to the separate, unique characteristics of each separate skill.
* plod along – to work slowly and continuously, but without imagination,enthusiasm or interest.

Teaching by Principles. H. Douglas Brown.
Prentice Hall. 3rd edition, p. 218 (adapted).

According to the text, it can be inferred that

36. the four skills should be taught separately.

37. listening must be taught with speaking, whereas reading has to be taught together with writing.

38. the integrated teaching/learning of the four skills provides
the students with more motivation.

39. teaching skills in isolation is not so rich as teaching them in an integrated way.

In the text,

40. “latter” (R.6) is a comparative of superiority.

41. “better” (R.7) is the opposite of worse.

➧ TEXTO V: This text refers to items 42 through 50.

In much of our professional musing* about teaching and learning, we interchange the terms second and foreign in referring to English language teaching. But some caution is warranted when you propose to deal specifically with a curriculum or a lesson because for you and your students the difference between the two is significant.
          
To distinguish operationally between the two, think of what is going on outside your classroom door. That is,once your students leave your classroom, which language will they commonly hear out there in the hallways or, in case you are in the foreign language department hallway, out on the sidewalks and in the stores? Second language learning contexts are those in which the classroom target language is readily available out there. Teaching English in the United States or Australia clearly falls into this (ESL) category. Foreign language contexts are those in which students do not have ready-made contexts for communication beyond their classroom. They may be obtainable through language clubs, special media opportunities, books, or an occasional tourist,but efforts must be made to create such opportunities.
* muse – to think about something carefully and for a long time.

Idem. Ibidem, p. 120 (adapted).

Based on the text, it can be concluded that

42. teachers usually make no difference between second and foreign language.

43. even when we are preparing our curriculum or a lesson, the difference between a second and a foreign language is not relevant.

44. a second language is that one you learn in a foreign country where this language is the native language.

45. if you are English and you are learning Portuguese in Brazil, Portuguese will be a second language for you.

46. English learned in Australia can be considered a foreign language.

47. a foreign language environment is that one found by a Brazilian learning English in the USA.

In the text,

48. “much” (R.1) can be replaced by many.

49. “readily” (R.14) is synonymous with promptly.

50. “those” (R.13) refers to “contexts” (R.13).

111C-112C-113E-114C-115C-116E 117E-118E-119C-120C