Aula 01 Inglês

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TEORIA E QUESTESOFICIAL DE CHANCELARIA

Aula 01

Prof. Gabriela Knoblauch

1www.pontodosconcursos.com.br | Prof. Gabriela Knoblauch

Whats up, students? E a,

alunos?

Are the studies going smoothly? Os estudos esto

andando suavemente?

Vejamos o planejamento para a aula de hoje:

Aula 01: Conectivos (Conjunes e Marcadores do discurso).Advrbios.

Provas: AuditorCGE/MAFGV - 2014

PEB II - Lngua Inglesa - SEE/SPFGV2013Parte 1

With loads of enthusiasm, lets start todays topic.

Com muito entusiasmo, vamos comear o tpico de hoje.

ORIENTAO DE ESTUDOS

Turma, preciso orient-los sobre a forma de estudar a aula de hoje. Ambos os tpicos

de gramtica demandam mais decoreba do que compreenso. As listas de conectivos e

advrbios so extensas!

Minha dica de estudo : no tentem decorar de vez. Diluam entre a data de hoje e a

prova. Memorizem um pouquinho por dia. E a dica principal: procure-os no texto.Grifem todos. Quando eles esto contextualizados, a decoreba se torna mais leve e

eficiente.

Os assuntos de hoje so muitssimo abordados em prova e super fundamentais para ainterpretao do texto.

Ateno aula e reviso constante do tema, ok?

Contedo

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CONECTIVOS .............................................................................................................................................. 3

MEMOREXCONECTIVOS ..................................................................................................................... 6

ADVRBIOS ............................................................................................................................................... 10

MEMOREX - ADVRBIOS ...................................................................................................................... 11

PROVA 1 ................................................................................................................................................... 13

TRADUO ........................................................................................................................................... 19

PROVA 2 ................................................................................................................................................... 25

TRADUO ........................................................................................................................................... 30

REPORTAGEM .......................................................................................................................................... 41

TRADUO ........................................................................................................................................... 43

VOCABULRIO DA AULA ...................................................................................................................... 45

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CONECTIVOS

Quando falamos em CONECTIVOS, estamos nos referindo s CONJUNES e aos

MARCADORES DE DISCURSO.

Conjunes- Palavras ou grupos de palavras que ligam 2 termos em uma mesma orao

ou que ligam 2 oraes.

Em ingls, as conjunes dividem-se em 3 grupos:

Coordenativas

Subordinativas

Correlativas

Conjunes coordenativas: ligam 2 palavras ou 2 oraes independentes.

So elas:

And e

But mas, porm, entretanto

For pois, como, desde que, visto que

Nor nem, tambm no

Or ou, seno

So para que, de maneira que

Yet contudo, porm, mas

Exemplos:

She took a vacation and enjoyed it a lot. Ela tirou frias

e aproveitou muito.

They tried but failed.

Eles tentaram, mas falharam.

Not a house nor a building was left standing.

Nem uma casa nem um prdio foram deixados em p.

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I spent a lot of money so you could have a good education.

Eu gastei muito dinheiro para que voc pudesse ter uma boa educao.

Conjunes subordinativas: ligam uma orao subordinada a uma orao principal.

Vejam alguns exemplos:

After depois que, logo que

Although embora, apesar de

As como, conforme, enquanto

As if como se

As long as desde que

Because porque

Before antes

Even if mesmo se

If se

Since uma vez que, j que

Unless a menos que

Until at que

When quando

Where onde

Whenever sempre que

Wherever onde quer

While enquanto, embora, ao passo que

Exemplos:

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Unless they study hard, they will not pass the test.

A menos que eles estudem muito, eles no passaro no teste.

Joana is late, although she left her house very early.

Joana est atrasada, embora tenha sado de casa muito cedo.

Since the employee is intelligent, he will know how to proceed.

Uma vez que o empregado inteligente, ele saber como proceder.

Conjunes correlativas: Conectam partes da sentena de estrutura e importnciasimilares. As conjunes correlativas so uma subcategoria das conjunes

coordenadas. Elas so formadas por duas conjunes. Observe:

As... as como... como

Both... and ambos... e, tanto quanto

Either... or ou... ou

Neither... nor nem... nem

Not... but no... mas

Not only... but also no apenas... mas tambm

Whether... or quer... quer

Exemplos:

Both Maria and Jos went to the party.

Tanto Maria quanto Jos foram festa.

Neither Pedro nor Joo studied enough for the test.

Nem Pedro, nem Joo estudaram o suficiente para a prova.

Whether you like it or not, I will travel tomorrow.

Quer voc goste quer no, eu viajarei amanh.

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Marcadores de discurso- Palavras ou grupos de palavras que ligam frases a frases e

pargrafos a pargrafos.

Para adiantar a vida de todos, afinal, a prova est batendo s portas, disponibilizo uma

lista com os conectivos mais usados.

MEMOREXCONECTIVOS

Adio

again novamente

also tambm

and e

as well as bem como

besides that alm disso

further mais

furthermore alm disso in addition em adio, alm

moreover alm disso

not only... but also no apenas... mas tambm

Causa / Motivo

as a result of como resultado de because porque

due to devido a, em virtude de since desde que, j que

Concesso

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after all afinal de contas although embora

and yet e ainda

at the same time ao mesmo tempo

Concluso

after all afinal de contas at last por ltimo

finally finalmente

in conclusion em concluso in sum em suma

in summary em resumotherefore portanto

to conclude para concluir to summarize para resumir

Concordncia

according to (in accordance with) conforme, de acordo com

Condio / Hiptese

If se

supposing that supondo que

unless

whether

a menos que se

Contraste

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Although but

despite evensohowever

in spite of

nevertheless / nonetheless on theother handstill

unlike while

embora mas

apesar de

mesmo assim

contudo apesar

de apesar disso

por outro lado

ainda diferente

de enquanto

nfase

Actually

as a matter of fact

especially indeed in

fact in particular

mainly

na realidade

como alis

especialmente de

fato na verdade

em particular

principalmente

Exceo

Otherwise unlesscaso contrrio a

menos que

Exemplificando

for example (for instance) such aspor exemplo tais

como

Introduo

first of all in the

first place to begin

with

antes de tudo em

primeiro lugar para

comear

Propsito

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in order to so

that

a fim de que

com a finalidade de, a fim de que

Referncia

concerning considering

regarding to

a respeito de

considerando com

referncia a

Resultado / Consequncia

accordingly as aresult because ofthis consequentlyfor this reasonhence in

view of so

(that)

therefore

this way

thus

de acordo com comoresultadodevido a isso

consequentemente por esta

razo por isso tendo em

vista assim, de maneira que

portanto desta forma,

assim assim

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ADVRBIOS

Conceito:Palavra invarivel que modifica o sentido de um verbo, de um adjetivo, ou deoutro advrbio, exprimindo uma circunstncia.

REFRESH DO PORTUGUS

Ok... mas quem no muito amante da lngua ptria, pode estar se sentindo no mesmo lugardepois dessa definio. Vamos ento exemplificar:

ADVRBIO MODIFICANDO UM VERBO

Ex: Eles caminharam calmamente at a sala da de aula.

Calmamente, advrbio de modo, modifica o verbo caminhar.

ADVRBIO MODIFICANDO UM ADJETIVO

Ex: Os exerccios eram bastante complexos.Bastante, advrbio de intensidade, modifica o adjetivo complexos.

ADVRBIO MODIFICANDO OUTRO ADVRBIO

Ex: Ns chegamos muito tarde.

Muito, advrbio de intensidade, modifica o advrbio de tempo tarde.

Deu para lembrar e entender do que trataremos nessa parte da aula?

All right, lets continue...

Tudo certo, vamos continuar...

Vamos ao quadro-resumo dos advrbios que mais aparecem em provas.

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MEMOREX - ADVRBIOS

Afirmao Tempo

certainly

indeedobviouslysurely yes

certamente sem

dvida obviamente

certamente

sim

after alreadyalwaysduringearly finallyformerlyimmediately last

late

lately laternever next now

presentlyrecently

shortlysoon still

thentoday tomorrow

when

yesterday

depois

j

sempre durantecedo finalmenteoutroraimediatamente

ltimo tardeultimamente maistarde, depoisnunca prximo

agora dentroem

pouco

recentemente em

breve brevemente

ainda ento hoje

amanh quando

ontem

Dvida

maybeperhapspossibly

possivelmente talvez

possivelmente

Ordem

firstly

secondlythirdly

primeiramente em

segundolugar emterceirolugar

Negao

no, not no

Intensidade

completely

enoughentirelyequallyexactlygreatly largely little

much

completamente

bastanteinteiramenteigualmenteexatamentegrandementegrandemente pouco

Modo

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nearlypretty quiteratherslightlysufficientlythroughly too

utterly very

muito quasebastantecompletamente

bastanteligeiramentesuficientementecompletamentedemasiadamentetotalmente muito

badly mal

businesswise emrelaoanegciofast rapidamente hardly duramentemoneywise emrelaoadinheiro poorly

deficientemente,insuficientemente quicklyrapidamente reluctantlyrelutantemente slowly lentamentesteadily firmemente successfullycomsucesso suddenly subitamente, derepente

well bem

Lugar Frequncia

above

abroad anywherearound

beloweverywhere far

here nearnowherethere where

emcima no exterior

emqualquerparte aoredor abaixo emtodaaparte longe aqui

perto empartealgumal

onde

daily diariamente monthly mensalmente

yearly anualmente

always

usually, generally, normally

often, frequently, regularly sometimes,occasionally

hardly ever, rarely, seldom never

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PROVA 1Sugiro que imprimam a prova toda e criem o banco de provas

Banco de provas

PROVA

CGE/MACargo: Auditor

Ano: 2014

Text 1 Technology:

A Blessing or a Curse During the Audit?

The pace of technology change continues to move at what seems to be nearly the speed

of light and shows no real signs of slowing down. What is considered a new technologytoday is old technology tomorrow. In contrast to the speed of change in technology,

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consider the speed of change in the audit world. Unfortunately, audit processes andapproaches have not changed in what seems to be light years.

Many firms jumped on the technology bandwagon over the past several years butfrequently question their return on investment through enhanced efficiency and

improved audit effectiveness. Bill Gates is quoted at stating, The first rule of any

technology used in a business is that automation applied to an efficient operation will

magnify the efficiency. The second is that automation applied to an inefficient operation

will magnify the inefficiency. Unfortunately, many firms unknowingly followed Mr.

Gates second rule and have applied technology to inefficient processes. The end result

has been minimal improvement in efficiency and effectiveness, at best. While many

firms wanted their technology investment to be a blessing, it just hasnt turned out that

way. The good news is that it is not too late. You can turn the tide and have technology

utilization become a tremendous asset in your audit process.

(adapted from http://www.kscpa.org/writable/files/Anderson

AuditExpress/technologyblessingorcurse.pdf)

26 The title of Text 1 presents a(n):

(A) doubt.

(B) addition.

(C) certainty.

(D) emphasis.

(E)

conclusion.

27 The change that the writer refers to in the first paragraph is:

(A) random.

(B) gradual.

(C) subtle.

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(D) slow.

(E) fast.

28 According to the author, technology can be useful to auditing if it is used:

(A) carelessly.

(B) consciously.

(C) negligently.

(D)

inattentively.

(E) indiscriminately.

Read text 2 and answer questions 29 to 32:

Text 2

The Challenges Facing Government AuditorsFriday, 26 July, 2013 14:57

Written by Joe Crampton

When it comes to the pressure of successfully identifying, anticipating and dealing with

risks, few auditors shoulder as much burden as those who work with the government.As the Institute of Internal Auditors' Richard Chambers wrote in his recent blog, these

professionals deal with career-threatening political risks on a daily basis that many

private sector auditors could never comprehend.Internal auditors play a pivotal role in the relationship between the government and

citizens. It's up to auditors to set the appropriate controls to manage federal programs

and also to provide insight into the effectiveness and the soundness of the government's

inner workings. Put simply, auditors are key to ensuring the public's trust in their

government is well-founded and not abused.

(from http://www.resolvergrc.com/blog/ the-challenges-facing-governmentauditors/)

29 The title of Text 2 implies that government auditors may:

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(A) work on quite easy tasks.

(B)

not take unnecessary risks.

(C) meet some difficult issues.

(D) trust their political leaders.

(E) have to change their career.

30 Read the statements below and mark them as true (T) or false (F):

( ) Government auditors work less than other auditors.

( ) The work of government auditors is more demanding.

( ) Private sector auditors feel as much pressure as other auditors.

The statements are, respectively:

(A) FTF

(B) TFT (C) FF

T

(D) TTF

(E) FTT

31 When the author qualifies the role of auditors as pivotal, he means it is:

(A) peripheral. (B)

dangerous.

(C) traditional.

(D)

modern.(E) central.

32 The phrase that can replace Put simply without change in meaning is:

(A) On the contrary.

(B) In other words.

(C)

To begin with.

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(D) As soon as.

(E) In spite of.


Text 3

The Future of Auditing

The past financial crisis that many economies all over the world experienced prompted

a renewed interest in the role and importance of auditing. The future of auditing will

therefore be closely tied to the continuous ripples of effects that the world is stillexperiencing due to the financial crisis. However, it is to be expected that this industry

would continue to grow in prevalence in the business world.

Now, more and more companies are realising that the audit and assurance professions

are vital to an organisation. In fact, many companies who, in the past, did not conduct

audits now find the need to do so. They are realising the need to go back to the basicmanagement principles so they can identify problematic management practices and

rectify them; audit plays a key role in this as only a true and effective audit can conducteffective fraud detection and risk management procedures within a company. Firms are

thus advised to staff an internal audit department or to outsource audit work to

specialist providers just to meet its auditing requirements.

(fromhttp://www.careersinaudit.com/article/the-future-of-auditing/)

33 According to the text, interest in auditing has increased due to:

(A) management principles.

(B) poor professionalism.

(C) business intelligence.

(D) economic problems.

(E) statistical methods.

34 Read the following sentences:

I.

Auditors have found risk detection too problematic to be conducted.II. Many companies are becoming aware of the need for auditing.

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III. All the firms that never audited do not see the need for it now. IV. Auditinghas turned into a main issue in management practice.

Indicate the sentences which are in line with the points raised in Text 3.

(A) I and II.

(B) I and III.

(C) II and IV.

(D) II and III.

(E) I and IV.

35 When the author states that Firms are thus advised to staff an internal audit

department or to outsource audit work to specialist providers this means this

instruction:

(A) can be harmful.

(B) has to be fulfilled.

(C) will be detrimental.

(D) should be followed.

(E)

must be disregarded.

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TRADUO

Text 1 Technology:

Texto 1 Tecnologia:

A Blessing or a Curse During the Audit?

Uma bno ou uma maldio durante a auditoria?

The pace of technology change continues to move at what seems to be nearly the speed

of light and shows no real signs of slowing down. What is considered a new technology

today is old technology tomorrow. In contrast to the speed of change in technology,

consider the speed of change in the audit world. Unfortunately, audit processes andapproaches have not changed in what seems to be light years.

O ritmo da mudana tecnolgica continua a se mover no que parece ser quase a

velocidade da luz e no mostra sinais reais de desacelerao. O que considerado uma

nova tecnologia de hoje tecnologia velha amanh. Em contraste com a velocidade da

mudana na tecnologia, considere a velocidade das mudanas no mundo da auditoria.Infelizmente, os processos de auditoria e abordagens no mudaram no que parecem ser

anos-luz.

Many firms jumped on the technology bandwagon over the past several years but

frequently question their return on investment through enhanced efficiency and

improved audit effectiveness. Bill Gates is quoted at stating, The first rule of anytechnology used in a business is that automation applied to an efficient operation will

magnify the efficiency. The second is that automation applied to an inefficient operationwill magnify the inefficiency. Unfortunately, many firms unknowingly followed Mr.

Gates second rule and have applied technology to inefficient processes. The end resulthas been minimal improvement in efficiency and effectiveness, at best. While many

firms wanted their technology investment to be a blessing, it just hasnt turned out that

way. The good news is that it is not too late. You can turn the tide and have technologyutilization become a tremendous asset in your audit process.

Muitas empresas entraram na onda da tecnologia ao longo dos ltimos anos, mas

frequentemente questionam o retorno do investimento atravs de uma maior eficinciae aperfeioada eficcia da auditoria. Bill Gates citado a afirmar, "A primeira regra de

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qualquer tecnologia usada em um negcio que a automao aplicada a uma operao

eficiente ir ampliar a eficincia. A segunda que a automao aplicada a uma operao

ineficiente, engrandecer a ineficincia. "Infelizmente, muitas empresas, sem saber,

seguiram a segunda regra do senhor Gates e aplicaram a tecnologia a processos

ineficientes. O resultado final foi a melhoria mnima na eficincia e eficcia, na melhordas hipteses. Embora muitas empresas quisessem que seu investimento em tecnologia

fosse uma bno, no foi bem assim que aconteceu. A boa notcia que no tarde

demais. Voc pode virar o jogo e tornar a utilizao da tecnologia um tremendo ativo

em seu processo de auditoria.

(adapted from http://www.kscpa.org/writable/files/Anderson

AuditExpress/technologyblessingorcurse.pdf)

26 The title of Text 1 presents a(n): O ttulo do Texto

1 apresenta um (a):

(A) doubt. dvida.

(B) addition. adio.

(C) certainty.

certeza.

(D) emphasis.

nfase.

(E) conclusion.

concluso.

O ttulo uma pergunta. Logo, transmite a ideia de dvida (doubt). Letra A.

27 The change that the writer refers to in the first paragraph is:

A mudana a que o escritor se refere no primeiro pargrafo :

(A)random. aleatria.

(B)gradual. gradual.

(C)subtle. sutil.

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(D)slow. devagar.

(E)fast. rpida.

Se a velocidade da mudana (speed of change) da auditoria (audit) medida em anos-luz (lightyears), devemos entender que devagar, lenta (slow).

Para reforar, segue o significado de light years de acordo com o dicionrio MacMillan:

Um longo caminho em tempo, distncia ou qualidade

Letra D.

28 According to the author, technology can be useful to auditing if it is used:De acordo com o autor, a tecnologia pode ser til para auditoria, se for utilizada:

(A)carelessly. descuidadamente.

(B)consciously. conscientemente.

(C)

negligently. negligentemente.

(D)inattentively. distraidamente.

(E)indiscriminately. indiscriminadamente.

Todas as alternativas tm conotao negativa, exceto a letra B. Alm disso, o texto nos informaque a automao aplicada (applied) a uma operao eficiente (efficient operation) ir ampliar

(magnify) a eficincia (efficiency), mas que o contrrio tambm ocorre. Assim, devemos

entender que tecnologia pode ser til (useful) para auditoria (auditing) se for utilizada (used)

conscientemente (consciously).

Ateno ao sufixoly que aparece em todas as assertivas. Ele corresponde ao sufixo mente

em Portugus.


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Leia o texto 2 e responda s perguntas 29 a 32:

Text 2

Texto 2

The Challenges Facing Government Auditors

Os desafios enfrentados pelos auditores do governoFriday, 26 July, 2013 14:57

Written by Joe Crampton

When it comes to the pressure of successfully identifying, anticipating and dealing with

risks, few auditors shoulder as much burden as those who work with the government.As the Institute of Internal Auditors' Richard Chambers wrote in his recent blog, these

professionals deal with career-threatening political risks on a daily basis that manyprivate sector auditors could never comprehend.

Quando se trata da presso de identificar com sucesso, antecipar e lidar com os riscos,poucos auditores tm tanto peso nos ombros quanto os que trabalham com o governo.

Como o Instituto de Auditores Internos Richard Chambers escreveu em seu recente blog,

esses profissionais lidam riscos polticos que ameaam a carreira diariamente quemuitos auditores do setor privado jamais poderiam compreender.

Internal auditors play a pivotal role in the relationship between the government and

citizens. It's up to auditors to set the appropriate controls to manage federal programs

and also to provide insight into the effectiveness and the soundness of the government's

inner workings. Put simply, auditors are key to ensuring the public's trust in their

government is well-founded and not abused.

Os auditores internos desempenham um papel crucial na relao entre o governo e os

cidados. Cabe aos auditores definir os controles apropriados para gerenciar programas

federais e tambm para fornecer informaes sobre a eficcia e a solidez do

funcionamento interno do governo. Simplificando, os auditores so fundamentais para

garantir que a confiana do pblico no seu governo seja bem fundamentada e no

abusada.

(from http://www.resolvergrc.com/blog/ the-challenges-facing-governmentauditors/)

29 The title of Text 2 implies that government auditors may:

O ttulo do Texto 2 sugere que os auditores governamentais podem:

(A)work on quite easy tasks. trabalhar em tarefas

muito fceis.

(B)

not take unnecessary risks. no correr riscosdesnecessrios.

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(C)meet some difficult issues. encontraralgumas questes difceis.

(D)trust their political leaders. confiar em seus

lderes polticos.

(E)have to change their career. ter que mudarsuas carreiras.

The Challenges Facing Government Auditors

Os desafios enfrentados pelos auditores do governo

Se os auditores do governo (government auditors) esto enfrentando (facing) desafios

(challenges), podemos entender que eles podem encontrar (may meet) algumas (some)

questes difceis (difficult issues). Letra C.

30 Read the statements below and mark them as true (T) or false (F):

Leia as declaraes abaixo e marque-as como verdadeiras (T) ou falsas (F):

( ) Government auditors work less than other auditors.

Os auditores do governo trabalham menos do que outros auditores.

( ) The work of government auditors is more demanding.

O trabalho dos auditores do governo mais exigente.

( ) Private sector auditors feel as much pressure as other auditors. Os auditores do setor

privado sentem tanta presso quanto os outros auditores.

The statements are, respectively:

As declaraes so, respectivamente:

(A) FTF

(B) TFT (C) F

FT

(D) TTF

(E) FTT

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Item 1F. Extrapolao. O autor no compara quais auditores trabalham mais (more) ou menos

(less). Apenas compara a presso e riscos que suportam.

Item 2V. Tanto que o autor diz que poucos so os auditores que suportam tanto peso nosombros (shoulder as much burden) quanto os auditores que trabalham com o governo (auditors

who work with the government). Alm disso, o texto nos informa que eles lidam (deal) com

riscos (risks) diariamente (on a daily basis) que muitos auditores do setor privado (many private

sector auditors) jamais poderiam compreender (could never comprehend). Logo, o trabalho dos

auditores que trabalham com o governo mais exigente (more demanding).

Item 3F. Contradio. Levando em conta a explicao do item 2, devemos entender que os

auditores do setor privado sentem menos presso do que e no tanta presso quanto (asmuch pressure as ) - outros auditores.

31 When the author qualifies the role of auditors as pivotal, he means it is:

Quando o autor qualifica o papel dos auditores como "pivotal", ele quer dizer :

(A) peripheral. perifrico.

(B) dangerous. perigoso.

(C)

traditional.tradicional.

(D) modern. moderno.

(E) central. central.

Vejam como o dicionrio Michaelis define PIVOTAL: fundamental, essencial, central, bsico.

Letra E.

32 The phrase that can replace Put simply without change in meaning is:

A locuo que pode substituir "Put simply" sem mudana de sentido :

(A) On the contrary.

Pelo contrrio.

(B) In other words.

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Em outras palavras.

(C) To begin with.

Para comear.

(D) As soon as.

Assim que.

(E) In spite of.

Apesar de.

A locuo put simply (simplificando) nos transmite a ideia de explicao e de sntese - o

mesmo sentido que carrega a frase in other words (em outras palavras). Letra B.

PROVA 2Sugiro que imprimam a prova toda e criem o banco de provas

Banco de provas

PROVA

SEE/SPCargo: PEB IILngua Inglesa

Ano: 2014

Read text I and answer questions 41 to 55:

Text I

Technology for children in the classroom

Attitudes to technology

Many people are afraid of new technology, and, with the increasing presence of the

Internet and computers, the term technophobe has appeared to refer to those of uswho might be wary of these new

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05 developments. More recently, the term digital native has been invented to refer tosomeone who grows up using technology, and who therefore feels comfortable and

confident with ittypically todays children. Their parents, on the other hand, tend to

be digital immigrants, who have come late to the world of technology, if at all.

10 In many cases, teachers are the digital immigrants and our younger students are thedigital natives.

What about you? How confident do you feel about using the Internet and computers?Although there is a tendency to call computer users either technophobes or

technogeeks (a term for a technology

15 enthusiast), the truth is that most of us probably fall somewhere between the two

extremes.

Technology and young learners

Modern technologies are very powerful because they rely on one of the most powerful

genetic biases we have the preference for

20 visually presented information. Television, movies, videos, and most computer programs

are very visually oriented and therefore attract and maintain the attention of youngchildren.

The problem with this is that many of the modern technologies are very passive. Because

of this they do not provide children with the25 quality and quantity of crucial emotional, social, cognitive, or physical experiences they

require when they are young.

On the other hand, there are many positive qualities to modern technologies. Thetechnologies that benefit young children the greatest are those that are interactive and

allow the child to develop 30 their curiosity, problem solving and independent thinking skills.

Computers allow interaction. Children can control the pace and activity and make things

happen on computers. They can also repeat an activity again and again if they choose.

In practice, computers supplement and do not replace highly valued early childhood35 activities and materials, such as art, blocks, sand, water, books, exploration with writing

materials, and dramatic play. Research indicates that computers can be used indevelopmentally appropriate ways beneficial to children and also can be misused, just

as any tool can. Developmentally appropriate software offers opportunities for

40 collaborative play, learning, and creation. Educators must use professional judgment in

evaluating and using this learning tool appropriately, applying the same criteria they

would to any other learning tool or experience.

Char Soucy (a primary school teacher) mentions: "Reading books,

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45 handling real books, learning to take care of books, turning pages, and interacting withhuman beings about literature are still vital for learning to read." There are electronic

books, but they are really not the same thing as real books. There must be a balance

between the two. Computers are highly motivating to today's students, who come

50 to school with plenty of visual stimulation from TV, video games, and other technologicalsources, but it is not a good idea to go all electronic or to let technology replace what

teachers have done for a long time with learning how to read or write.

(Retrieved and adapted from http://pearsonclassroomlink.com /articles/0711/0711_0102.htm on June 10th, 2014)

41 In relation to the use of technology in the classroom as presented in the text, mark

the statements below as true (T) or false (F).

( ) Children tend to be more at ease with it than adults.

( ) Not all technologies promote student interaction.

( ) Everybody is eager to deal with new technology.

The statements are, respectively,

(A) F, F and T.

(B) T, F and T. (C) F, T

and F.

(D) F, T and T.

(E) T, T and F.

42 The label digital natives has been used to define people who

(A) can only learn how to use the Internet slowly.

(B) learned how to work with computers at a late stage.

(C) need no instructions on how to use new technology.

(D) have access to technological developments in school.

(E) have been dealing with computers from an early age.

43 When one says that people are afraid (line 2) they mean they are

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(A) scared.

(B) sure. (C)cool.

(D)

bold.

(E) brave.

44 As regards the authors opinion, analyse the assertions below:

I. Computers will replace all other materials in the future.

II. Electronic books are much more effective than paper books.

III.

New technology should be evaluated like any other pedagogical tool.

Choose the correct answer.

(A) Only I is correct.

(B) Only III is correct.

(C) Both I and II are correct.

(D) Both I and III are correct.

(E) All three assertions are correct.

45 The question that is answered by the sentence Modern technologies are very

powerful because they rely on one of the most powerful genetic biases we have (lines

18 and 19) is

(A) How did technology become powerful?

(B) Whose genetic biases are very powerful?

(C) When did technology become powerful?

(D)

Who thinks genetic biases are powerful?

(E) Why are modern technologies powerful?

46 The plural of child is children. All the options below offer correct forms except

for

(A) toetoes.

(B) footfeet.

(C)

nosenoses.

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(D) toothtooths.

(E) mouthmouths.

47 The opposite of many in Many people are afraid (line

2) is

(A) some.

(B) little.

(C) most.

(D) less.

(E) few.

48 The term parents in Their parents, on the other hand, tend to be digital

immigrants (lines 8 and 9) corresponds to the childrens

(A) aunt and uncle.

(B) brother and sister.

(C) father and mother.

(D) niece and nephew.

(E) relatives and cousins.

49 The answer to the question How confident do you feel about using the Internet and

computers? (lines 12 and 13) will necessarily involve a

(A) time.

(B) place.

(C) degree.

(D) greeting.

(E) compliment.

50 The underlined word in using this learning tool (line 41) is a(n)

(A) verb.

(B) noun.

(C) adverb.

(D) adjective.

(E) preposition.

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TRADUO

Read text I and answer questions 41 to 55:

Leia o texto e responda s perguntas 41 a 55:

Text I

Texto I


Tecnologia para as crianas na sala de aula


Atitudes face tecnologia



Many people are afraid of new technology, and, with the increasing presence of the

Internet and computers, the term technophobe has appeared to refer to those of uswho might be wary of these new

05 developments. More recently, the term digital native has been invented to refer tosomeone who grows up using technology, and who therefore feels comfortable and

confident with ittypically todays children. Their parents, on the other hand, tend tobe digital immigrants, who have come late to the world of technology, if at all.

10 In many cases, teachers are the digital immigrants and our younger students are thedigital natives.

Muitas pessoas tm medo de novas tecnologias, e, com a presena crescente da Internet

e computadores, o termo tecnofbico apareceu para se referir queles de ns que

podem ser desconfiados diante destes novos desenvolvimentos. Mais recentemente, o

termo nativo digital foi inventado para se referir a algum que cresce utilizando a

tecnologia, e que, portanto, se sente confortvel e confiante com ela - tipicamente

crianas de hoje. Seus pais, por outro lado, tendem a ser imigrantes digitais, que

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chegaram tarde ao mundo da tecnologia, se que chegaram. Em muitos casos, os

professores so os imigrantes digitais e nossos alunos mais jovens so os nativos digitais.

What about you? How confident do you feel about using the Internet and computers?

Although there is a tendency to call computer users either technophobes or

technogeeks (a term for a technology

15 enthusiast), the truth is that most of us probably fall somewhere between the twoextremes.

E voc? O quo confiante voc se sente sobre o uso da Internet e dos computadores?

Embora haja uma tendncia de chamar os usurios de computador quer de tecnofbicos

ou quer de technogeeks (um termo para um entusiasta da tecnologia), a verdade que

a maioria de ns provavelmente cai em algum lugar entre os dois extremos.

Technology and young learnersTecnologia e jovens aprendizes

Modern technologies are very powerful because they rely on one of the most powerfulgenetic biases we have the preference for

20 visually presented information. Television, movies, videos, and most computer programsare very visually oriented and therefore attract and maintain the attention of young

children.

As tecnologias modernas so muito poderosas porque elas apostam em uma das

predisposies genticas mais poderosas que temos - a preferncia por informaes

apresentadas visualmente. Televiso, filmes, vdeos, e a maioria dos programas de

computador so muito visualmente orientados e, portanto, atraem e mantm a ateno

das crianas.

The problem with this is that many of the modern technologies are very passive. Becauseof this they do not provide children with the

25 quality and quantity of crucial emotional, social, cognitive, or physical experiences they

require when they are young.

O problema com isso que muitas das tecnologias modernas so muito passivas. Por

isso, elas no fornecem s crianas a qualidade e a quantidade fundamental de

experincias emocionais, sociais, cognitivas, ou fsicas de que necessitam quando eles

so jovens.

On the other hand, there are many positive qualities to modern technologies. The

technologies that benefit young children the greatest are those that are interactive andallow the child to develop 30 their curiosity, problem solving and independent thinking skills.

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Por outro lado, h muitas qualidades positivas nas tecnologias modernas. As tecnologias quemais beneficiam crianas pequenas so aquelas que so interativas e permitem que a

criana desenvolva

sua curiosidade, e habilidades de resoluo de problemas e de pensamento

independente.

Computers allow interaction. Children can control the pace and activity and make things

happen on computers. They can also repeat an activity again and again if they choose.In practice, computers supplement and do not replace highly valued early childhood

35 activities and materials, such as art, blocks, sand, water, books, exploration with writingmaterials, and dramatic play. Research indicates that computers can be used in

developmentally appropriate ways beneficial to children and also can be misused, just

as any tool can. Developmentally appropriate software offers opportunities for40 collaborative play, learning, and creation. Educators must use professional judgment in

evaluating and using this learning tool appropriately, applying the same criteria theywould to any other learning tool or experience.

Os computadores permitem interao. As crianas podem controlar o ritmo e atividade

e fazem as coisas acontecerem em computadores. Eles tambm podem repetir uma

atividade de novo e de novo se eles escolherem. Na prtica, os computadores

complementam e no substituem atividades e materiais altamente valorizados da

primeira infncia, tais como arte, blocos, areia, gua, livros, explorao com materiaisde escrita e brincadeiras de encenao. Pesquisa indica que os computadores podem

ser usados de formas adequadas ao desenvolvimento benfico das crianas e tambmpodem ser mal utilizados, assim como qualquer ferramenta. Programas apropriadospara o desenvolvimento oferecem oportunidades de brincadeira, aprendizado e criao

colaborativos. Os educadores devem usar julgamento profissional na avaliao e

utilizao desta ferramenta de aprendizagem de forma adequada, aplicando os mesmos

critrios que iriam usar para qualquer outra ferramenta ou experincia de

aprendizagem.

Char Soucy (a primary school teacher) mentions: "Reading books,

45 handling real books, learning to take care of books, turning pages, and interacting with

human beings about literature are still vital for learning to read." There are electronicbooks, but they are really not the same thing as real books. There must be a balance

between the two. Computers are highly motivating to today's students, who come

50 to school with plenty of visual stimulation from TV, video games, and other technological

sources, but it is not a good idea to go all electronic or to let technology replace what

teachers have done for a long time with learning how to read or write.

Char Soucy (uma professora de escola primria) menciona: "Ler livros, manipular livros

de verdade, aprender a cuidar de livros, virar as pginas, e interagir com seres humanos

sobre a literatura ainda so vitais para aprender a ler." H livros eletrnicos, mas eles

no so realmente a mesma coisa que livros reais. Deve haver um equilbrio entre os

dois. Os computadores so altamente motivadores para os estudantes de hoje, que vm

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para a escola com muita estimulao visual de TV, videogames, e outras fontes

tecnolgicas, mas no uma boa ideia tornar tudo eletrnico ou deixar que a tecnologia

substitua o que os professores tm feito por um muito tempo para os alunos

aprenderem a ler ou escrever.

(Retrieved and adapted from http://pearsonclassroomlink.com /articles/0711/0711_0102.htm on June 10th, 2014)

41 In relation to the use of technology in the classroom as presented in the text, mark

the statements below as true (T) or false (F).

Em relao ao uso da tecnologia na sala de aula como apresentado no texto, marque as

declaraes abaixo como verdadeiras (T) ou falsas (F).

( ) Children tend to be more at ease with it than adults.

As crianas tendem a ficar mais vontade com ela do que os adultos.

( ) Not all technologies promote student interaction.

Nem todas as tecnologias promovem a interao entre alunos.

( ) Everybody is eager to deal with new technology.

Todo mundo est ansioso para lidar com nova tecnologia.

The statements are, respectively,As declaraes so, respectivamente,

(A) F, F and T.

(B) T, F and T. (C) F, T

and F.

(D) F, T and T.

(E) T, T and F.

Item 1 V. Crianas so nativos digitais (digital native), ou seja, crescem (grow up) usando

tecnologia. Assim, sentem-se confortveis e confiantes (comfortable and confident) usandotecnologias. Em outras palavras, tendem a ficar mais vontade (tend to be more at ease) com

ela do que os adultos, que so imigrantes digitais (digital immigrants).

Item 2V. O autor diz que muitas das tecnologias no fornecem (do not provide) s crianas a

qualidade e a quantidade (quality and quantity) fundamental de experincias emocionais,sociais, cognitivas, ou fsicas (emotional, social, cognitive, or physical experiences) de que

necessitam (require). Tambm diz que as tecnologias que mais beneficiam crianas pequenas

(that benefit young children the greatest) so aquelas que so interativas (interactive). Mais

adiante, o autor afirma que computadores permitem (allow) interao (interection), mas que

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podem ser bem ou mal usados (misused). Assim, podemos entender que nem todas (not all) as

tecnologias promovem (promote) a interao entre alunos (student interaction).

Item 3F. Contradio. O texto diz que h muitas pessoas (many people) com medo (afraid)de novas tecnologias (new technology), tanto que surgiu o termo tecnofbico (technophobe)

para descrever os que podem ser desconfiados (wary) diante de novos desenvolvimentos. Logo,

no todo mundo (everybody) que est ansioso (eager) para usar novas tecnologias.

42 The label digital natives has been used to define people who

O rtulo de "nativos digitais" foi usado para definir pessoas que

(A)

can only learn how to use the Internet slowly.s conseguem aprender a usar a Internet lentamente.

(B) learned how to work with computers at a late stage.

aprenderam a trabalhar com computadores em uma fase tardia.

(C) need no instructions on how to use new technology.

no precisam de instrues sobre como utilizar as novas tecnologias.

(D) have access to technological developments in school. tm acesso a

desenvolvimentos tecnolgicos na escola.

(E) have been dealing with computers from an early age.

tm lidado com computadores desde cedo.

Vamos recordar o conceito de nativos digitais (digital native):

More recently, the term digital native has been invented to refer to someone who grows up using technology

Mais recentemente, o termo nativo digital foi inventado para se referir a algum que cresce utilizando atecnologia...

Ou seja: O rtulo (label) refere-se a quem tm lidado (have been dealing) com computadores

desde cedo, desde muito jovens (from an early age). Letra E.

43 When one says that people are afraid (line 2) they mean they are

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Quando se diz que as pessoas "tm medo" (linha 2) que significa que eles so/esto:

(A)scared. com medo.

(B)sure. com certeza.

(C)cool. legais.

(D)bold. ousados.

(E)brave. corajosos.

Vejamos as definies do dicionrio Michaelis:

Afraid: amedrontado, medroso, receoso, apreensivo Scared: assustado, com medo.

Letra A.

44 As regards the authors opinion, analyse the assertions below:

No que diz respeito opinio do autor, analise as afirmaes abaixo:

I. Computers will replace all other materials in the future.

Os computadores vo substituir todos os outros materiais no futuro.

II. Electronic books are much more effective than paper books. Livros eletrnicos

so muito mais eficazes do que livros de papel.

III. New technology should be evaluated like any other pedagogical tool.

Nova tecnologia deve ser avaliada como qualquer outra ferramenta pedaggica.

Choose the correct answer.

Escolha a resposta correta.

(A) Only I is correct.

S a I correta.

(B) Only III is correct.

S a III est correta.

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(C) Both I and II are correct.

I e II esto corretas.

(E)

Both I and III are correct.

I e III esto corretas.

(E) All three assertions are correct.

Todas as trs afirmaes esto corretas.

Item 1 Errada. Contradio. O autor claro ao afirmar que os computadores suplementam

(supplement) - mas no substituem (do not replace) todos os outros materiais (all other

materials).

Item 2Errada. Contradio. O texto no faz essa afirmao. Apenas diz que deve haver um

equilbrio (balance) entre o uso de tecnologia e de livros reais.

Item 3 Correta. O autor nos diz que os educadores (educators) devem usar julgamento

profissional (professional judgment) na avaliao e utilizao da tecnologia como ferramentade aprendizagem (learning tool) - aplicando os mesmos critrios (same criteria) que iriam usar

para qualquer outra ferramenta (tool) ou experincia (experience) de aprendizagem (learning).

Logo, uma nova tecnologia (new technology) deve ser avaliada (should be evaluated) como

qualquer outra (like any other) ferramenta pedaggica (pedagogical tool).

45 The question that is answered by the sentence Modern technologies are very

powerful because they rely on one of the most powerful genetic biases we have (lines

18 and 19) is

A pergunta que respondida pela frase "As tecnologias modernas so muito poderosas

porque elas apostam em uma das predisposies genticas mais poderosas que temos"

(linhas 18 e 19)

(A)

How did technology become powerful?Como a tecnologia se tornou poderosa?

(B) Whose genetic biases are very powerful?

A predisposio gentica de quem muito poderosa?

(C) When did technology become powerful?

Quando a tecnologia se tornou poderosa?

(D) Who thinks genetic biases are powerful?

Quem acha que as predisposies genticas so poderosas?

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(E) Why are modern technologies powerful?

Por que as tecnologias modernas so poderosas?

A questo aborda o uso das question words. Entendam:

How Como, quanto

Whose De quem

When Quando

Who Quem

Why Por que

A frase contm a resposta para uma pergunta que se inicia com POR QUE (why), tanto que no

meio da frase aparece a palavra PORQUE (because). Letra E.

46 The plural of child is children. All the options below offer correct forms except

for

O plural de "child" "children". Todas as opes abaixo oferecem formas corretas,

exceto para

(A)toetoes. dedo do pdedos

dos p.

(B)footfeet. p - ps.

(C)nosenoses. nariz - narizes.

(D)toothtooths. denteforma

inexistente.

(E)mouthmouths. boca - bocas.

O plural de tooth teeth. Letra D.

47 The opposite of many in Many people are afraid (line

2) is

O oposto de "many" em "Many people are afraid" (linha 2)

(A)

some. alguns.

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(B) little.

pouco.

(C)

most. a maioria.

(D) less. menos.

(E) few. alguns.

A questo explora o uso dos Quantificadores. Conheam os principais e seus usos:

Para substantivos incontveis Para substantivos contveis

a bit um pouco a few alguns, algumas

how much quanto (a) how many quantos (as)

little / a little pouco (a) / um pouco few poucos (as)

much / very much muito (a) many muitos (as)

so much tanto (a) several vrios (as)

too / too muchdemasiadamente,

exageradamente

so many tantos (as)

too manydemais, em nmero excessivo

Para substantivos contveis e incontveis

all todo(s), toda(s)

a lot of / lots of muito(s), muita(s)

any (interrogativa) algum (ns), alguma (s)

any (negativa) nenhum (a)

enough suficiente (s)

no nenhum(a)

plenty of muito(s), muita(s)

some algum(ns), alguma(s)

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Note que nos referimos ao substantivo contvel PESSOAS (people). Assim, temos que usar um

quantificador com sentido de pouco (contrrio de many) que possa referir-se a esse

substantivo. Letra E.

48 The term parents in Their parents, on the other hand, tend to be digital

immigrants (lines 8 and 9) corresponds to the childrensO termoparents em Their parents, on the other hand, tend to be digital immigrants

(linhas 8 e 9) corresponde ao _____ das crianas

(A) aunt and uncle. tia e tio.

(B) brother and sister.

irmo e irm.

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(C) father and mother. pai e me.

(D) niece and nephew. sobrinha e

sobrinho.

(E) relatives and cousins.

parentes e primos.

Cuidado com o falso cognato! Parents (pais) so o pai e a me (father and mother). Relatives

que se refere os demais parentes. Letra C.

49 The answer to the question How confident do you feel about using the Internet and

computers? (lines 12 and 13) Will necessarily involve a

A resposta para a pergunta "O quo confiante voc se sente sobre o uso da Internet e

dos computadores?" (linhas 12 e 13) envolver necessariamente um

(A) time.

tempo.

(B) place.

lugar.

(C) degree.

grau.

(D) greeting. cumprimento.

(E) compliment.

elogio.

O dicionrio MacMillan nos ensina que HOW pode ser usado, basicamente, em 2 casos:

Dizer o modo ou maneira

Perguntar ou dizer quantidade, distncia, idade ou grau (degree) Letra C.

50 The underlined word in using this learning tool (line 41) is a(n)

A palavra sublinhada em "using this learning tool" (linha 41) um:

(A) verb.

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verbo.

(B) noun. substantivo.

(C) adverb. advrbio.

(D) adjective.

adjetivo.

(E) preposition. preposio.

Pegadinha! No porque a palavra tem ING no final que ela ser um verbo no gerndio.

Learning, na frase, significa aprendizagem, ou seja, trata-se de um substantivo (noun).

Aproveito para citar os principais casos quem o ING aparece no final da palavra, mas no temfuno de gerndio:

1. Alguns adjetivos terminam em ING (ex: interesting)

2. Alguns substantivos terminam em ING (ex: learning)

3. Quando a palavra com ING o sujeito da frase (ex: Studying English is great! = Estudar

ingls timo!)

4. Aps uma preposio (ex: Im so sorry for shouting at you yesterday

= Desculpe-me por ter gritado com voc ontem)

Letra B.

REPORTAGEM

Banco de Textos

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Texto retirado do site www.washingtonpost.com

Parte 1

An oil scandal is shaking Brazils democracy to its core

The Washington Post

July 23 2015-07-26

RIO DE JANEIRO -- There are times in Brazils young democracy -- its constitution dates

from 1988 -- when the country seems to be making things up as it goes along.

This is one of them.

What began in 2014 as a police investigation called Operation Car Wash has spiraled

into a horrendously dense drama, in which some of Brazils top politicians and largestcompanies have been forced into leading roles under harsh lights.

Since last year, an increasing number of accusations and counteraccusations have beenwhirling around state-controlled oil giant Petrobras and some of its top former

executives -- involving oil refineries, rig contracts, political parties, shadowy agents and

middlemen, construction companies and cartels. Not to mention billions of dollars inpayoffs and bribes.

As the scandal climbs higher up the political hierarchy, the more complex it feels and themore explosive reactions it causes.

In video testimony released last week, a key witness who brokered lucrative Petrobras

contracts for suppliers and has agreed to a states evidence deal said the combative

speaker of the House demanded and received $5 million in overdue bribes. Eduardo

Cunha, the witness testified, got another $5 million for his Brazilian DemocraticMovement Party, known by its Portuguese acronym, PMDB.

Cunha denied the allegations, saying the investigation and its timing were manipulated

by the government. On Friday, he quit the governing coalition, while keeping his

speakers chair.

His party, which called his decision to join the opposition a personal one, didn't leave the

government. It appears to be clinging to an alliance with President Dilma Rousseff's

Workers Party that it no longer believes in, given its plan to field a candidate in the 2018presidential election.

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A televised address Cunha made that day, with no mention of the accusations, wasgreeted in some cities with saucepan bashing and jeers.

TRADUO

An oil scandal is shaking Brazils democracy to its core Um escndalo de petrleoest sacudindo a democracia do Brasil em seu ncleo

The Washington Post

July 23 2015-07-26

RIO DE JANEIRO -- There are times in Brazils young democracy -- its constitution dates

from 1988 -- when the country seems to be making things up as it goes along. This is one

of them.

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RIO DE JANEIRO - H momentos na jovem democracia do Brasilsua Constituio data

de 1988 - quando o pas parece estar inventando coisas conforme caminha. Este um

deles.

What began in 2014 as a police investigation called Operation Car Wash has spiraled

into a horrendously dense drama, in which some of Brazils top politicians and largest

companies have been forced into leading roles under harsh lights.

O que comeou em 2014 como uma investigao policial chamada "Operao Lava Jato"culminou em um drama terrivelmente denso, em que alguns dos principais polticos e

maiores empresas do Brasil foram forados a papis principais sob duros holofotes.

Since last year, an increasing number of accusations and counteraccusations have been

whirling around state-controlled oil giant Petrobras and some of its top former

executives -- involving oil refineries, rig contracts, political parties, shadowy agents andmiddlemen, construction companies and cartels. Not to mention billions of dollars in

payoffs and bribes.

Desde o ano passado, um nmero crescente de acusaes e contraacusaes tem girado

em torno da gigante estatal de petrleo Petrobras e de alguns de seus principais ex-

executivos - envolvendo refinarias de petrleo, contratos de plataformas, partidos

polticos, agentes sombrios e intermedirios, empresas de construo e cartis. Sem

mencionar bilhes de dlares em propinas e subornos.

As the scandal climbs higher up the political hierarchy, the more complex it feels and themore explosive reactions it causes. Conforme o escndalo sobe mais alto na hierarquia

poltica, mais complexo ele parece e reaes mais explosivas ele provoca.

In video testimony released last week, a key witness who brokered lucrative Petrobrascontracts for suppliers and has agreed to a states evidence deal said the combative

speaker of the House demanded and received $5 million in overdue bribes. EduardoCunha, the witness testified, got another $5 million for his Brazilian Democratic

Movement Party, known by its Portuguese acronym, PMDB.

Em depoimento em vdeo divulgado na semana passada, uma testemunha chave que

intermediou lucrativos contratos da Petrobras para fornecedores e que concordou coma delao premiada, disse que o combativo presidente da Cmara exigiu e recebeu US $

5 milhes em propinas em atraso. Eduardo Cunha, a testemunha afirmou, recebeu

outros US $ 5 milhes para o seu Partido do Movimento Democrtico Brasileiro,

conhecido pela sigla em Portugus, PMDB.

Cunha denied the allegations, saying the investigation and its timing were manipulatedby the government. On Friday, he quit the governing coalition, while keeping his

speakers chair.

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Cunha negou as acusaes, dizendo que o inqurito e o seu momento foram

manipulados pelo governo. Na sexta-feira, ele deixou a coalizo do governo, mantendo

sua cadeira de presidente.

His party, which called his decision to join the opposition a personal one, didn't leave

the government. It appears to be clinging to an alliance with President Dilma Rousseff's

Workers Party that it no longer believes in, given its plan to field a candidate in the 2018

presidential election.

Seu partido, que chamou a sua deciso de se juntar oposio de uma deciso pessoal,

no deixou o governo. Ele parece estar se agarrando a uma aliana com o Partido dos

Trabalhadores da presidente Dilma Rousseff na qual j no acredita, dado o seu plano

para lanar um candidato na eleio presidencial de 2018.

A televised address Cunha made that day, with no mention of the accusations, was

greeted in some cities with saucepan bashing and jeers.

Um discurso televisionado que Cunha fez naquele dia, sem mencionar as acusaes, foirecebido em algumas cidades com panelao e vaias.

VOCABULRIO DA AULA

Banco de vocabulrio

A

accusations acusaes

acronym sigla

activity atividade

afraid com medo

allegations alegaes, acusaes

alliance aliana

approaches abordagens

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asset ativo

audit auditoria

aunt tiaautomation automao

B

balance equilbrio

beneficial benfico

blessing bno

blocks blocos

bold ousado

book livro

brave corajoso

bribe suborno

brother irmo

business negcio, empresa

C

career carreira

chair cadeira

challenge desafio

change mudana

childhood infncia

children crianas

citizen cidado

classroom sala de aula

collaborative colaborativo

combative combativo

compliment elogio

constitution Constituio

construction companies empresas de construo

cool legal

core ncleocounter-accusations contra-acusaes

country pas

cousin primo (a)

creation criao

criteria critrios

curse maldio

daily diariamente

dangerous perigoso

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D

degree grau

demanding exigente

democracy democraciadense denso

development desenvolvimento

digital immigrants imigrantes digitais

digital native nativos digitais

doubt dvida

dramatic play encenao

E

eager ansioso

early age muito jovem

educators educadores

effectiveness eficcia

efficiency eficincia

election eleio

end final, fim

evidence deal delao premiada

F

fast rpido

father pai

foot p

G

genetic biases predisposies genticas

giant gigante

good news boas notcias

governing coalition coalizo do governo

Government auditors auditores do governo

greeting cumprimento

H

hierarchy hierarquia

highly valued muito valorizado

horrendously terrivelmentehuman being ser humano

I

idea ideia

improvement melhoria, aperfeioamento

increasing crescente

increasing crescente

inner workings funcionamento interno

insight informaes, compreenso clara

interaction interao

issues questes, problemas

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J jeer vaia, zombaria

judgment julgamento

K key chave

key witness testemunha chave

L

label rtulo

late tarde, atrasado

late stage fase tardia

leader lder

leading role Papel principal

learner aprendiz

learning aprendizadolight years anos-luz

lucrative lucrativo

M

middlemen intermedirios

mother me

motivating motivador

mouth boca

N

nephew sobrinho

niece sobrinha

no longer no mais

nose nariz

number nmero

O

oil petrleo

oil refineries refinarias de petrleo

oil rig plataformas de petrleo

old velho

Operation Car Wash Operao Lava Jato

overdue em atraso

P

pace ritmo

parents pai e me

party Partido poltico

payoff propina

people pessoas

peripheral perifrico

physical fsico

pivotal crucial, fundamental

place lugarplan plano

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play jogo, brincadeira

police investigation investigao policial

political parties partidos polticospowerful poderoso

preference preferncia

pressure presso

primary school teacher professor de escola primria

private sector setor privado

processes processos

random aleatria

reaction reao

R

relationship relao, relacionamento

relatives parentes

research pesquisa

return retorno

risk risco

rule regra

S

sand areia

saucepan bashing panelao

scandal escndalo

scared com medo

shadowy sombrios

signs sinais

sister irm

skill habilidade

slow devagar

slowly lentamente

soundness solidez

source fonte

Speaker of the House presidente da Cmara

speed velocidade

speed of light velocidade da luz

state-controlled estatal

students alunos

subtle sutil

supplier fornecedor

sure com certezatask tarefa

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T

technogeeks entusiasta da tecnologia

technology tecnologia

technophobe tecnofbicotendency tendncia

thinking pensamento

time tempo

timing momento

today hoje

toe dedo do p

tomorrow amanh

too late tarde demais

tool ferramentatooth dente

tremendous tremendo, enorme, extraordinrio

trust confiana

truth verdade

U uncle tio

V video testimony depoimento em vdeo

visually oriented visualmente orientado

wary desconfiado, cauteloso

W

water gua

way maneira, forma

well-founded bem fundamentada

witness testemunha

Workers Party Partido dos Trabalhadores

world mundo

Y young jovem

Verbs

A

to abuse abusar

to agree concordar

to allow permitir

to anticipate antecipar

to appear parecer

to apply aplicar

to attract atrair

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B

to begin comear

to believe acreditar

to benefit beneficiarto broker Negociar, intermediar

C

to call chamar

to choose escolher

to climb escalar, subir

to comprehend compreender

D

to deal lidar

to demand demandar

to deny negar

to develop desenvolver

E

to enhance aumentar, elevar, engrandecer

to ensure garantir

to evaluate avaliar

F

to face enfrentar

to fall cair

to feel sentir

to follow seguir

to force forar

G to greet saudar, receber

H

to handle manipular, manusear

to happen acontecer

I to identify identificar

to improve melhorar, aperfeioar

to interact interagir

J to join untar-se a

to learn aprender

L to leave deixar, sair, partir

M

to magnify ampliar, aumentar, engrandecer

to maintain manter

to manage gerenciar

to manipulate manipular

to misuse mal utilizado

to move mover-se

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P to provide prover

Q

to quit deixar, demitir-se,

abandonar

renunciar,

to quote citar

R

to read ler

to receive receber

to release divulgar, liberar

to repeat repetir

to replace substituir

to require requerer, demandar

S

to set definir, estabelecer

to shake sacudir

to show mostrar

to solve resolver, solucionar

to supplement suplementar

T

to testify Testemunhar, depor

to threaten ameaar

U to use usar, utilizar

W

to want querer

to work trabalhar

to write escrever

Phrasal Verbs

to cling to agarrar-se a

to date from datar de

to grow up crescer

to rely on apostar, apoiar-se

to slow down desacelerar

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to spiral into piorar continuamente

to take care cuidar

to turn out desenvolver-se de uma maneira particular, ou ter umdeterminado resultado

to whirl around girar em torno

Expresses Idiomticas

at best na melhor das hipteses

at ease vontade

to field a candidate lanar um candidato

to jump on

bandwagon

the participar de uma ideia ou atividade que de repente se

tornou muito popular

to make things up inventar

to play a role desempenhar um papel

to shoulder a burden carregar peso nos ombros

to turn the page virar a pgina

to turn the tide virar o jogo

under harsh lights duros holofotes, sob intenso escrutnio

See you next class!

Bye!

Gabriela

Documents

Aula 01 Inglês