Parte de Inglês
Autor: curso do chambinho | Publicado: 2011-09-11T19:35:00-07:00






Inglês






Instrução: As
questões 57
a 64 referem-se ao texto abaixo.

01. &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;It was December – a bright frozen day
in the 

02. early morning. Far out in the country there was an 

03. old Negro woman with her head tied in a red rag, 

04. coming along a path through the pinewoods. Her 

05. name was Phoenix Jackson. She was very old and 

06. small and she walked slowly in the dark pine 

07. shadows, moving a little from side to side in her 

08. steps, with the balanced heaviness and lightness 

09. of a pendulum in a grandfather clock. She carried 

10. a thin, small cane made from an umbrella, and 

11. with this she kept tapping the frozen earth in front 

12. of her. This made a grave and persistent noise in 

13. the still air, that seemed meditative like the 

14. chirping of a solitary little bird.

15. &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;She wore a dark striped dress reaching
down to 

16. her shoe tops, and an equally long apron of 

17. bleached sugar sacks, with a full pocket: all neat 

18. and tidy, but every time she took a step she might 

19. have fallen over her shoelaces, which dragged 

20. from her unlaced shoes. She looked straight 

21. ahead. Her eyes were blue with age. Her skin had 

22. a pattern all its own of numberless branching 

23. wrinkles.

&nbsp; Adapted from: WELTY, Eudora. A worn path. In: __. Literature:
150 masterpieces of fiction, poetry and drama. New York: St. Martin’s Press, 1991. p. 200.



57) A leitura do texto permite concluir que Phoenix Jackson

<!--[if !supportLists]-->a)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->é cega.

<!--[if !supportLists]-->b)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->Exerce
atividades agrícolas.

<!--[if !supportLists]-->c)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->Aparenta ser
uma pessoa pobre.

<!--[if !supportLists]-->d)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->Caminha com
facilidade.

<!--[if !supportLists]-->e)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->É uma pessoa
doente.



58) De
acordo com o texto, Phoenix Jackson

<!--[if !supportLists]-->a)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->Caiu no meio
do caminho.

<!--[if !supportLists]-->b)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->Levava um
guarda-chuva novo.

<!--[if !supportLists]-->c)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->Usava um
relógio.

<!--[if !supportLists]-->d)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->Vestia um
avental feito por ela mesma.

<!--[if !supportLists]-->e)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->Usava um
vestido que lhe chegava aos pés.



59) Assinale
a alternativa em que a palavra extraída do texto vem acompanhada de sua
tradução correta.

<!--[if !supportLists]-->a)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->path (l. 04)
– córrego.

<!--[if !supportLists]-->b)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->shadows (l.
07) – ramos.

<!--[if !supportLists]-->c)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->noise (l. 12)
– ruído.

<!--[if !supportLists]-->d)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->shoelaces (l.
19) – sapatos.

<!--[if !supportLists]-->e)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->skin (l. 21)
– rosto.



60) Considere
o enunciado abaixo e as três propostas para completá-lo.
No texto, há várias ocorrências da preposição from
(l. 07, 10 e 20), com usos diferentes.
Pode-se dizer que o uso de from é o mesmo

1 - na linha
07 e na frase They were on a plane flying
from London to New York..

2 - na linha
10 e na frase Her story was a complete
fabrication from start to finish..

3 - na linha
20 e na frase It was hard to distinguish
one twin from the other..

Quais propostas estão corretas?&nbsp;&nbsp;

<!--[if !supportLists]-->a)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <!--[endif]-->Apenas 1.

<!--[if !supportLists]-->b)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <!--[endif]-->Apenas 2.

<!--[if !supportLists]-->c)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <!--[endif]-->Apenas 3.

<!--[if !supportLists]-->d)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <!--[endif]-->Apenas 2
e 3.

<!--[if !supportLists]-->e)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <!--[endif]-->1, 2 e 3.



61) Considere
o enunciado abaixo e as quatro propostas para completá-lo.
Os fatos relatados neste texto poderiam ser narrados com formas verbais do
presente, o presente dito histórico, ou narrativo. Nesse caso, seria
necessário, por exemplo, substituir

1 - carried (l.
09) por carries..

2 - made (l. 12) por make..

3 - wore (l. 15) por wears..

4 - were (l. 21)
por are..

Quais propostas estão corretas?

<!--[if !supportLists]-->a)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <!--[endif]-->Apenas 1
e 4.

<!--[if !supportLists]-->b)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <!--[endif]-->Apenas 2
e 3.

<!--[if !supportLists]-->c)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <!--[endif]-->Apenas 1,
2 e 3.

<!--[if !supportLists]-->d)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <!--[endif]-->Apenas 1,
3 e 4.

<!--[if !supportLists]-->e)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <!--[endif]-->Apenas 2,
3 e 4.



62) A
melhor tradução para a palavra tapping (l.
11), no texto, é

<!--[if !supportLists]-->a)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->Tapando.

<!--[if !supportLists]-->b)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->Batendo.

<!--[if !supportLists]-->c)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->Marcado.

<!--[if !supportLists]-->d)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->Cavado.

<!--[if !supportLists]-->e)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->Remexendo.



63) A
expressão took a step (l. 18) tem o mesmo
sentido que

<!--[if !supportLists]-->a)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->took a sip.

<!--[if !supportLists]-->b)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->walked away.

<!--[if !supportLists]-->c)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->tripped over.

<!--[if !supportLists]-->d)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->moved forward.

<!--[if !supportLists]-->e)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->bent over.



64) A
palavra which tem a mesma função na
linha 19 do texto e na frase

<!--[if !supportLists]-->a)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <!--[endif]-->I didn’t know which sweater to buy.

<!--[if !supportLists]-->b)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <!--[endif]-->Which flavor of ice cream do you
prefer?

<!--[if !supportLists]-->c)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <!--[endif]-->I have different CDs which I listen
to when traveling by car.

<!--[if !supportLists]-->d)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <!--[endif]-->She still can´t remember which key
opens the door to her apartment.

<!--[if !supportLists]-->e)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <!--[endif]-->My aunt is never sure which road to
take when going to the beach.



Instrução: As questões 65 a 70 referem-se ao texto abaixo. 

 

  
  
01.

  
  
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;One of the best ways to build a sense of
  trust 

 

  
  
02.

  
  
and responsibility in people is by sharing 

 

  
  
03.

  
  
information. Giving team members the information 

 

  
  
04.

  
  
they need enables them to make good business 

 

  
  
05.

  
  
decisions. Sharing information sometimes means 

 

  
  
06.

  
  
........ information that is considered privileged,

 

  
  
07.

  
  
including sensitive and important topics such as

 

  
  
08.

  
  
the competition’s activities, future business plans 

 

  
  
09.

  
  
and strategies, financial data, industry issues or

 

  
  
10.

  
  
problem areas, competitor’s best practices, the 

 

  
  
11.

  
  
way the group activites ........ to organizational 

 

  
  
12.

  
  
goals, and performance feedback. Providing people

 

  
  
13.

  
  
with more complete information communicates 

 

  
  
14.

  
  
trust and a sense of “we’re in this together”. It 

 

  
  
15.

  
  
helps people think more broadly about the

 

  
  
16.

  
  
organization and the inter-relationships of various 

 

  
  
17.

  
  
groups, resources and goals. By ........ access to

 

  
  
18.

  
  
information that helps them understand the big 

 

  
  
19.

  
  
picture, people can better appreciate how their 

 

  
  
20.

  
  
contribution fits in and how their behavior impacts 

 

  
  
21.

  
  
other aspects of the organization. 

 

  
  


  
  


 

  
  


  
  
Adapted from: BLANCHARD, Ken. Leading at a higher level.
  New Jersey: Pearson Prentice Hall, 2007. p. 72.

 




65) Assinale
a alternativa que completa corretamente as lacunas das linhas 06, 11 e 17,
nesta ordem.

<!--[if !supportLists]-->a)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->disclosing – contribute – having

<!--[if !supportLists]-->b)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->disclose – contribute – have

<!--[if !supportLists]-->c)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->disclosing – contributing – having

<!--[if !supportLists]-->d)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->disclosing – contribute – have

<!--[if !supportLists]-->e)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->disclose – contributing – having



66) De
acordo com o texto,

<!--[if !supportLists]-->a)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->compartilhar informações na empresa pode
dificultar as decisões nos negócios.

<!--[if !supportLists]-->b)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->as atividades e planos dos concorrentes não são
considerados informações privilegiadas.

<!--[if !supportLists]-->c)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->é importante que todos os membros da empresa se
sintam em casa no ambiente de trabalho.

<!--[if !supportLists]-->d)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->o trabalho de cada membro da equipe é importante
para a empresa como um todo.

<!--[if !supportLists]-->e)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->nem todos os funcionários devem ter acesso aos
dados financeiros da empresa.



67) Considere
as seguintes afirmações.

I - A empresa deve fazer uma análise cuidadosa das informações
antes de compartilhá-las com seus funcionários.

II - Fornecer informações importantes às pessoas leva-as a
compreender como podem contribuir para o crescimento da empresa.

III - Os planos futuros da empresa devem ser divulgados apenas
entre seus executivos.

Quais estão de acordo com o texto?

<!--[if !supportLists]-->a)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->Apenas I.

<!--[if !supportLists]-->b)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->Apenas II.

<!--[if !supportLists]-->c)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->Apenas III.

<!--[if !supportLists]-->d)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->Apenas I e
II.

<!--[if !supportLists]-->e)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->Apenas I e
III.



68) Leia
as afirmações a seguir.

I - A relação que existe entre as palavras da seqüência good (l. 04), better (l. 19) e best &nbsp;(l. 01) é a mesma
que existe entre as palavras da seqüência bad,
worse e worst.

II - A construção more complete
(l. 13) poderia ser substituída corretamente por completer.

III - O contrário de more complete (l. 13) é least complete

Quais estão corretas?

<!--[if !supportLists]-->a)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->Apenas I.

<!--[if !supportLists]-->b)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->Apenas II.

<!--[if !supportLists]-->c)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->Apenas III.

<!--[if !supportLists]-->d)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->Apenas I e
III.

<!--[if !supportLists]-->e)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->Apenas II e
III.



69) Assinale
a alternativa em que as três palavras designam conceitos do mesmo campo de
significação.

<!--[if !supportLists]-->a)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->trust (l. 01)
– assurance – autonomy

<!--[if !supportLists]-->b)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->responsibility
(l. 02) – task – gain

<!--[if !supportLists]-->c)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->information –
(l. 03) – data – amount

<!--[if !supportLists]-->d)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->performance
(l. 12) – staging – show

<!--[if !supportLists]-->e)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->resources (l.
17) – goods – questions



70) Considere
as afirmações que seguem.

I - O pronome they (l. 04) refere-se a people &nbsp;(l. 02).

II - O
pronome It (l. 14) refere-se a Providing people with more complete information
(l. 12-13).

III - O
pronome them (l. 18) remete a people (l. 19).

<!--[if !supportLists]-->a)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <!--[endif]-->Apenas I.

<!--[if !supportLists]-->b)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <!--[endif]-->Apenas
III.

<!--[if !supportLists]-->c)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <!--[endif]-->Apenas I
e II.

<!--[if !supportLists]-->d)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <!--[endif]-->Apenas II
e III.

<!--[if !supportLists]-->e)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <!--[endif]-->I, II e
III.



57 – C; 58 – E;&nbsp;59 – C;&nbsp;60 – A;&nbsp;61 – D;&nbsp;62 – B;&nbsp;63 – D;&nbsp;64 – C;&nbsp;65 – A;&nbsp;66 – D;&nbsp;67 – B;&nbsp;68 – A;&nbsp;69 – D;&nbsp;70 - D