INGLÊS AFT

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Ingls p/ AFT 2017
Prof
a
Marina Marcondes e Prof. Roberto Witte Ð Aula 03	
	
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Ol‡, pessoal! Tudo bem? Como v‹o os estudos?
Hoje daremos continuidade ao nosso curso de ingls com a Aula 03 sobre
Determinantes, Modais e Preposi›es, alŽm, Ž claro, de v‡rias quest›es
comentadas da ESAF.
Em caso de dœvida, n‹o deixe de post‡-la no f—rum do curso. Terei a
maior satisfa‹o em respond-la!
Um grande abrao!
Marina Marcondes
Ingls p/ AFT 2017
Prof
a
Marina Marcondes e Prof. Roberto Witte Ð Aula 03	
	
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QUANTIFIERS - DETERMINANTES
ÒQuantifiersÓ (determinantes ou quantificadores) s‹o palavras ou
express›es utilizadas para referir-se ˆ quantidade de algo.
a) Countable Nouns (substantivos cont‡veis): s‹o os substantivos que
podem estar no singular ou no plural, j‡ que s‹o cont‡veis e n‹o necessitam
de unidade de medida. S‹o todos aqueles que podem ser contados em unidades.
They have two dogs.
(Eles tm dois cachorros.)
I have so many books.
(Eu tenho tantos livros.)
She worked in our house too many times.
(Ela trabalhou em nossa casa muitas vezes.)
How many litres of juice do you want?
(Quantos litros de suco voc quer?)
I have enough plates for the dinner.
(Eu tenho pratos suficientes para o jantar.)
She has a lot of shoes.
(Ela tem muitos sapatos.)
Ingls p/ AFT 2017
Prof
a
Marina Marcondes e Prof. Roberto Witte Ð Aula 03	
	
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all todo / todos / toda / todas
a lot of / lots of muito / muitos / muita / muitas
any (interrogativa) algum / alguns / alguma / algumas
any (negativa) nenhum / nenhuma
enough suficiente / suficientes
no nenhum / nenhuma
plenty of muito / muitos / muita / muitas
some algum / alguns / alguma / algumas
Agora vamos analisar, em detalhes, os ÒquantifiersÓ mais importantes.
SOME / ANY
1) Some (algum; alguns; alguma; algumas; um pouco de) / Any (algum,
alguns, alguma, algumas; qualquer; nenhum; nehuma) s‹o adjetivos indefinidos
utilizados quando n‹o Ž poss’vel usar Òa/anÓ, ou seja, utilizados com substantivos
incont‡veis e no plural.
I gave him some coffee.
(Eu dei um pouco de cafŽ para ele.)
2) Some geralmente Ž empregado em ora›es afirmativas, enquanto any Ž
utilizado em ora›es negativas e interrogativas.
Ingls p/ AFT 2017
Prof
a
Marina Marcondes e Prof. Roberto Witte Ð Aula 03	
	
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I have some milk, but I donÕt have any bread.
(Eu tenho um pouco de leite, mas n‹o tenho nenhum p‹o.)
He doesn't have any chance.
(Ele n‹o tem chance alguma.)
Do you have any doubt?
(Voc tem alguma dœvida?)
3) Some Ž usado em ora›es interrogativas apenas quando se trata de um
oferecimento, pedido ou quando h‡ a expectativa de que a resposta seja
afirmativa.
Would you like some coffee?
(Voc gostaria de um pouco de cafŽ?)
I'm thirsty. Can I have some water, please?
(Estou com sede. Voc pode me dar um pouco de ‡gua, por favor?)
4) Any Ž usado em frases afirmativas quando:
4.1) aparecer ap—s as conju›es if e whether.
If he has any doubt, tell him to ask me.
(Se ele tiver alguma dœvida, diga para ele me perguntar.)
4.2) tiver o significado de ÒqualquerÓ.
You can eat any candy you want.
(Voc pode comer qualquer doce que quiser.)
Ingls p/ AFT 2017
Prof
a
Marina Marcondes e Prof. Roberto Witte Ð Aula 03	
	
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4.3) houver palavra de sentido negativo na frase (seldom, never, rarely, without,
hardly, barely, scarcely, little).
She left without any bag.
(Ela saiu sem bolsa alguma.)
They rarely have any time for us.
(Elas raramente tm algum tempo para n—s.)
I never buy any expensive dress.
(Eu nunca compro nenhum vestido caro.)
5) Some e any sem substantivo.
I didnÕt eat any cake, but he ate some. (some cake)
(Eu n‹o comi nenhum bolo, mas ele comeu.)
You can drink some juice, but I donÕt want any. (any juice)
(Voc pode beber um pouco de suco, mas eu n‹o quero.)
6) Some e any podem ser adjetivos ou pronomes.
I want some fruits. (some à adjetivo)
(Eu quero algumas frutas.)
I want some. (some à pronome indefinido)
(Eu quero algumas.)
I don't want any fruits. (any à adjetivo)
(Eu n‹o quero nenhuma fruta.)
Ingls p/ AFT 2017
Prof
a
Marina Marcondes e Prof. Roberto Witte Ð Aula 03	
	
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- No, I have none.
(N‹o, n‹o tenho nenhum.)
c) A express‹o none of (nenhum de) pode ser seguida por:
c.1) pronome objeto.
None of us went to the party.
(Nenhum de n—s foi ˆ festa.)
c.2) The + substantivo no plural:
He ate none of the cookies.
(Ele n‹o comeu nenhum dos biscoitos.)
c.3) Pronome possessivo + substantivo no plural:
I saw none of her friends.
(N‹o vi nenhum dos amigos dela.)
d) O Ingls padr‹o admite apenas uma part’cula negativa por ora‹o.
He did not do anything today. / He did nothing today.
(Ele n‹o fez nada hoje.)
A LOT / A LOT OF / MANY / MUCH / A LITTLE / LITTLE / A FEW / FEW /
PLENTY / PLENTY OF
Ingls p/ AFT 2017
Prof
a
Marina Marcondes e Prof. Roberto Witte Ð Aula 03	
	
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1) A lot of / Lots of / Plenty of (muito; muita; muitos; muitas) s‹o express›es
que podem ser usadas com substantivos cont‡veis e incont‡veis. S‹o
normalmente usadas em ora›es afirmativas.
She drinks a lot of coffee.
(Ela bebe muito cafŽ.)
There are lots of animals here.
(H‡ muitos animais aqui.)
He had plenty of opportunities.
(Ele teve muitas oportunidades.)
2) Much (muito, muita) / Little (pouco, pouca) s‹o usados com substantivos
incont‡veis. Much geralmente n‹o Ž usado em frases afirmativas e pouco nas
interrogativas, sendo substitu’do por a lot of, lots of (coloquial), plenty of ou a
great deal of (seguido de um substantivo no singular).
We don't have much time to get there.
(N—s n‹o temos muito tempo para chegar l‡.)
In the end of the month, I usually have little money left.
(No final do ms, eu geralmente tenho pouco dinheiro sobrando.)
3) Many (muitos, muitas) / Few (poucos, poucas) s‹o usados com substantivos
cont‡veis no plural.
There are many doctors in this hospital.
(H‡ muitos mŽdicos neste hospital.)
I have few friends at work.
(Eu tenho poucos amigos no trabalho.)
Ingls p/ AFT 2017
Prof
a
Marina Marcondes e Prof. Roberto Witte Ð Aula 03	
	
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a) FEW X A FEW
Few (pouco; poucos; pouca; poucas) Ž diferente de a few (algum; alguns;
alguma; algumas), mas ambos acompanham substantivos no plural.
Few people went to the party.
(Poucas pessoas foram ˆ festa.)
They arrived a few days ago.
(Eles chegaram h‡ alguns dias atr‡s.)
b) LITTLE X A LITTLE
Little (pouco; pouca) tem significado diferente de a little (um pouco), mas
ambos s‹o utilizados no singular.
I understood little of what she said.
(Entendi pouco do que ela disse.)
We have to leave a little early.
(N—s temos que sair um pouco mais cedo.)
Ingls p/ AFT 2017
Prof
a
Marina Marcondes e Prof. Roberto Witte Ð Aula 03	
	
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ALL / ALL OF / MOST / MOST OF / EACH / EVERY / BOTH / BOTH OF /
EITHER / EITHER OF / NEITHER / NEITHER OF
1) All (todo; toda; todos; todas; tudo) Ž empregado com substantivos cont‡veis,
substantivos incont‡veis e preposi›es.
All my clothes are in my motherÕs house.
(Todas as minhas roupas est‹o na casa da minha m‹e.)
He spent all his money.
(Ele gastou todo seu dinheiro.)	
Martina knows all about art.
(Martina sabe tudo sobre arte.)1.1) Quando all vier seguido de um determinante (the, my, your, his), a
express‹o all of pode ser utilizada:
All of my friends came to my birthday party.
(Todos os meus amigos vieram para a minha festa de anivers‡rio.)
1.2) Diante de um pronome pessoal, somente a forma all of pode ser utilizada.
All of them went to work.
(Todos eles foram para o trabalho.)
1.3) All n‹o pode funcionar como pronome pessoal. Deve de estar acompanhado
de pronomes quando h‡ sujeito (all of us, you all, all of you, etc) ou de objeto (us
all, them all, etc).
Ingls p/ AFT 2017
Prof
a
Marina Marcondes e Prof. Roberto Witte Ð Aula 03	
	
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We all know what they said.
(Todos n—s sabemos o que eles disseram.)
I want it all.
(Eu quero isto tudo.)
1.4) All pode ser seguido de ora›es que o qualifiquem.
My family gives me all (that) I need.
(Minha fam’lia me d‡ tudo de que preciso.)
2) Most (a maioria de; a maioria dos; a maioria das; a maior parte de) pode ser
usado diante de substantivos precedidos ou n‹o de adjetivos.
Most people like to walk in the park.
(A maioria das pessoas gosta de passear no parque.)
2.1) Most of somente pode ser usado se seguido de um determinante (the, this,
that, etc) ou um pronome pessoal ou possessivo (us, you, her, his, them, ours,
my, etc).
Most of my friends are married.
(A maioria dos meus amigos s‹o casados.)
3) Each (cada; cada um; cada uma; cada um dos; cada uma das) / Every
(todos; todas; cada) s‹o usados com substantivos cont‡veis no singular.
She decided each detail.
(Ela decidiu cada detalhe.)
Ingls p/ AFT 2017
Prof
a
Marina Marcondes e Prof. Roberto Witte Ð Aula 03	
	
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4) Both (ambos; ambas; os dois; as duas) Ž empregado para referir-se a duas
pessoas ou objetos. Ele acompanha substantivos ou pronomes pessoais no plural
e n‹o Ž usado em sentenas negativas.
Both students are very tired.
(Ambos os alunos / Os dois alunos est‹o muito cansados.)
They both like to drink wine.
(Ambos / Os dois gostam de beber vinho.)
4.1) Quando both vier seguido de um pronome possessivo ou pronome pessoal,
pode ser utilizada a express‹o both of.
She has two brothers, both are doctors. / She has two brothers, both of them
are doctors.
(Ela tem dois irm‹os, ambos s‹o mŽdicos.)
5) Neither (nenhum; nenhuma) / Neither...nor (nenhum dos dois; nenhuma
das duas; nem um nem outro; nem...nem; tambŽm n‹o) s‹o utilizados para fazer
referncia a duas pessoas ou objetos. Acompanham substantivos no singular e o
verbo ser‡ sempre afirmativo.
He doesnÕt like fish neither do I.
(Ele n‹o gosta de peixe e eu tambŽm n‹o.)
Neither Jeff nor Alfred did their homework.
(Nem Jeff nem Alfred fizeram o dever de casa deles.)
5.1) Quando neither for seguido de um pronome possessivo ou pronome
pessoal, usa-se a express‹o neither of.
Ingls p/ AFT 2017
Prof
a
Marina Marcondes e Prof. Roberto Witte Ð Aula 03	
	
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Neither of them wants to go work.
(Nenhum deles quer ir para o trabalho.)
6) Either / Either...or (ou...ou; um dos dois; um ou outro; tambŽm) s‹o
utilizados para fazer referncia a duas pessoas ou objetos. Acompanha
substantivos no singular e, quando houver verbo na forma negativa, either deve
ser usado ao invŽs de neither.
We have pasta and pizza. You can have either.
(Temos massa e pizza. Voc pode comer uma ou outra.)
Either you clean your room or you stay at home.
(Ou voc limpa o seu quarto ou fica em casa.)
6.1) Quando either for seguido de pronome possessivo, pronome pessoal ou
determinante (the, my, these, her, them etc), usa-se a preposi‹o of.
You can use either of the dresses.
(Voc pode usar qualquer um dos vestidos.)
I don't like either of those restaurants.
(Eu n‹o gosto de nenhum destes restaurantes.)
6.2) Depois de um verbo na forma negativa, either significa "tambŽm":
I donÕt like to drive and my sister doesnÕt like it either.
(Eu n‹o gosto de dirigir e minha irm‹ tambŽm n‹o.)
ERRADO: I donÕt like to drive and my sister doesnÕt like it neither.
Ingls p/ AFT 2017
Prof
a
Marina Marcondes e Prof. Roberto Witte Ð Aula 03	
	
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(Voc deve ir para a escola.)
She might see a doctor tomorow.
(Ela deve ir ao mŽdico amanh‹.)
b) N‹o necessitam de outros verbos auxiliares para as formas interrogativa e
negativa, j‡ que eles pr—prios exercem a fun‹o de auxiliares.
May he come in your house?
(Ele pode ir na sua casa?)
I could not / couldnÕt finish the book.
(Eu n‹o consegui terminar o livro.)
c) Os verbos modais nunca s‹o flexionados; n‹o podem ser usados nos
Progressive/Continuous Tenses e n‹o formam passado com ÒedÓ.
I must go.
You must go.
He / She / It must go.
We must go.
You must go.
They must go.
d) Podem ser acompanhados pelo auxiliar ÒbeÓ, frequentemente seguido de
gerœndio (expressando tempo presente ou futuro) ou pelo auxiliar ÒhaveÓ,
seguido de partic’pio (expressando tempo passado).
She may be working now.
(Ela deve estar trabalhando agora.)
Ingls p/ AFT 2017
Prof
a
Marina Marcondes e Prof. Roberto Witte Ð Aula 03	
	
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He could have told me the news.
(Ele poderia ter me contado as novidades.)
e) Nas ora›es negativas acrescenta-se ÒnotÓ logo ap—s o Òmodal verbÓ.
I cannot / canÕt go to the party.
(Eu n‹o posso ir ˆ festa.)
He should not / shouldnÕt speak loud.
(Ele n‹o deveria falar alto.)
f) Na forma interrogativa coloca-se o verbo modal antes do sujeito, como ocorre
com os demais auxiliares.
Shall we go to our friendÕs house?
(Vamos na casa dos nossos amigos?)
Ought he to study more?
(Ele deveria estudar mais?)
Will they wait for you?
(Eles esperar‹o por voc?)
g) Can e could poder‹o ser substitu’dos por Òbe able toÓ (ser capaz de) quando
expressarem uma capacidade, habilidade ou possibilidade de fazer algo.
Diferentemente dos demais modal verbs, a express‹o Òbe able toÓ Ž conjugado
em todos os tempos verbais.
I can't talk to you today, but I will be able to talk tomorrow.
(N‹o posso falar com voc hoje, mas amanh‹ poderei.)
Ingls p/ AFT 2017
Prof
a
Marina Marcondes e Prof. Roberto Witte Ð Aula 03	
	
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CORRETO: She may come to my house today. / She can come to my house
today.
(Ela pode vir na minha casa hoje.)
k) Em alguns casos, could Ž usado como passado de can.
When I was a younger I could do a lot of sports.
(Quando eu era mais jovem, eu conseguia praticar v‡rios esportes.)
Ap—s essas no›es gerais, vamos estudar cada um dos modal verbs a
seguir:
1) CAN: expressa capacidade, habilidade, possibilidade, permiss‹o informal e
pedido informal.
He can sit here.
(Ele pode sentar-se aqui.)
My son can speak english very well.
(Meu filho sabe falar Ingls muito bem.)
Can she stay with me?
(Ela pode ficar comigo?)
2) COULD: Ž utilizado para expressar capacidade, habilidade, possibilidade,
permiss‹o formal e pedido formal. Could confere um tom mais educado e mais
formal ˆs perguntas. TambŽm pode expressar uma capacidade ou habilidade no
passado (neste caso, passado de can).
Ingls p/ AFT 2017
Prof
a
Marina Marcondes e Prof. Roberto Witte Ð Aula 03	
	
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PREPOSITIONS - PREPOSI‚ÍES
A fun‹o da preposi‹o Ž ligar um ou mais termos da ora‹o, explicando
ou completanto o sentido um do outro.
1) ABOUT (sobre; acerca de; a respeito de; perto de)
Lugar / Posi‹o
She is somewhere about the house.
(Ela est‡ em algum lugar perto de casa.)
Sobre determinadoassunto
Could you tell me more about your report?
(Voc poderia me contar mais a respeito do / acerca do / sobre o seu
relat—rio?)
2) ABOVE (acima; por cima; sobre)
Lugar / Posi‹o
Can you spell the word above?
(Voc pode soletrar a palavra acima?)
3) ACROSS (atravŽs de; do outro lado)
Ingls p/ AFT 2017
Prof
a
Marina Marcondes e Prof. Roberto Witte Ð Aula 03	
	
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Lugar / Posi‹o
There is a very beautiful car across the street.
(Tem um carro muito bonito do outro lado da rua.)
Movimento / Direcionamento
Our actions will reflect across many years.
(As nossas a›es repercutir‹o atravŽs de muitos anos.)
4) AFTER (depois de; ap—s; atr‡s)
Tempo
They are going to a restaurant after work.
(Eles ir‹o a um restaurante ap—s o trabalho.)
Lugar / Posi‹o
He was walking after them.
(Ele estava caminhando atr‡s deles.)
5) AGAINST (contra; junto a)
Lugar / Posi‹o
He leaned against the wall.
(Ele apoiou-se junto a parede.)
Movimento / Direcionamento
They were against the tree.
Ingls p/ AFT 2017
Prof
a
Marina Marcondes e Prof. Roberto Witte Ð Aula 03	
	
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(Eles estavam contra a ‡rvore.)
6) ALL OVER (por toda a parte)
Lugar / Posi‹o
There is a lot of toys all over the room.
(Tem v‡rios brinquedos por todo o quarto.)
7) ALONG (ao longo; pelo; pela)
Lugar / Posi‹o
There are boats along the river.
(H‡ barcos ao longo do rio.)
Movimento / Direcionamento
I was running along the beach.
(Eu estava correndo pela / ao longo da praia.)
8) AMONG (entre; dentre)
Lugar / Posi‹o
He saw a horse among the trees.
(Ele viu um cavalo entre as ‡rvores.)
Ingls p/ AFT 2017
Prof
a
Marina Marcondes e Prof. Roberto Witte Ð Aula 03	
	
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9) AROUND (em torno de; ao redor)
Lugar / Posi‹o
He is running around the lake.
(Ele est‡ correndo ao redor do lago.)
Movimento / Direcionamento
The children donÕt stop spinning around!
(As crianas n‹o param de girar!)
10) AS FAR AS (atŽ)
Lugar / Posi‹o
She walked as far as my house yesterday.
(Ontem ela caminhou atŽ a minha casa.)
11) AT (em; no; nos; na; nas; perto de; sobre; junto a)
Tempo
IÕll buy a new car at the end of this year.
(Eu comprarei um carro novo no final deste ano.)
Lugar / Posi‹o
They sold a house at 106 Washington Avenue.
(Eles venderam uma casa na Avenida Washington, nœmero 106.)
Ingls p/ AFT 2017
Prof
a
Marina Marcondes e Prof. Roberto Witte Ð Aula 03	
	
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12) BEFORE (antes de; na frente de)
Tempo
I want to give you a hug before you leave!
(Eu quero lhe dar um abrao antes de voc partir!)
Lugar / Posi‹o
My dad was standing before our house, waiting for me.
(Meu pai estava posicionado na frente da nossa casa, esperando por mim.)
13) BEHIND (atr‡s de)
Lugar / Posi‹o
The dog was barking behind the door.
(O cachorro estava latindo atr‡s da porta.)
14) BELOW (abaixo de; sob)
Lugar / Posi‹o
Rio Grande do Sul is below Santa Catarina.
(O Rio Grande do Sul fica abaixo de Santa Catarina.)
15) BESIDE (ao lado de)
Ingls p/ AFT 2017
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a
Marina Marcondes e Prof. Roberto Witte Ð Aula 03	
	
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Lugar / Posi‹o
She likes to sit beside her mother.
(Ela gosta de sentar ao lado da sua m‹e.)
16) BESIDES (alŽm de; fora de; em adi‹o a; acima de; exceto; salvo)
And besides, I think the end result was worth it.
(E, alŽm disso, penso que o resultado final valeu a pena.)
17) BETWEEN [entre (dois)]
Lugar / Posi‹o
IÕm sitting between my two daughters.
(Eu estou sentada entre as minhas duas filhas.)
18) BEYOND (alŽm de)
Lugar / Posi‹o
Their country house is beyond the hill.
(A casa de campo deles Ž alŽm da colina.)
Movimento / Direcionamento
We walked beyond the neighborhood limits.
(N—s caminhamos alŽm dos limites da vizinhana.)
Ingls p/ AFT 2017
Prof
a
Marina Marcondes e Prof. Roberto Witte Ð Aula 03	
	
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19) BUT (mas; exceto)
We went to the party, but we didnÕt met her.
(N—s fomos ˆ festa, mas n‹o a encontramos.)
20) BY (por; em; pelo; ao; atravŽs; junto; ao lado de; perto de; via)
Tempo
He will have finished his report by the end of the next week.
(Ao final da pr—xima semana, ele ter‡ conclu’do o seu relat—rio.)
Lugar / Posi‹o
My house is by your restaurant.
(Minha casa Ž ao lado do seu restaurante.)
21) CLOSE TO (perto de; quase; aproximadamente)
Lugar / posi‹o
He likes to sit close to me.
(Ele gosta de sentar perto de mim.)
22) DOWN (abaixo; para baixo)
Ingls p/ AFT 2017
Prof
a
Marina Marcondes e Prof. Roberto Witte Ð Aula 03	
	
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They live about 20 miles down river.
(Eles moram cerca de 20 milhas abaixo do rio.)
23) DURING (durante)
Dura‹o
SheÕll dinner with me during this week.
(Ele vai jantar comigo durante esta semana.)
24) FAR FROM (longe de)
Lugar / Posi‹o
We live far from our parents.
(N—s moramos longe dos nossos pais.)
25) FOR (por; para; h‡; a favor de)
Dura‹o
He has worked in this company for fifteen years.
(Ele trabalhou nesta empresa por quinze anos.)
26) FROM (de; da; desde; dentre; a partir)
Ingls p/ AFT 2017
Prof
a
Marina Marcondes e Prof. Roberto Witte Ð Aula 03	
	
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Dura‹o
IÕll be in the doctorÕs office from eight to nine oÕclock.
(Eu estarei no consult—rio mŽdico das oito ˆs nove horas.)
Movimento / Direcionamento
We went from S‹o Paulo to Rio de Janeiro by car.
(N—s fomos de S‹o Paulo ao Rio de Janeiro de carro.)
27) IN (em; no; na; nos; nas; dentro de; da)
Tempo
My wedding dress will be ready in two weeks.
(Meu vestido de noiva estar‡ pronto em duas semanas.)
Lugar / Posi‹o
His office is in the south of the city.
(O escrit—rio dele situa-se no sul da cidade.)
Movimento / Direcionamento
Look in my eyes!
(Olhe em meus olhos!)
28) IN FRONT OF (em frente; diante de)
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Lugar / Posi‹o
The police stayed a long time in front of our house.
(A pol’cia ficou um longo per’odo em frente a nossa casa.)
29) INSIDE (dentro de; em)
Lugar / Posi‹o
ItÕs very cold inside the cinema.
(Est‡ muito frio dentro do cinema.)
30) INSTEAD OF (por; em vez de; em lugar de)
Our celebration will happen in august instead of july.
(A nossa celebra‹o acontecer‡ em agosto em vez de julho.)
31) INTO (em; no; na; para dentro)
Movimento / Direcionamento
They went into the restaurant together.
(Eles entraram no restaurante juntos.)
32) LIKE (como; parecido com; similar a; semelhante)
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SheÕs like her mother.
(Ela Ž parecida com a sua m‹e.)
33) NEAR (perto de)
Lugar / Posi‹o
We live near my motherÕs house.
(N—s moramos perto da casa da minha m‹e.)
34) NEXT TO (ao lado de)
Lugar / Posi‹o
My friend sits next to me every day.
(Minha amiga senta-se ao meu lado todos os dias.)
35) OFF (fora; fora de; distante)
Lugar / Posi‹o
Please, keep off the grass.
(Por favor, fique distante da grama.)
36) ON (em; no; na; sobre; em cima de)
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Estado
in Santa Catarina (em
Santa Catarina)
Avenida
on Araucaria Avenue
(na Avenida Arauc‡ria)
Local espec’fico
at school (na escola)
at church (na igreja)
at the movies (no
cinema)
Cidade
in Fortaleza (em
Fortaleza)
Bairro
in Copacabana (em
Copacabana)
Praa
on Washington Square
(na Praa Washington)in the street (na rua)
37) ONTO (para; para cima; em; no; na; sobre)
Movimento / Direcionamento
The boy jumped onto the pool.
(O menino pulou para a piscina.)
38) OPPOSITE (na frente; do outro lado)
Lugar / Posi‹o
I sat opposite my boss during the meeting.
(Eu sentei na frente do meu chefe durante a reuni‹o.)
39) OUT OF (fora de)
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Movimento / Direcionamento
They came out of the house, because it was on fire!
(Eles sa’ram fora da casa, porque estava em chamas!)
40) OUTSIDE (fora; de fora; para fora)
Lugar / Posi‹o
My brother is outside the house.
(Meu irm‹o est‡ fora da casa.)
41) OVER (sobre; acima de; por cima de; superior a; mais de; alŽm de)
Lugar / Posi‹o
He uses a big hat over the head.
(Ele usa um chapŽu grande sobre a cabea.)
Movimento / Direcionamento
I saw the clock from over the door.
(Eu vi o rel—gio por cima da porta.)
42) ROUND (ao redor; em torno de)
Movimento / Direcionamento
They were the first family to sail round the world.
(Eles foram a primeira fam’lia a velejar ao redor do mundo.)
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Lugar / Posi‹o
The friends are all together round the table.
(Os amigos est‹o todos juntos em torno da mesa.)
43) SINCE (desde)
Dura‹o
Eva studies here since she was a child.
(Eva estuda aqui desde que era uma criana.)
Movimento / Direcionamento
She came running since her school.
(Ela veio correndo desde a sua escola.)
44) THROUGH (atravŽs de)
Movimento / Direcionamento
She observed him through the window.
(Ela o observou atravŽs da janela.)
45) THROUGHOUT (em todo; em toda; durante; durante todo)
Lugar / Posi‹o
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The singer is famous throughout the world.
(O cantor Ž famoso em todo o mundo.)
46) TO (para; a; ao; a fim de; em; atŽ; ˆ)
Dura‹o
I lived in Europe from 2000 to 2002.
(Eu morei na Europa de 2000 a 2002.)
Movimento / Direcionamento
When I was going to work, I saw an accident.
(Quando eu estava indo para o trabalho, eu vi um acidente.)
47) TOWARDS (para; em dire‹o a)
Movimento / Direcionamento
We were driving towards your house when we met him.
(N—s est‡vamos dirigindo em dire‹o a sua casa quando o encontramos.)
48) UNDER (embaixo; debaixo; sob)
Lugar / Posi‹o
I placed my documents under the book.
(Eu coloquei meus documentos embaixo do livro.)
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Movimento / Direcionamento
She saw a shadow coming under the door.
(Ela viu uma sombra vindo debaixo da porta.)
49) UNTIL / TILL (atŽ)
Dura‹o
I will finish my research until tomorrow.
(Eu terminarei a minha pesquisa atŽ amanh‹.)
I have, till now, almost finished all my homework.
(AtŽ agora, eu quase terminei todo o meu dever de casa.)
50) UP (acima; para cima; em cima)
Movimento / Direcionamento
Please, go up the stairs and get my wallet.
(Suba l‡ em cima e pegue a minha carteira, por favor.)
51) WITH (com; por)
They want to work with you.
(Eles querem trabalhar com voc.)
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focus on concentrar-se em
happen to acontecer a
hear of/from somebody
ouvir a respeito de/ter not’cias de
alguŽm
laugh at rir de
live on viver de
look for procurar
listen to somebody/something ouvir, escutar alguŽm/algo
participate in participar de
pay for pagar por
rely on confiar em
search for somebody/something procurar por/buscar
shout at gritar com
suffer from sofrer de/com
smile at sorrir para
talk to somebody falar para alguŽm
talk with somebody falar com alguŽm
think of/about somebody/something pensar sobre alguŽm/algo
wait for esperar por
worry about preocupar-se com
write to somebody Escrever para alguŽm
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an invitation to um convite para
a need for uma necessidade de
a picture of uma foto de
a relationship with um relacionamento com
a solution to uma solu‹o para
a tour of um giro, uma viagem pelo
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PROVAS TRADUZIDAS E COMENTADAS
îrg‹o: Agncia Nacional de Telecomunica›es - ANATEL
Cargo: Analista Administrativo (Especialidade: Administra‹o)
Banca: CESPE
Ano: 2014
1 For average consumers, Ô3GÕ and Ô4GÕ are two of the most
mysterious terms in the mobile technology dictionary, but
theyÕre used relentlessly to sell phones and tablets. If youÕre
4 shopping for a new phone, the answer isnÕt clear-cut, and
you shouldn't always go for the higher number.
Para os consumidores comuns, "3G" e "4G" s‹o os dois
termos mais misteriosos no dicion‡rio de tecnologia m—vel,
mas eles s‹o incansavelmente utilizados para vender telefones
e tablets. Se voc est‡ comprando um novo telefone, a
resposta n‹o Ž clara e voc n‹o deveria ir sempre para o
nœmero mais elevado.
First things first, the ÒGÓ stands for a generation of
7 mobile technology, installed in phones and on cellular
networks. Each ÒGÓ generally requires you to get a new
phone, and for networks to make expensive upgrades. The
10 first two were analog cell phones (1G) and digital phones
(2G). Then it got complicated.
As primeiras coisas primeiro, o "G" representa uma
gera‹o de tecnologia m—vel, instalado em telefones e em
redes de celulares. Cada "G" geralmente requer que voc
adquira um novo telefone e que as redes faam atualiza›es
dispendiosas. Os dois primeiros foram telefones celulares
anal—gicos (1G) e telefones digitais (2G). Em seguida, ficou
complicado.
Third-generation mobile networks, or 3G, came to the
13 U.S. in 2003. With minimum consistent Internet speeds of
144 Kbps, 3G was supposed to bring Òmobile broadbandÓ.
There are now so many varieties of 3G, though, that a Ò3GÓ
16 connection can get you Internet speeds anywhere from
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400 Kbps to more than ten times that.
A terceira gera‹o de redes m—veis, ou 3G, veio para os
EUA em 2003. Com uma velocidade m’nima de Internet
consistente de 144 Kbps, o 3G deveria proporcionar "banda
larga m—vel". Atualmente, existem muitas variedades de 3G,
no entanto, uma conex‹o "3G" pode oferecer-lhe velocidades
de Internet de 400 Kbps atŽ mais de dez vezes esse valor, em
qualquer lugar.
New generations usually bring new base technologies,
19 more network capacity for more data per user, and the
potential for better voice quality, too. 4G phones are supposed
to be even faster, but thatÕs not always the case. There are so
22 many technologies called Ò4GÓ and so many ways to
implement them, that the term is almost meaningless.The
International Telecommunications Union, a standards body,
25 tried to issue requirements to call a network 4G but they
were ignored by carriers, and eventually the ITU backed
down.
Novas gera›es costumam trazer novas tecnologias de
base, mais capacidade de rede para a obten‹o de mais dados
por usu‡rio e, tambŽm, o potencial para uma melhor
qualidade de voz. Os telefones 4G deveriam ser ainda mais
r‡pidos, mas nem sempre Ž o caso. H‡ muitas tecnologias
denominadas "4G" e diversas maneiras de implement‡-las,
que faz do termo quase sem sentido. A Uni‹o Internacional de
Telecomunica›es, um organismo de normatiza‹o, tentou
emitir requisitos para nomear a rede 4G, mas eles foram
ignorados pelas operadoras e, eventualmente, a UIT recuou.
4G technologies include HSPA+ 21/42, WiMAX, and LTE
28 (although some consider LTE the only true 4G of that
bunch, and some people say none of them are fast enough to
qualify).
As tecnologias 4G incluem HSPA + 21/42, WiMAX e LTE
(apesar de alguns considerarem que o LTE Ž o œnico
verdadeiro 4G desse grupo e de algumas pessoas dizerem que
nenhum deles Ž r‡pido o suficiente para se qualificar).
S. Segan. 3G vs. 4G: What's the Difference? Internet: (adapted).
S. Segan. 3G vs. 4G: Qual Ž a diferena? Internet: (adaptado).
Based on the text, judge the following items.
Com base no texto, julgar os seguintes itens.
19 HSPA + 21/42, WiMAX, and LTE are considered by many as fast
technologies.
HSPA + 21/42, WiMAX e LTE s‹o considerados por muitos como tecnologias
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travels through a string of glass. When it tries to leave the
glass, it hits a wall that reflects it back into the center, guiding
it along the length of the cable. The cable made of air works in
the same way.
A equipe de pesquisa, em vez disso, produziu
fragmentos de ar para imitar um cabo de fibra —tica atravŽs
da cria‹o de tubos de ar denso rodeado por ar de baixa
densidade. Em um cabo de fibra —tica, um laser percorre uma
cadeia de vidro. Quando h‡ a tentativa de deixar o vidro, ele
atinge uma parede que o reflete de volta para o centro,
guiando-o ao longo do comprimento do cabo. O cabo feito de
ar funciona da mesma maneira.
ÒItÕs like you could just take a physical optical fiber and
unreel it at the speed of light, put it next to this thing that you
want to measure remotely, and then have the signal come all
the way back to where you areÓ, University of Maryland team
lead Howard Milchberg said in a release.
"ƒ como se voc pudesse simplesmente pegar uma
fibra —tica f’sica e desenrol‡-la na velocidade da luz, coloc‡-la
junto a algo que voc queira medir remotamente e depois ter
o sinal todo de volta para onde voc est‡", disse em um
comunicado o l’der de equipe da Universidade Maryland,
Howard Milchberg.
Signals that traveled through the air cable were 1.5
times stronger than when they were sent through plain air.
The team was able to send them over a distance of three feet
and is now interested in pushing the range to 150 feet.
Os sinais que viajaram atravŽs do cabo aŽreos foram
1,5 vezes mais fortes do que quando enviados por meio do ar
puro. A equipe foi capaz de envi‡-los a uma dist‰ncia de trs
pŽs e agora est‡ interessada em impulsionar o alcance para
150 pŽs.
If the University of Maryland team succeeds, the air
cables could be used for communication in remote locations
on Earth where laying fiber optic cables is extremely difficult,
or places where it actually is impossible like space. NASA is
already experimenting with laser communication between the
International Space Station and Earth. The technique could
also be used to probe the Earth to make topographic maps or
examine the chemicals present in hard-to-reach places like
the atmosphere or a nuclear plant.
Se a equipe da Universidade de Maryland tiver xito, os
cabos aŽreos poder‹o ser usados para a comunica‹o em
locais remotos da Terra, onde a coloca‹o de cabos de fibra
—tica Ž extremamente dif’cil, ou lugares onde atualmente Ž
imposs’vel como o espao. A NASA j‡ est‡ testando a
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îrg‹o: Agncia Nacional de Transportes Aquavi‡rios - ANTAQ
Cargo: Especialista em Regula‹o de Servios de Transportes
Aquavi‡rios
Banca: CESPE
Ano: 2014
1 The Maritime Union of Australia (MUA) says a $125,000
fine given to a Chinese shipping company trying to take a
short-cut across the Great Barrier Reef highlights the need for
4 ongoing vigilance of the shipping industry.
A Uni‹o Mar’tima da Austr‡lia (UMA) afirma que uma
multa de 125.000 d—lares aplicada a uma companhia de
navega‹o chinesa, que tentou pegar um atalho atravŽs da
Grande Barreira de Corais, ressalta a necessidade de uma
vigil‰ncia constante da indœstria naval.
The captain and first officer of the 291m bulk carrier MV
Bulk Ingenuity, owned by Grand China International Ship
7 Management, were charged after the ship set a course to
sail through the environmentally sensitive Flinders Pass on its
way to Abbot Point, near Bowen, in Queensland.
O capit‹o e primeiro oficial do graneleiro Criatividade a
Granel MV de 291m, de propriedade da Gestora de Navios
Grande China Internacional, foram acusados depois que o
navio definiu um percursso para navegar atravŽs da
ambientalmente sens’vel Passagem de Flinders no seu
caminho para o Ponto Abbot, perto de Bowen, em
Queensland.
10 The Townsville Bulletin reported that the ship was
detected by the Great Barrier Reef and Torres Strait Vehicle
Traffic Service on July 21 and that initial attempts at contact
13 were unsuccessful. Australian Federal Police and personnel
from the Great Barrier Reef Marine Park Authority and
Australian Maritime Safety Authority searched the ship later
16 that day.
O Boletim de Townsville informou que o navio foi
detectado pela Grande Barreira de Corais e pelo Servio de
Tr‡fego de Ve’culo Estreito de Torres, em 21 de julho e que
tentativas iniciais de contato foram infrut’feras. A Pol’cia
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îrg‹o: Tribunal de Justia do Estado de Sergipe Ð TJ/SE
Cargo: Analista Judici‡rio
Banca: CESPE
Ano: 2014
Procedural programming has been around since the
inception of computers and programming. Object-oriented
paradigms arrived a little later Ñ in the late 1950s to early
1960s Ñ which means over 50 years of object-oriented
problem solving. Still, many developers lack a full
understanding of the thought process in developing object-
oriented software and therefore canÕt take advantage of its
concepts. IÕm happy to see that this book, The Object-
Oriented Thought Process, has taken this fairly old perspective
and given it full attention and renewed interest.
A programa‹o processual existe desde a origem dos
computadores e da programa‹o. Os paradigmas orientados a
objetos chegaram um pouco mais tarde - no final de 1950 ao
in’cio de 1960 - o que significam mais de 50 anos de
resolu‹o de problemas orientada a objetos. Ainda assim,
muitos desenvolvedores carecem de uma compreens‹o
completa do processo de pensamento no desenvolvimento de
software orientado a objetos e, portanto, n‹o podem tirar
vantagem desses conceitos. Eu estou feliz em ver que este
livro, o Processo de Pensamento Orientado a Objeto, tomou
essa perspectiva bastante antiga e proporcionou-lhe aten‹o e
interesse renovado.
Not having read the previous editions, IÕm not familiar
with the changes represented in this fourth edition. Author
Matt Weisfeld is a professor who understandsthese important
concepts and the level of knowledge and process required for
readers and students to grasp what they need to know. The
examples in the book are concise, clear, and easy to follow.
Additionally, the book makes good use of white space, lists,
pictures, and diagrams to make the content easier to follow
and scan quickly.
Por n‹o ter lido as edi›es anteriores, n‹o estou
familiarizado com as mudanas representadas nesta quarta
edi‹o. O autor Matt Weisfeld Ž um professor que entende
esses importantes conceitos, o n’vel de conhecimento e o
processo necess‡rio para que os leitores e estudantes tenham
conhecimento do que precisam saber. Os exemplos no livro
s‹o concisos, claros e f‡ceis de acompanhar. AlŽm disso, o
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livro faz bom uso do espao em branco, listas, imagens e
diagramas para tornar o conteœdo mais f‡cil de seguir e de ser
analisado rapidamente.
Weisfeld has organized the concepts to build on each
other, ensuring that students understand one concept well
before moving to the next. On the other hand, readers who
already understand the fundamentals can go directly to
object-oriented thought processes for particular programming
paradigms, such as Web services or client-server applications.
Weisfeld organizou os conceitos para construir uns
sobre os outros, garantindo que os alunos compreendam bem
um conceito antes de prosseguir para o pr—ximo. Por outro
lado, os leitores que j‡ entendem os fundamentos podem ir
diretamente para os processos de pensamento orientados a
objeto para determinados paradigmas de programa‹o, tais
como servios da Web ou aplica›es cliente-servidor.
The book is language-neutral. Its examples are in C#,
but a supplementary website offers example code in other
languages. If your language isnÕt fairly represented, donÕt be
deterred from acquiring this book because object-oriented
concepts and semantics are mostly universal Ñ just the
particular implementation might vary due to the language.
O livro possui uma linguagem neutra. Seus exemplos
est‹o em C#, mas um site complementar oferece um exemplo
de c—digo em outros idiomas. Caso a sua l’ngua n‹o esteja
adequadamente representada, n‹o seja dissuadido a adquirir
este livro, pois conceitos orientados a objetos e sem‰ntica
s‹o, na sua maioria, universais - apenas a implementa‹o
espec’fica pode variar devido ao idioma.
Each chapter contains UML and example code to better
understand the concepts and see how theyÕre implemented.
The last chapter introduces design patterns but without going
into great detail about how to use them. This lets the
inexperienced reader know that design patterns would be the
next step in the path to developing good code.
Cada cap’tulo contŽm UML e um exemplo de c—digo
para entender melhor os conceitos e ver como eles s‹o
implementados. O œltimo cap’tulo apresenta padr›es de
design, mas sem entrar em grandes detalhes sobre como us‡-
los. Isso permite que o leitor inexperiente saiba que os
modelos de design seriam o pr—ximo passo no caminho para o
desenvolvimento de um bom c—digo.
Overall, I can recommend this book to code developers,
designers, and testers Ñ to anyone with an interest in proper
software development semantics. It's available in a digital
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da Romnia caiu. O governo de centro-direita perdeu um voto
de n‹o-confiana interposto pela ala esquerda oposicionista.
Quando a proposta foi originalmente apresentada, alguns
pensaram que o governo estava em perigo. Mas, nas œltimas
semanas, ele se enfraqueceu por uma sŽrie de deser›es.
ÒToday there was justice,Ó celebrated Victor Ponta,
leader of the centre-left Social-Liberal Union (USL), after
securing 235 votes in favour of his motion, four more than he
needed. ÒWe don«t want any more dubious firms, no more
selling under the market price and huge bribes,Ó he said in a
five-hour long debate that preceded the vote.
"Hoje houve justia", comemorou Victor Ponta, l’der da
centro-esquerdista Uni‹o Social-Liberal (USL), depois de
garantir 235 votos a favor de sua proposta, quatro alŽm do
que ele precisava. "N—s n‹o queremos mais empresas
suspeitas, n‹o queremos mais vendas abaixo do preo de
mercado e enormes subornos", disse ele em um longo debate
de cinco horas que precedeu a vota‹o.
Traian Basescu, the president and main political player
in Romania, proposed Mr Ponta as prime minister back in
February when the previous government, led by Emil Boc,
resigned after three weeks of street protests denouncing party
cronyism, incompetence and harsh austerity measures. Mr
Ponta refused, but now he seems more willing to step in
thanks to the fair-weather politicians who have flocked to his
party from.
Traian Basescu, presidente e principal figura pol’tica da
Romnia, sugeriu o Sr. Ponta como Primeiro Ministro de volta
em fevereiro, quando o governo anterior, liderado por Emil
Boc, renunciou depois de trs semanas de protestos nas ruas,
denunciando o nepotismo partid‡rio, a incompetncia e as
duras medidas de austeridade. O Sr. Ponta recusou, mas
agora ele parece mais disposto a entrar em cena graas aos
pol’ticos interesseiros que migraram para o seu partido vindos
da posi‹o centro-direita.
The International Monetary Fund (IMF), which began an
official visit to Romania earlier this week to review the
country«s performance linked to a 5 billion euro credit line it
was granted last year, announced it would suspend its mission
until a new government is in place. That may not take long.
But with Romanian governments showing the longevity of
mayflies, and the European Union (EU) weary of a country
that seems unable or unwilling to make serious progress on
the corruption problems that continue to plague it five years
after it was accepted into the club, it will take a good deal
longer for Romania to acquire the clout that should come
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îrg‹o: MinistŽrio do Desenvolvimento, Indœstria e ComŽrcio - MDIC
Cargo: Analista de ComŽrcio Exterior - ACE
Banca: ESAF
Ano: 2012
Read the text below entitled ÒCurrency disunionÓ in order to
answer questions 21 to 25:
Leia o texto abaixo intitulado ÒDesuni‹o monet‡riaÓ para
responder ˆs quest›es 21 a 25:
Currency disunion
Desuni‹o monet‡ria
Source: www.economist.com (Adapted) Apr 7th, 2012
Fonte: www.economist.com (adaptado) 07 de abril de 2012
The Irish left the sterling zone. The Balts escaped from
the rouble. The Czechs and Slovaks left each other. History is
littered with currency unions that broke up. Why not the euro?
Had its fathers foreseen turmoil, they might never have
embarked on currency union.
Os irlandeses deixaram a zona de libras esterlinas. Os
b‡lticos escaparam do rublo. Os tchecos e eslovacos
abandonaram um ao outro. A hist—ria est‡ repleta de uni›es
monet‡rias que se separaram. Por que n‹o o euro? Se seus pais
tivessem previsto turbulncias, talvez eles nunca tivessem
iniciado em uma uni‹o monet‡ria.
The founders of the euro thought they were forging a rival
to the American dollar. Instead they recreated a version of the
gold standard abandoned by their predecessors long ago.
Unable to devalue their currencies, struggling euro countries are
trying to regain competitiveness by Òinternal devaluationÓ, ie,
pushing down wages and prices. That hurts: unemployment in
Greece and Spain is above 20%. And resentment is deepening
among creditors. So why not release the yoke? The treaties may
declare the euroÒirrevocableÓ, but treaties can be changed.
Os fundadores do euro pensaram que estavam criando
um rival para o d—lar americano. Em vez disso, eles recriaram
uma vers‹o do padr‹o ouro abandonada por seus antecessores
h‡ muito tempo. Incapazes de desvalorizar suas moedas, pa’ses
da zona do euro em dificuldades est‹o tentando recuperar a
competitividade atravŽs da "desvaloriza‹o interna", ou seja,
empurrando para baixo os sal‡rios e preos. Isso d—i: o
desemprego na GrŽcia e na Espanha est‡ acima de 20%. E o
ressentimento est‡ se aprofundando entre os credores. Ent‹o
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guerrillas. Sub-regional trade groups such as Mercosur and the
Andean Community, which made progress in the 1990s, have
stagnated or fallen apart.
Reuni›es de cœpula envolvendo presidentes da AmŽrica
latina s‹o t‹o freqŸentes nos dias de hoje que o Sr. Calder—n do
MŽxico comparou a diplomacia na regi‹o a uma cadeia de
montanhas. Entretanto, mesmo com toda a conversa sobre a
integra‹o regional, politicamente, a AmŽrica Latina parece mais
dividida do que nunca. O Sr. Ch‡vez gosta de ameaar guerra
contra a Col™mbia, que, por sua vez, o acusa de abrigar seus
guerrilheiros das FARC. Os grupos comerciais sub-regionais,
como o Mercosul e a Comunidade Andina, que progrediram na
dŽcada de 90, estagnaram ou se dissolveram.
Yet while politicians bicker, corporate Latin America is
quietly moving closer together. A growing army of multilatinas
have expanded abroad. Some, like Embraer or Bimbo, have
become global multinationals. Many others, including Chilean
retailers and Brazilian banks and construction firms, have
expanded within Latin America. Some Mexican firms, led by
AmŽrica M—vil, a telecoms giant, are moving into Brazil. Until
recently such firms tended to list their shares in New York, but
now a Latin American capital market is poised to emerge. In
three to five years there will be a seamless network of Latin
American stock exchanges, including Mexico«s, reckons Mr
Oliveira of BRAIN Brasil.
No entanto, enquanto os pol’ticos discutem, empresas da
AmŽrica Latina est‹o aproximando-se silenciosamente. Um
exŽrcito crescente de multilatinas expandiu-se para o exterior.
Algumas, como Embraer ou Bimbo, tornaram-se multinacionais
globais. Muitas outras, incluindo varejistas chilenos, bancos
brasileiros e empresas de constru‹o, tm se desenvolvido
dentro da AmŽrica Latina. Algumas firmas mexicanas, lideradas
pela AmŽrica M—vil, uma gigante das telecomunica›es, est‹o se
movendo para o Brasil. AtŽ pouco tempo, essas companhias
tendiam a listar suas a›es em Nova York, mas agora o
mercado de capitais da AmŽrica Latina est‡ pronto para
emergir. Em trs a cinco anos, haver‡ uma rede integrada de
bolsas de valores na AmŽrica Latina, incluindo a do MŽxico,
avalia o Sr. Oliveira da BRAIN Brasil.
The market-oriented reforms of the 1980s and 1990s,
combined with a few years of commoditydriven prosperity, are
transforming Latin American business.
As reformas orientadas para o mercado das dŽcadas de 80
e 90, combinados com alguns anos de prosperidade liderada
pelas commodities, est‹o transformando os neg—cios da
AmŽrica Latina.
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PROVAS ANTERIORES
îrg‹o: Agncia Nacional de Telecomunica›es - ANATEL
Cargo: Analista Administrativo (Especialidade: Administra‹o)
Banca: CESPE
Ano: 2014
1 For average consumers, Ô3GÕ and Ô4GÕ are two of the most
mysterious terms in the mobile technology dictionary, but
theyÕre used relentlessly to sell phones and tablets. If youÕre
4 shopping for a new phone, the answer isnÕt clear-cut, and
you shouldn't always go for the higher number.
First things first, the ÒGÓ stands for a generation of
7 mobile technology, installed in phones and on cellular
networks. Each ÒGÓ generally requires you to get a new
phone, and for networks to make expensive upgrades. The
10 first two were analog cell phones (1G) and digital phones
(2G). Then it got complicated.
Third-generation mobile networks, or 3G, came to the
13 U.S. in 2003. With minimum consistent Internet speeds of
144 Kbps, 3G was supposed to bring Òmobile broadbandÓ.
There are now so many varieties of 3G, though, that a Ò3GÓ
16 connection can get you Internet speeds anywhere from
400 Kbps to more than ten times that.
New generations usually bring new base technologies,
19 more network capacity for more data per user, and the
potential for better voice quality, too. 4G phones are supposed
to be even faster, but thatÕs not always the case. There are so
22 many technologies called Ò4GÓ and so many ways to
implement them, that the term is almost meaningless. The
International Telecommunications Union, a standards body,
25 tried to issue requirements to call a network 4G but they
were ignored by carriers, and eventually the ITU backed
down.
4G technologies include HSPA+ 21/42, WiMAX, and LTE
28 (although some consider LTE the only true 4G of that
bunch, and some people say none of them are fast enough to
qualify).
S. Segan. 3G vs. 4G: What's the Difference? Internet:
(adapted).
Based on the text, judge the following items.
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19 HSPA+ 21/42, WiMAX, and LTE are considered by many as fast
technologies.
20 The expression Òalmost meaninglessÕ (R.23) implies that it is not easy to
decide what the term 4G represents.
21 The criteria established by International Telecommunications Union were
accepted by the 4G companies.
22 The author believes 4G phones are faster than the 3G ones.
23 The terms 3G and 4G are continuously employed to attract customers.
24 The word ÒaverageÓ (R.1) is used in the text as an expression related to
time.
25 In line 4, the term Òclear-cutÓ gives the reader information about ÒanswerÓ.
26 The technology of mobile networks was less complex in the first two
generations.
This text refers to items from 27 to 31.
Under our feet, cables carry data between our homes,
offices and data centers at a pace that can match the speed of
light. The data travels as light that runs through strings made
of materials like glass and plastic.
Researchers at the University of Maryland want to do
away with the cable altogether and just use air to guide the
light. ThatÕs not as simple as it sounds, because a laser sent
through air will spread apart and interact with particles,
gradually losing its intensity over time.
The research team instead caused patches of air to
mimic a fiber optic cable by creating tubes of dense air
surrounded by low-density air. In a fiber optic cable, a laser
travels through a string of glass. When it tries to leave the
glass, it hits a wall that reflects it back into the center, guiding
it along the length of the cable. The cable made of air works in
the same way.
ÒItÕs like you could just take a physical optical fiber and
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unreel it at the speed of light, put it next to this thing that you
want to measure remotely, and then have the signal come all
the way back to where you are,Ó University of Maryland team
lead Howard Milchberg said in a release.
Signals that traveled through the air cable were 1.5
times stronger than when they were sent through plain air.
The team was able to send them over a distance of three feet
and is now interested in pushing the range to150 feet.
If the University of Maryland team succeeds, the air
cables could be used for communication in remote locations
on Earth where laying fiber optic cables is extremely difficult,
or places where it actually is impossible like space. NASA is
already experimenting with laser communication between the
International Space Station and Earth. The technique could
also be used to probe the Earth to make topographic maps or
examine the chemicals present in hard-to-reach places like
the atmosphere or a nuclear plant.
S. Brewster. Making optical cables out of air could boost
communication in space. Internet: <http://gigaom.com>
(adapted).
Based on the text, judge the following items.
27 The new technology being developed at the University of Maryland may
enable signals to be sent to longer distances than before.
28 The aim of the text is to present news about cables used for data traveling.
According to the text, air cables
29 function in a more complex way than fiber optic cables.
30 are being tested by NASA.
31 rely on differences of air density
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îrg‹o: Agncia Nacional de Transportes Aquavi‡rios - ANTAQ
Cargo: Especialista em Regula‹o de Servios de Transportes
Aquavi‡rios
Banca: CESPE
Ano: 2014
1 The Maritime Union of Australia (MUA) says a $125,000
fine given to a Chinese shipping company trying to take a
short-cut across the Great Barrier Reef highlights the need for
4 ongoing vigilance of the shipping industry.
The captain and first officer of the 291m bulk carrier MV
Bulk Ingenuity, owned by Grand China International Ship
7 Management, were charged after the ship set a course to
sail through the environmentally sensitive Flinders Pass on its
way to Abbot Point, near Bowen, in Queensland.
10 The Townsville Bulletin reported that the ship was
detected by the Great Barrier Reef and Torres Strait Vehicle
Traffic Service on July 21 and that initial attempts at contact
13 were unsuccessful. Australian Federal Police and personnel
from the Great Barrier Reef Marine Park Authority and
Australian Maritime Safety Authority searched the ship later
16 that day.
Captain Huaien Xu and his First Officer Lu Zhang Ñ both
Chinese nationals Ñ were charged under the Great Barrier
19 Reef Marine Park Act 1975 on Monday. They subsequently
entered guilty pleas in Townsville Magistrates Court and were
fined a total of $125,000.
22 MUA National Secretary Paddy Crumlin said pressure
from unscrupulous shipowners meant corners would often be
cut by crews who had little choice but to follow orders.
Unscrupulous foreign shipowners threat to Great Barrier.
Internet: < http://worldmaritimenews.com> (adapted).
Based on the text, judge the following items.
15 The Chinese ship episode emphasized the necessity for the Australian
maritime authorities to watch the shipping industry continuously.
16 The word ÒpersonnelÓ (l.13) refers to the Australian Federal Police.
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17 The text informs the readers about irregularities committed by the crew of a
non-Australian ship on the Australian coast.
18 A Chinese ship intended to cross an environmentally protected area on the
Australian coast.
19 The Chinese crew agreed to compensate the Australian government for their
law infringement.
20 The word ÒfineÓ (l.2) is used to describe ÒThe Maritime Union of AustraliaÓ
(l.1).
îrg‹o: Tribunal de Justia do Estado de Sergipe Ð TJ/SE
Cargo: Analista Judici‡rio
Banca: CESPE
Ano: 2014
Procedural programming has been around since the
inception of computers and programming. Object-oriented
paradigms arrived a little later Ñ in the late 1950s to early
1960s Ñ which means over 50 years of object-oriented
problem solving. Still, many developers lack a full
understanding of the thought process in developing object-
oriented software and therefore canÕt take advantage of its
concepts. IÕm happy to see that this book, The Object-
Oriented Thought Process, has taken this fairly old perspective
and given it full attention and renewed interest.
Not having read the previous editions, IÕm not familiar
with the changes represented in this fourth edition. Author
Matt Weisfeld is a professor who understands these important
concepts and the level of knowledge and process required for
readers and students to grasp what they need to know. The
examples in the book are concise, clear, and easy to follow.
Additionally, the book makes good use of white space, lists,
pictures, and diagrams to make the content easier to follow
and scan quickly.
Weisfeld has organized the concepts to build on each
other, ensuring that students understand one concept well
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before moving to the next. On the other hand, readers who
already understand the fundamentals can go directly to
object-oriented thought processes for particular programming
paradigms, such as Web services or client-server applications.
The book is language-neutral. Its examples are in C#,
but a supplementary website offers example code in other
languages. If your language isnÕt fairly represented, donÕt be
deterred from acquiring this book because object-oriented
concepts and semantics are mostly universal Ñ just the
particular implementation might vary due to the language.
Each chapter contains UML and example code to better
understand the concepts and see how theyÕre implemented.
The last chapter introduces design patterns but without going
into great detail about how to use them. This lets the
inexperienced reader know that design patterns would be the
next step in the path to developing good code.
Overall, I can recommend this book to code
developers, designers, and testers Ñ to anyone with an
interest in proper software development semantics. It's
available in a digital format that serves as a useful ready
reference.
Scott Brookhart. Thinking about objects. Internet: (adapted).
Considering the book review above, judge the following items.
23 The digital format of the book will be launched soon.
24 The author of the review states that he is unware of how the current edition
differs from the others.
25 It can be infered from the text that the author of the book is a famous
computer programmer.
26 The book is student-friendly when it comes to developing a gradual
understanding of concepts.
According to the text, judge the items below.
27 Design patterns are presented deeply and extensively in the last chapter of
the book.
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28 The example codes are presented in C#, but the book offers support for
those who use other languages.
29 Procedural programming and object-oriented paradigms have existed for
more than 50 years.
30 Among the good aspects of the book, the author of the review mentions the
examples given and the use of pictures and diagrams.
31 The thought processes underlying the development of object-oriented
software are fully comprehended by developers in general.
îrg‹o: Controladoria Geral da Uni‹o - CGU
Cargo: Analista de Finanas e Controle - AFC
Banca: ESAF
Ano: 2012
Read the text below entitled ÒAnother one bites the dustÓ in
order to answer questions 21 to 25:
Another one bites the dust
Source: www.economist.com Apr 27th, 2012 (Adapted)
Less than three months after it took office, Romania«s
government has fallen. The centre-right administrationlost a
no-confidence vote filed by the left-wing opposition. When the
motion was originally filed few thought the government was in
danger. But in recent weeks it has been weakened by a series
of defections.
ÒToday there was justice,Ó celebrated Victor Ponta,
leader of the centre-left Social-Liberal Union (USL), after
securing 235 votes in favour of his motion, four more than he
needed. ÒWe don«t want any more dubious fi rms, no more
selling under the market price and huge bribes,Ó he said in a fi
ve-hour long debate that preceded the vote.
Traian Basescu, the president and main political player
in Romania, proposed Mr Ponta as prime minister back in
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February when the previous government, led by Emil Boc,
resigned after three weeks of street protests denouncing party
cronyism, incompetence and harsh austerity measures. Mr
Ponta refused, but now he seems more willing to step in
thanks to the fair-weather politicians who have fl ocked to his
party from the centre-right.
The International Monetary Fund (IMF), which began an
offi cial visit to Romania earlier this week to review the
country«s performance linked to a 5 billion euro credit line it
was granted last year, announced it would suspend its mission
until a new government is in place. That may not take long.
But with Romanian governments showing the longevity of
mayfl ies, and the European Union (EU) weary of a country
that seems unable or unwilling to make serious progress on
the corruption problems that continue to plague it fi ve years
after it was accepted into the club, it will take a good deal
longer for Romania to acquire the clout that should come
naturally to an EU country with 22m people.
21- According to paragraph 1, Romania«s government
a) is on the verge of taking office.
b) has been defeated.
c) is likely to fall.
d) has strengthened its political support.
e) will leave office in three months.
22- At the opening of paragraph 2, the leader of the centre-left USL,
Victor Ponta, expressed his
a) contentment.
b) resentment.
c) rage.
d) hopelessness.
e) disappointment.
23- According to paragraph 3, Mr Ponta
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a) took office as prime minister in February.
b) unfortunately resigned as prime minister.
c) may soon join a centre-right party.
d) might still run for a political post.
e) led decisive street protests for weeks.
24- In paragraph 4, the European Union is said to be ÒwearyÓ as
regards Romania«s attitude towards corruption. In other words,
a) hopeful.
b) not certain.
c) very tired.
d) quite optimistic.
e) rather doubtful.
25- According to paragraph 4,
a) Romanians have succeeded in their struggle against corrupt practices.
b) the IMF has denied the 5 billion euro credit line agreed upon.
c) the new government will have to be recognized by the IMF.
d) the EU recognizes the steps taken by Romania so as to fight corruption.
e) Romania has still not obtained the political influence it could.
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îrg‹o: MinistŽrio do Desenvolvimento, Indœstria e ComŽrcio - MDIC
Cargo: Analista de ComŽrcio Exterior - ACE
Banca: ESAF
Ano: 2012
Read the text below entitled ÒCurrency disunionÓ in order to
answer questions 21 to 25:
Currency disunion
Source: www.economist.com (Adapted) Apr 7th, 2012
The Irish left the sterling zone. The Balts escaped from
the rouble. The Czechs and Slovaks left each other. History is
littered with currency unions that broke up. Why not the euro?
Had its fathers foreseen turmoil, they might never have
embarked on currency union.
The founders of the euro thought they were forging a rival
to the American dollar. Instead they recreated a version of the
gold standard abandoned by their predecessors long ago.
Unable to devalue their currencies, struggling euro countries are
trying to regain competitiveness by Òinternal devaluationÓ, ie,
pushing down wages and prices. That hurts: unemployment in
Greece and Spain is above 20%. And resentment is deepening
among creditors. So why not release the yoke? The treaties may
declare the euro ÒirrevocableÓ, but treaties can be changed.
One reason the euro holds together is fear of fi nancial
and economic chaos on an unprecedented scale. Another is the
impulse to defend the decades-long political investment in the
European project. So, despite many bitter words, Greece has a
second rescue.
So the euro zone remains vulnerable to new shocks.
Markets still worry about the risk of sovereign defaults, and of a
partial or total collapse of the euro. Common sense suggests
that leaders should think about how to manage a break-up.
21- In paragraph 1, the author claims that if the euro«s fathers had
foreseen turmoil, they would never have
a) begun a currency union.
b) replaced the euro.
c) maintained the euro zone currencies.
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d) turned down a currency union.
e) devalued the euro.
22- In paragraph 2, the author points out that Òstruggling euro
countriesÓ are
a) steadily recuperating competitiveness.
b) currently devaluing their currencies.
c) expected to value their currencies.
d) incapable of devaluing their currencies.
e) not allowed to push down wages and prices.
23- In paragraph 2, the author argues that treaties
a) might have been ratified.
b) may be altered.
c) should have been negotiated.
d) ought to bring about changes.
e) must be urgently approved.
24- In paragraph 3, the author tries to explain why the euro
a) recovered.
b) devalued.
c) values.
d) collapsed.
e) remains.
25- According to the text, currency unions
a) have invariably strengthened markets.
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b) are not supposed to break up.
c) have previously proved unsuccessful.
d) restructure regional markets.
e) prevent long-term damages.
îrg‹o: Comiss‹o de Valores Mobili‡rios - CVM
Cargo: Analista de Mercado de Capitais
Banca: ESAF
Ano: 2010
Read the text below entitled ÒA Latin American decade?Ó in
order to answer questions 11 to 13:
A Latin American decade?
Source: www.economist.com (Adapted) Sep 9th, 2010
Summit meetings involving Latin America«s presidents are
so frequent these days that Mexico«s Mr Calder—n has likened
diplomacy in the region to a mountain range. Yet for all the talk
of regional integration, political Latin America looks more
divided than ever. Mr Ch‡vez likes to threaten war against
Colombia, which in turn accuses him of harbouring its FARC
guerrillas. Sub-regional trade groups such as Mercosur and the
Andean Community, which made progress in the 1990s, have
stagnated or fallen apart.
Yet while politicians bicker, corporate Latin America is
quietly moving closer together. A growing army of multilatinas
have expanded abroad. Some, like Embraer or Bimbo, have
become global multinationals. Many others, including Chilean
retailers and Brazilian banks and construction firms, have
expanded within Latin America. Some Mexican firms, led by
AmŽrica M—vil, a telecoms giant, are moving into Brazil. Until
recently such firms tended to list their shares in New York, but
now a Latin American capital market is poised to emerge. In
threeto five years there will be a seamless network of Latin
American stock exchanges, including Mexico«s, reckons Mr
Oliveira of BRAIN Brasil.
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The market-oriented reforms of the 1980s and 1990s,
combined with a few years of commoditydriven prosperity, are
transforming Latin American business.
11- According to paragraph 1, Mercosur and the Andean Community
a) have created a fairer trade.
b) brought about political divisions.
c) did not prosper in the 1990s.
d) have consolidated the region«s trade.
e) have not evolved.
12- According to paragraph 2, a Latin American capital market is
a) prevented from emerging.
b) not likely to expand.
c) an unattainable goal.
d) about to come out.
e) unlikely to sustain itself.
13- According to the text, Òthere will be a seamless network of Latin
American stock exchangesÓ, which means this network will
a) probably be discontinued.
b) be continuing very smoothly.
c) no longer be sustainable.
d) soon be devised.
e) not be broad and stable.
Read the text below entitled ÒBeyond LulaÓ in order to answer
questions 14 to 16:
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Beyond Lula
Source: Newsweek (Adapted) Oct 11th, 2010
With the economy booming, poverty falling, and an avid
new middle class hitting the supermarkets and malls, Brazil is in
a sweet spot. Once a pushover for fi nancial turmoil, Brazil
survived the Great Recession largely unscathed and grew at the
blistering pace of 10 percent in the fi rst six months of 2010
(though it may cool to 6 or 7 percent by year«s end). With new
offshore discoveries boosting its estimated oil reserves to at
least 9 billion barrels Ðand possibly much more- the national oil
giant, Petrobras, raised $67billion in late September, the biggest
publicshare offering in global fi nancial history. Offi cials are
gussying up the country for the 2014 World Cup and the 2016
Olympic Games, and arguing over what to do with all the cash
and glory that such international showcases bring.
14- The text refers to Brazil«s economy as booming, which means it is
experiencing a period of economic
a) malaise.
b) slowdown.
c) success.
d) mismanagement.
e) distress.
15- According to the text, Brazil«s growth pace is likely to
a) decrease.
b) reach 10%.
c) exceed 10%.
d) remain steady.
e) gather.
16- The text highlights Petrobras«public-share offering which
a) was expected to reach $67 billion.
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b) might raise $67 billion.
c) could have raised $67 billion.
d) ought to have taken place.
e) took place in late September.
Read the text below entitled Ò10 Ways to Protect Your Privacy
OnlineÓ in order to answer questions 17 to 20:
10 Ways to Protect Your Privacy Online
Source: www.newsweek.com (Adapted) Oct, 22nd 2010
Up to a couple of years ago, I used to say that the
average person could protect his or her privacy on the Web.
Even as the founder of an online reputation-management
company, I believed it was possible Ð so long as you were
willing to commit some time doing it. Today, I tell people this:
the landscape of personal data mining and exploitation is
shifting faster than ever; trying to protect your online privacy is
like trying to build your own antivirus software Ð really, really
diffi cult. But whether or not you have the time (or money) to
invest in the pros, there are a few simple steps we can all take
to reduce the risk to our private data.
1. Do not put your full birth date on your socialnetworking profi
les. Identity thieves use birth dates as cornerstones of their
craft. If you want your friends to know your birthday, try just
the month and day, and leave out the year.
2. Use multiple usernames and passwords. Keep your
usernames and passwords for social networks, online banking,
e-mail, and online shopping all separate. Having distinct
passwords is not enough nowadays: if you have the same
username across different Web sites, your entire life can be
mapped and re-created with simple algorithms.
3. Shred. If you are going to throw away credit-card offers,
bank statements, or anything else that might come in hard copy
to your house, rip them up into tiny bits first.
17- According to the author, the year of your birthday must be
a) omitted.
b) pointed out.
Ingls p/ AFT 2017
Prof
a
Marina Marcondes e Prof. Roberto Witte Ð Aula 03	
	
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c) filled in.
d) shifted.
e) written down.
18- According to the author, reducing the risk to our private data is
a) not sensible.
b) unworthy.
c) impossible.
d) possible.
e) not advisable.
19-According to the author, usernames and passwords
a) should be complementary.
b) must be multiple.
c) have to be similar.
d) ought to be jumbled.
e) could be multiple.
20- According to the author, when throwing away credit card offers or
bank statements, one should
a) inform the bank in advance.
b) store a copy of both documents.
c) tear them into thin pieces.
d) delete the identifi cation number first.
e) not cut any of these documents.