1 - QUESTÕES OBJETIVAS
TEXT 1 – Read the text and answer the questions 01 and 02.
(FUVEST – 2009)
Last month America’s unemployment rate climbed to 8,1%, the highest in a quarter of a century. For those
newly out of a job, the chances of finding another soon are the worst since records began 50 years ago. In China 20m migrant workers (maybe 3% of the labour force) have been laid off. Cambodia’s textile industry, its main source of exports, has cut one worker in ten. In Spain the building bust has pushed the jobless rate up by two-thirds in a year, to 14.8% in January. And in Japan, where official unemployment used to be all but unknown, tens of thousands of people on temporary contracts are losing not just their jobs but also the housing provided by their employers.
The next phase of the world’s economic downturn is taking shape: a global jobs crisis. Its contours are only just becoming clear, but the severity, breadth and likely length of the recession, together with changes in the structure of labour markets in both rich and emerging economies, suggest the world is about to undergo its biggest increase in unemployment for decades.
The Economist, March 14th 2009.
Vocabulary:
breadth – amplitude.
To undergo – passer por; sofrer.
QUESTÃO 01 (FUVEST – 2009) (identificar informação explícita no texto.)
DE ACORDO com o texto, publicado em março de 2009,
a) o aumento de postos de trabalho é vital para as economias emergentes.
b) a crise mundial poderia afetar sobretudo os países mais pobres.
c) a estrutura do mercado de trabalho vigente em países ricos é a principal responsável pela crise.
d) o mundo poderia enfrentar a maior crise de desemprego das últimas décadas.
e) a crise que a economia mundial vivencia vem sendo anunciada há décadas.
QUESTÃO 02 (FUVEST – 2009) ((identificar informação explícita no texto.)
Segundo o texto, no Japão,
a) o número oficial de desempregados é desconhecido.
b) milhares de pessoas estão perdendo seus empregos e sua moradia.
c) grande parte dos trabalhadores possui contratos temporários de trabalho.
d) os empregadores omitem o número de postos de trabalho porque muitos não são oficiais.
e) os desempregados estão lutando para manter suas casas.
TEXT 2 - Read the text and answer the questions 03, 04, 05 and 06.
Einstein’s Mental Chalkboard.
Albert Einstein’s image is everywhere, adorning posters in college dorms, advertisements on the Web, T-shirts and coffee mugs. Time magazine anointed him Person of the Century, and just about anyone can cite his most famous equation. For all this brand recognition, though, it’s safe to say that comparatively few people know what Einstein theories of relativity actually describe. In Einstein’s Cosmos: How Albert Einstein’s Vision Transformed Our Understanding of Space and Time (Norton, $23), City University of New York physicist and accomplished science writer Michio Kaku skims through the biographical and anecdotal details of the great scientist’s life – topics exhaustively covered in Einstein’s numerous biographies – and focuses instead on how he thought.
More specifically, Kaku explores the visual metaphors Einstein used while devising the special and general theories of relativity. In doing so, Kaku enables the reader to see and think as Einstein did, leading us to a simpler, more complete understanding of several of the most important scientific ideas of our time. GREGORY MONE.
(Popular Science, May, 2004.)
QUESTÃO 03 ( identificar informação explícita no texto.)
The author of this text is
a) Michio Kaku.
b) Albert Einstein.
c) Gregory Mone.
d) Popular Science.
e) Time magazine.
QUESTÃO 04 (Descritor: identificar informação explícita no texto.)
In the text, Einstein’s popularity is contrasted with the number of people who
a) recognize the scientist’s image.
b) can cite his famous equation.
c) identify him as Person of the Century.
d) review the scientist’s work.
e) understand his theories well enough.
QUESTÃO 05 ( identificar informação explícita no texto.)
The book reviewed concentrates mostly on the scientist’s
a) thinking processes.
b) life and achievement.
c) metaphorical theories.
d) visual relativity.
e) biographical details.
QUESTÃO 06 (Descritor: identificar informações explícitas no texto.)
The word did (line 14) refers to
a) see and think.
b) do and enable.
c) explore and devise.
d) use and lead.
e) lead and understand.
TEXT 3 - Read the text and answer the questions from 07 to 10.
Exercise can be bad for you
By Adele Horin
April 24, 2004
Feeling guilty because you missed an aerobics class? Relax. Punishing yourself over missed work-outs is a sign you need to reassess your approach to exercise, experts say. It might not be healthy.Jonathan Mond, senior research officer in the department of psychological medicine at Canberra Hospital, has conducted a survey of women’s exercise and eating patterns which revealed some problems: over- exercise, exercise for the wrong reasons, and too much guilt. And it has uncovered the truth about exercise; hardly anyone does it for enjoyment. In his study of 230 women aged 18 to 45, Dr. Mond found 70 per cent exercised regularly and 12 per cent exercised for at least an hour every day. Among the 169 who exercised regularly, 10 per cent did so for 10 hours a week or more. One woman exercised 33 hours a week.
The survey examined the relationship between exercise and eating disorders such as anorexia and bulimia. It also asked: when is exercise bad for your health? It found women who always felt guilty after they missed a regular exercise session were most likely to rate highly on measures for eating disorders. About 12 per cent of regular exercisers were in this category.
Also vulnerable to eating disorders were the 20 per cent of women who said that a very or extremely important reason for exercise was to “improve their body shape or tone” or to “improve their appearance or attractiveness”. These women were the most likely to have dysfunctional attitudes to eating and weight – to put an unhealthy emphasis on appearance, be preoccupied with food and be constantly restricting their intake.
(Adapted from The Age)
QUESTÃO 07 (Descritor: identificar informação explícita no texto.)
1 - Dr. Mond’s survey was about women’s
a) views about diets and sports.
b) attitudes to eating disorders.
c) reasons to do heavy exercise.
d) work-out and eating habits.
e) feelings about diet and sports.
2 - The text says that feeling guilty for missing work-outs can indicate you
a) have an unhealthy attitude to exercise.
b) avoid reassessing your work-out sessions.
c) can relax when taking exercises.
d) punish yourself by doing extra work.
e) hate to work out every day.
QUESTÃO 08 (( reconhecer o uso do pronome relativo no texto.)
The relative pronoun “which”, underlined in the 2nd paragraph, refers to
a) survey
b) eating patterns
c) women’s exercise
d) Canberra Hospital
e) officer
QUESTÃO 09 ( identificar informação explícita no texto.)
The survey findings revealed the
a) relationship between exercise and lack of pleasure.
b) connections exercise can have with eating disorders.
c) effects of regular exercise on weight loss.
d) signs for reassessing attitudes towards exercising.
e) reasons why you don’t like to work out.
QUESTÃO 10 ( reconhecer o uso do pronome no texto.)
The two pronouns it (line 7) refer to, respectively,
a) over-exercise and enjoyment.
b) guilt and truth.
c) hospital and eating.
d) survey and exercise.
e) exercise and anyone.
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