Mack-2014/2 - Vestibular MACKENZIE (02/06/2014) - Prova de INGLÊS com gabarito e questões comentadas.

Hey,what's up guys!!!...How have you been?!
Neste post, veremos a Prova de INGLÊS - Vestibular MACKENZIE-2014 - PROVA MEIO DO ANO -  aplicada em 02/06/2014.

[a]Banca/Organizadora:

MACKENZIE - UNIVERSIDADE PRESBITERIANA MACKENZIE
[b]Padrão/Composição da prova
🔄  FONTE DE TEXTO:
👉Revista "NewsWeek Magazine" com site www.newsweek.com

🔄  TEMAS ABORDADO NOS TEXTOS:
👉  
👉07 Questões(múltiplas escolhas com 05 alternativas cada)
👉Interpretação textual
👉Vocabulário
👉Gramática
🔄Texto  1  "The Rebel Years"
(Os anos rebeldes)
➧Com 02 questões(12,13)

🔄Texto  2  "Stop Wishing You Were Somewhere Else"(Pare de desejar que você estivesse em outro lugar)
➧Com 02 questões(14,15)

🔄Texto  3  BREAKING BAD
(LIBERANDO O MAL)
➧Com 02 questões(16,17)

🔄Texto  4  Tirinha)
➧Com 01 questão(18)

[c] Dicionários:

Caso necessário,sugiro que consulte os 02(dois) excelentes dicionários a seguir:
http://www.thefreedictionary.com/
http:/www.macmillandictionary.com/

🔄Verbos
➽[)]

🔄Phrasal Verbs:
➽[]

🔄Expressões verbais com o TO BE(simple present/simple past/simple future/ be going to/present continuous/past continuous/future continuous):
➽[]
🔄Expressões verbais no PERFECT TENSE(present perfect/past perfect/present perfect continuous/past perfect continuous):
➽[]
🔄Expressões com os 10 modais(can/could/may/might/must/should/would/ought to/will/shall):
➽[]
🔄Expressões com 30 verbos/substantivos que transmitem ideia que ALGO CAIU, DESPENCOU, DECLINOU, REDUZIU, ENFRAQUECEU, AFOGOU (fall/flop/faint/drop/droop/down/ decrease/decline/diminish/dwindle/dip/dive/duck/ease/ebb/gasp/lower/mitigate/ plunge/sag/slash/slump/split/shrink/sink/stoop/stumble/wane/weaken/wilt):
➽["]
🔄Expressões: 25 verbs/nouns que transmitem ideia que algo SUBIU,ELEVOU, AUMENTOU, MELHOROU,REAGIU,ABASTECEU,AMPLIOU,(arise,better,boom, boost, broaden, clim, flood, fuel,further,grow,improve,increase,jump,lift,raise,rally,rise, skyrocket, soar, strenghten, surface,surpass,trigger, up, upgrade,widen):
➽["]
🔄Expressões: verbs/nouns que transmitem ideia que ALGO MUDOU, TROCOU, PERMUTOU, TRANSFORMOU,ALTEROU,REFORMOU, SUBSTITUIU, CONVERTEU, ESCAMBOU, MODIFICOU, VIROU(amend,barter,change ,convert, exchange,replace,swap,switch ,swop,vary, turn around):
➽["]
🔄Expressões com 20 verbos que transmitem ideia de COMBATE, DISPUTA, LUTA, GUERRA, COLISÃO, ATINGIR, ESPANCAR, SOCAR, BATER(bash,battle,beat, brawl, clash,cuff, fight ,grapple,hit,knock,punch,quarrel,slap,apank,apar, strike, tackle ,tussle,whack,wrestle):
➽["]  
🔄Expressões com verbos com ING:

➽[]

🔄Expressões com VERBOS EM GERAL:
➽[]

🔄Substantivos(NOUNS):
➽[]

🔄Adjetivos/Locuções adjetivas:
➽[]

🔄Expressões com 30 adjetivos que transmitem ideia que ALGO/ALGUÉM ESTÁ EM SITUAÇÃO RUIM/PARA BAIXO/DIFÍCIL (annoying, awful,boring,dim,dire, downward ,dreadful,dull,fearsome,frightful,gloomy,grim,hard,idle,irksome,maddening,misty,murky,nagging,wane,outrageous,pesky,shadowy,sluggish,thankless,thorny,tiresome,troublesome,worrisome,wearisome):
➽["]

🔄Advérbios/Locução adverbial:
➽[)]

🔄Conectores/Marcadores de discurso:
➽["]

🔄Expressões comuns:
➽[] 
🔄Expressões idiomáticas:
➽[]
🔄Expressões ADJETIVO+SUBSTANTIVO:
➽[]
🔄Expressões/Vocábulos técnicos:
➽[]
🔄Expressões com 'S (Genitive case=proprietário 'S propriedade):
➽["]
🔄Expressões com frações/números:
➽[]
🔄Questions:
➽[]

🔄Falso cognato:
➽[]

Agora, vamos à prova.

The following text refers to questions 12 and 13.

The Rebel Years

In March 1957, Elvis purchased the Graceland estate in Memphis. The address today is: 3764 Elvis Presley Boulevard, Memphis, Tennessee 38116.

The Colonial house is located _( I )_ a hill surrounded _( II ) _ fourteen acres _( III )_ land with a stand _( IV )_ mature trees, a barn and a tennis court. The estate is enclosed _( V )_ an eight-foot-high brick wall. The main entrance is a large iron gate _( VI )_ musical insignia. The house was built _( VII )_ tan Tennessee limestone and contained twenty-three rooms including five bedrooms. _( VIII )_ a spacious entry hall, the front part of the luxuriously appointed house comprises the living, dining and music rooms. Along the walls are large, white sofas.

The focus of attention is the gilded concert grand piano. The curtains are white interlaced with gold thread. The shag rug is so thick that your shoes nearly disappear. At the back of the house are the recreation rooms, covering nearly the entire length of the house and about half of its breadth. The billiard room is dominated by a large pool table. The trophy room contains Elvis’s gold and platinum records. Upstairs is the bedroom suite and the guest rooms. The bedroom: navy-blue shag run, oversized white bed with built-in telephone, intercom, TV controls. After the bedroom come the study and the mirror-lined bath. Sixteen televisions are found throughout the house.

Since June 7, 1982, Graceland has been open to the public for an admission fee ($16.00: April 1993). An average of 2,500 visit the house every day.

Adapted from The Rebel Years by Lester Bangs

 👉  Questão   12 

The words that properly fill in blanks I, II, III, IV, V, VI, VII and VIII, in the text, are

a) I - in / II - of / III - of / IV - at / V - on / VI - in / VII - by / VIII - before

b) I - at / II - with / III - in / IV - on / V - on / VI - by / VII - with / VIII - around

c) I - in / II - in / III - through / IV - about / V - about / VI - for / VII - of / VIII - when

d) I - on / II - by / III - of / IV - of / V - by / VI - with / VII - of / VIII - after

e) I - out of / II - on / III - in / IV - around / V - over / VI - from / VII - at / VIII - afterward.

👍 Comentários e Gabarito   D 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:

➽Alternativa (D): I - on / II - by / III - of / IV - of / V - by / VI - with / VII - of / VIII - after
➽ (I)...is located on
➽ (II)...surrounded by
➽ (III)...of land with
➽ (IV)...a stand of mature trees
➽ (V)...is enclosed by
➽ (VI)...with musical insignia
➽ (VII)...built of tan
➽ (VIII)...after a spacious entry

 👉  Questão   13 

According to the text,

a) fifty percent of the width of the house is dedicated to entertainment.

b) because of the shag rug in the mansion, one can’t walk barefoot inside it.

c) the pool in the house is really big and you can use it after paying a tax of $16.00.

d) the music room can be found in the front part of the house and it’s packed with televisions and oversized white beds.

e) a luxuriously tall brick wall surrounds the main entrance of the house, behind which a large vegetation garden can be seen.

👍 Comentários e Gabarito   A 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:

De acordo com o texto,
*Alternativa (A): cinquenta por cento da largura da casa é dedicada ao entretenimento.
*Alternativa (B): por causa do tapete felpudo na mansão, não se pode andar descalço por dentro.
*Alternativa (C): a piscina da casa é muito grande e você pode usá-lo depois de pagar um imposto de US $ 16,00.
*Alternativa (D): a sala de música pode ser encontrada na parte da frente da casa e está repleta de televisores e camas brancas grandes.
*Alternativa (E): uma parede de tijolos luxuosamente alta rodeia a entrada principal da casa, atrás da qual pode ser visto um grande jardim de vegetação.

The following text refers to questions 14 and 15.

Stop Wishing You Were Somewhere Else

If you reflect on this insidious tendency to be wishing you were somewhere else, you may agree that it’s a silly, even self-destructive thing to do. Before

you jump up and say, “Wait a minute, I don’t do that,” let me explain what I mean.

There are many ways that we __ ( I )__ time wishing we __ ( II )__ somewhere else. We’ll be at work and wish we __ ( III )__ home. Or during the middle of the week we __ ( IV )__ it were Friday. Sometimes

we wish we __ ( V )__ something else with our careers. We wish we __ ( VI )__ different responsibilities or could spend our time with different

people. We wish our boss were different, or our employees. We wish our working environment were different or we had a different kind of commute.

We wish our industry were different, or that our circumstances would change. This list could obviously go on. The problem is, these wishes aren’t reality, but rather, they are thoughts of a different reality.

If you’re not careful, you can begin to wish your life away, always wishing you were somewhere other than where you actually are. But you’re not

somewhere else. Rather, you’re right here. This is reality. One of my favorite quotes is, “Life is what’s happening while we’re busy making other

plans.” A slightly different version might be, “Life is what’s happening while we’re wishing we were elsewhere.” When you are wishing you were

somewhere else, it’s almost as though you are one step removed from life rather than actually being in it, open to life exactly as it is.

From a practical standpoint, it’s very difficult to be focused and effective when your mind is preoccupied with where it would rather be. In fact, the

two are a contradiction of terms. Your concentration suffers because there is a lack of engagement, a lack of zeroing in on what’s truly significant.

In addition, it’s virtually impossible to enjoy yourself and what you are doing when you’re focused more on where you’d rather be than where you actually are. Think about the things you enjoy most. In all cases, they are activities where you are completely absorbed in the moment, really focused on what you are doing. In the absence of the focus, the joy you

experience is diminished. How much fun is it to read a good novel when you’re thinking about something else?

Adapted from Don’t Sweat The Small Stuff Treasury – A Special Collection for the Office by Richard Carlson

 👉  Questão   14 

The verbs that properly fill in blanks I, II, III, IV, V and VI, in the text, are

a) I - spend / II - were / III - were / IV - might be wishing / V - were doing / VI - had

b) I - spent / II - were / III - would be / IV - might wish / V - did / VI - had had

c) I - would spend / II - would be / III - were / IV - might be wishing /

V - would be doing / VI - were having

d) I - had spent / II - would be / III - were / IV - might have wished / V - had done / VI - could have

e) I - will spend / II - are / III - were / IV - might wish / V - did / VI – had

👍 Comentários e Gabarito   A 

TÓPICO - Questão sobre ESTRUTURAS VERBAIS:

 👉  Questão   15 

According to the text,

a) reality is what really matters when you’re busy making plans.

b) if you live your life away, you’re not careful and will end up being selfdestructive.

c) should you not worry about where you currently are, you can live your life to the full.

d) commuting to work makes you wish you were different.

e) being open to life requires a lot of carefulness.

👍 Comentários e Gabarito   C 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:

De acordo com o texto,
*Alternativa (A): a realidade é o que realmente importa quando você está ocupado fazendo planos.
*Alternativa (B): se você vive sua vida, você não é cuidadoso e acabará sendo auto-destrutivo.
*Alternativa (C): você não deveria se preocupar onde você atualmente está, você pode viver sua vida plenamente.
*Alternativa (D): viajar para o trabalho faz com que você deseje ser diferente.
*Alternativa (E): estar aberto à vida requer muito cuidado.

The following text refers to questions 16 and 17.

BREAKING BAD

Breaking Bad is an American crime drama television series created and produced by Vince Gilligan. Set and produced in Albuquerque, New

Mexico, Breaking Bad is the __ ( I )__ story of Walter White (Bryan Cranston), a struggling high school chemistry teacher who is diagnosed with __ ( II )__ lung cancer at the beginning of the series. He turns to a life of crime, producing and selling methamphetamine, in order to secure

his family’s financial future before he dies, teaming with his former student, Jesse Pinkman (Aaron Paul). The series has been labeled a contemporary

western by its creator.

The series premiered on January 20, 2008 in the United States and Canada on the cable channel AMC, and the series finale aired on September 29,

2013. Breaking Bad received __ ( III )__ critical acclaim, and is widely regarded as one of the greatest television series of all time. By its end, the

series was among the __ ( IV ) __ cable shows on American television, with audience numbers that doubled in the fifth season from the previous

year’s episodes.

Breaking Bad was created by Vince Gilligan, who spent several years writing the Fox series The X-Files. Gilligan wanted to create a series in which

the protagonist became the antagonist. “Television is historically good at keeping its characters in a self-imposed stasis so that shows can go on

for years or even decades,” he said. “When I realized this, the __ ( V )__ next step was to think, how can I do a show in which the fundamental drive is toward change?” He added that his goal with Walter White was to turn him from Mr. Chips into Scarface.

While Gilligan defines the term “breaking bad” as “to raise hell”, it apparently means more than that. According to Lily Rothman, it is an old phrase which “connotes more violence than ‘raising hell’ does....

The words possess a wide variety of nuances: to ‘break bad’ can mean to ‘go __ ( VI )__ ‘, to ‘defy authority’ and break the law, to be verbally

‘combative, belligerent, or __ ( VII )__ or, followed by the preposition ‘on,’ to ‘completely dominate or humiliate.’”

The concept emerged as Gilligan talked with his fellow writer Thomas Schnauz regarding their __ ( VIII )__ unemployment and joked that the

solution was for them to put a “meth lab in the back of an RV and drive around the country cooking meth and making money.”

http://en.wikipedia.org/wiki/Breaking_Bad

 👉  Questão   16 

The adjectives that properly fill in blanks I, II, III, IV, V, VI, VII and VIII,

in the text, are

a) I -clumsy / II - hospitable / III - unusual / IV - watchable / V - coherent / VI - trendy / VII - committed / VIII – present

b) I -short / II - busy / III - popular / IV - widely-shown / V - well informed / VI - crazy / VII - strange / VIII - wild

c) I - unfinished / II - incurable / III - well known / IV - famous / V - struggling / VI - impeccable / VII - terrifying / VIII - brand new

d) I - two-year-long / II - inoperable / III - widespread / IV - most-watched / V -logical / VI - wild / VII - threatening / VIII – current

e) I - formidable / II - confusing / III - long-living / IV - unheard-of / V - unbeatable / VI - unforgettable / VII - mad / VIII - afterward

👍 Comentários e Gabarito   D 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:

 👉  Questão   17 

According to the text,

a) in the story, Walter White comes up with a suspicious plan to make up for his poor medical condition before his death.

b) the term “breaking bad” is unknown to many contemporary writers due to its different nuances.

c) the concept of the series was put into practice by writer Thomas Schnauz, who meant to turn the protagonist into the antagonist in the story.

d) The X-Files, written by Vince Gilligan, as well as Breaking Bad, received critical acclaim, and are widely regarded as the greatest television series of

all time.

e) Breaking Bad has been on TV since 2008, and has been really successful since then.

👍 Comentários e Gabarito   A 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:
De acordo com o texto,
*Alternativa (A): na história, Walter White apresenta um plano suspeito para compensar sua condição médica precária antes de sua morte.
*Alternativa (B): o termo “quebrar mal” é desconhecido por muitos escritores contemporâneos devido a suas diferentes nuances.
*Alternativa (C): o conceito da série foi posto em prática pelo escritor Thomas Schnauz, que pretendia transformar o protagonista no antagonista da história.
*Alternativa (D): Os Arquivos X, escritos por Vince Gilligan, assim como Breaking Bad, foram aclamados pela crítica e são amplamente considerados como a maior série de televisão de todos os tempos.
*Alternativa (E): Breaking Bad está na TV desde 2008, e tem tido muito sucesso desde então.

 👉  Questão   18 

The space, in the cartoon, must be correctly completed with

a) I should be demanding a pizza!

b) Must I have demanded a pizza?

c) I hope I will demand a pizza!

d) Should I have demanded a pizza!

e) I could have demanded a pizza!

👍 Comentários e Gabarito   D 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:
espaço, no desenho animado, deve ser corretamente preenchido com
*Alternativa (A): Eu deveria estar exigindo uma pizza!
*Alternativa (B): Devo ter exigido uma pizza?
*Alternativa (C): Espero exigir uma pizza!
*Alternativa (D): Devo ter exigido uma pizza!
*Alternativa (E): Eu poderia ter exigido uma pizza!

* O verbo TO ORDER pode ser usado no sentido de pedir comida e bebida em restaurante, bar, lanchonete.

CESPE-2011 –SAEB – PROFESSOR DE INGLÊS – LÍNGUA INGLESA – CONCURSO PÚBLICO – SECRETARIA DA ADMINISTRAÇÃO DO ESTADO DA BAHIA –PROVA COM GABARITO.

Welcome back to another post!

➧ PROVA DE LÍNGUA INGLESA: CESPE-2011-SAEB-PROFESSOR DE INGLÊS, aplicação em 01/01/2011.

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

➧ PADRÃO / COMPOSIÇÃO DA PROVA: 10 questões.

➧ GABARITO:

01-C, 02-D, 03-B, 04-A, 05-C

06-A, 07-B, 08-D, 09-D, 10-B

➧ TEXTO I: Text for questions from 41 to 44

It almost goes without saying that the native language of every learner is an extremely significant factor in the learning of a new language. Most of the time, we think of the native language as exercising an interfering effect on the target language, and indeed the most salient, observable effect does appear to be one of interference. The majority of learners’ errors in producing the second language, especially in the beginning levels, stem from the learner’s assumption that the target language operates like the native language.

But what we observe may, like an iceberg, only be part of the reality. The facilitating effects of the native language are surely as powerful in the process, or more so, even though they are less observable. When the native French speaker who is learning English says, “I’ m here since January”, there is one salient native language effect, a verb tense error stemming from French. But who is to say that the learner’s native French did not facilitate the production of that sentence’s subject-verb-complement word order, the placement of the locative (here), the one-to-one grammatical correspondence of every word in the sentence, rules governing prepositional phrases, and the cognate word (January)?

In dealing with the native language effect in the classroom, interference will most often be the focus of your feedback in the classroom. That’s perfectly sound pedagogy. Learners’ errors stand out like the tips of icebergs giving us salient signals of an underlying system at work.

D. Brown. Teaching by Principles – An Interactive Approach to Language Pedagogy. Prentice Hall Regents, New Jersey. San Francisco State University. USA, 2007 (adapted).

01 – (CESPE-2011-SAEB-PROFESSOR DE INGLÊS)

From the text, it can inferred that

(A) second language learners can be victims of their own native language.
(B) the more you learn a foreign language the more interference you experience.
(C) interference is part of a natural process while learning a foreign language.
(D) native language influence is a handicap against learners of a second language.
_____________________________________________________________________________
👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
From the text, it can inferred that
(A) second language learners can be victims of their own native language.
(B) the more you learn a foreign language the more interference you experience.
(C) interference is part of a natural process while learning a foreign language.
(D) native language influence is a handicap against learners of a second language.

02 – (CESPE-2011-SAEB-PROFESSOR DE INGLÊS)

According to the text, it can be stated that

(A) it is obvious to say that the second language learning may change the structure of the native language.
(B) second language interference must be totally avoided.
(C) the native language and the second language operate the same way.
(D) native and target languages can share some traces.
_____________________________________________________________________________
👍 Comentários e Gabarito  D 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
According to the text, it can be stated that
(A) it is obvious to say that the second language learning may change the structure of the native language.
(B) second language interference must be totally avoided.
(C) the native language and the second language operate the same way.
(D) native and target languages can share some traces.

03 – (CESPE-2011-SAEB-PROFESSOR DE INGLÊS)

Based on the text, judge the items below.

(A) Most foreign language learners make unusual mistakes.
(B) Second language interference can be particularly found at the beginner’s level.
(C) French and English are structurally different.
(D) Icebergs give you tips on how to teach a foreign language.

_____________________________________________________________________________
👍 Comentários e Gabarito  B 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
Based on the text, judge the items below.
(A) Most foreign language learners make unusual mistakes.
(B) Second language interference can be particularly found at the beginner’s level.
(C) French and English are structurally different.
(D) Icebergs give you tips on how to teach a foreign language.

04 – (CESPE-2011-SAEB-PROFESSOR DE INGLÊS)

The conjunction “even though” (R.13) is synonymous with

(A) although.
(B) however.
(C) despite.
(D) in spite of
_____________________________________________________________________________
👍 Comentários e Gabarito  A 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
The conjunction “even though” (R.13) is synonymous with
(A) although.
(B) however.
(C) despite.
(D) in spite of

➧ TEXTO II: Text for questions from 05 to 07.

If we are asked whether culture should be part of
language courses, the answer is an unquestionable “yes”.

The ideal situation is to develop language classes in
which basic cultural information is integrated systematically and completely into the course content. However, until integrated cultural materials become available, language teachers will have to be responsible for incorporating as much culture as possible into their classes while continuing to use
language-based texts.

Given the reality of the present situation, the basic
decision facing the teacher is how to combine culture with the other material to be learned in the class. Learning the language itself is a full-time task. How can room be made for more material? The answer to this question is certainly not an easy one, but it is hoped that the teacher will recognize the need for developing a course in which culture is a basic component. Techniques have been developed that can be inserted unobtrusively into the class without disturbing the remainder of the lesson plan. On those days when more time is required for lengthy activities, the culture portion of the class can serve as a change of pace to the more typical language routine.

How much time should be spent teaching culture? In this author’s opinion, the answer to that question depends on the teacher and the students in the class. The type of cultural material presented and the manner in which it is organized will also influence the amount of time spent.

C. Chastain. Developing Second-Language Skills –
Theory and Practice. Harcourt Brace Jovanovich,
Publishers. University of Virginia. USA, 1988 (adapted)

05 – (CESPE-2011-SAEB-PROFESSOR DE INGLÊS)

Based on the text, it can be concluded that

(A) culture must be taught as much as language.
(B) culture and language teaching should be kept apart to a certain extent.
(C) integrated cultural materials, as it were, are yet to be published.
(D) language teachers ought to be literature teachers as well.
_____________________________________________________________________________
👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
Based on the text, it can be concluded that
(A) culture must be taught as much as language.
(B) culture and language teaching should be kept apart to a certain extent.
(C) integrated cultural materials, as it were, are yet to be published.
(D) language teachers ought to be literature teachers as well.

06 – (CESPE-2011-SAEB-PROFESSOR DE INGLÊS)

According to the text, it can be said that

(A) activities which take a longer time can be coupled with culture portions.
(B) time devoted to culture teaching depends on the material available.
(C) students have to be entirely familiar with the foreign culture at the end of the course.
(D) everyday classes demand as much culture as linguistic knowledge.
_____________________________________________________________________________
👍 Comentários e Gabarito  A 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
According to the text, it can be said that
(A) activities which take a longer time can be coupled with culture portions.
(B) time devoted to culture teaching depends on the material available.
(C) students have to be entirely familiar with the foreign culture at the end of the course.
(D) everyday classes demand as much culture as linguistic knowledge.

07 – (CESPE-2011-SAEB-PROFESSOR DE INGLÊS)

The verb “depends” (R.23) can also be collocated with

(A) of.
(B) upon.
(C) with.
(D) for.
_____________________________________________________________________________
👍 Comentários e Gabarito  B 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
The verb “depends” (R.23) can also be collocated with
(A) of.
(B) upon.
(C) with.
(D) for.

➧ TEXTO II: Text for questions from 48 to 50

Developing the ability to understand the spoken foreign language is a long, continuous process. It is a skill that must be taught and that does not happen automatically. One of the teachers’ most important tasks is to provide a variety of purposeful listening activities throughout the entire language course.

The students must be given a reason for listening to one another. If the teacher requires individuals to respond to each other, the students will make an effort to listen more carefully for the information requested. In order to accomplish this, the teacher must insist that everyone speak up.

It is also important that teachers not repeat their questions and comments. Those teachers who repeat each utterance a dozen times find that their students stop listening altogether. Even more boring is the teacher who repeats each student’s response or question. Obviously the teacher cannot react in silence to a student’s utterance, and repeating what has just been said is an easy but unfortunate way to say something. The alternative is for the teacher to develop a large repertoire of responses to students’ utterances. Even the not-too-fluent teacher can practice a list of possible rejoinders in the foreign language, such as: Great. Wonderful.

At the intermediate and advanced levels, the teacher must make the effort to find suitable taped material for listening activities. It is not enough for students merely to listen to each other and the teacher. They must also have frequent opportunities to listen to a variety of different speakers talking at a normal conversational speed.

D. E. Allen and R. M. Valette. Classroom Techniques: Foreign Languages and English as Second Language. Harcourt Brace Jovanovich, Publishers. The Ohio State University. USA (adapted)

08 – (CESPE-2011-SAEB-PROFESSOR DE INGLÊS)

The text above makes clear that

(A) oral expression must be learned mechanically.
(B) listening activities should be postponed for a later stage.
(C) the students must listen to themselves.
(D) oral comprehension is a long as well as a continuous learning process.
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👍 Comentários e Gabarito  D 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
The text above makes clear that
(A) oral expression must be learned mechanically.
(B) listening activities should be postponed for a later stage.
(C) the students must listen to themselves.
(D) oral comprehension is a long as well as a continuous learning process.

09 – (CESPE-2011-SAEB-PROFESSOR DE INGLÊS)

As found in the text, it can be affirmed that

(A) the more listening and repeating drills the better the fixation becomes.
(B) it is advisable for the teacher to remain silent while the student is speaking.
(C) every single student may be asked to speak up.
(D) to repeat utterances is less boring than repeating student’s response or questions.
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👍 Comentários e Gabarito  D 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
As found in the text, it can be affirmed that
(A) the more listening and repeating drills the better the fixation becomes.
(B) it is advisable for the teacher to remain silent while the student is speaking.
(C) every single student may be asked to speak up.
(D) to repeat utterances is less boring than repeating student’s response or questions.

10 – (CESPE-2011-SAEB-PROFESSOR DE INGLÊS)

The relative pronoun “who” (R.8) can be correctly replaced by

(A) which.
(B) that.
(C) whose.
(D) what
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👍 Comentários e Gabarito  B 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
(A) which.
(B) that.
(C) whose.
(D) what