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➧ PROVA DE LÍNGUA INGLESA: MACKENZIE-2011/2-VESTIBULAR-1º SEMESTRE-APLICAÇÃO-17/06/2011.
➧ GABARITO:
01-C, 02-B, 03-D, 04-E, 05-C, 06-A, 07-D
➧ PROVA:
➧ TEXT I: The following text refers to questions 01 and 02.
The Murders in the Rue Morgue
By Edgar Allan Poe
"…The apartment was in the wildest disorder - the furniture broken and thrown about in all directions. There was only one bedstead; and from this the bed had been removed, and thrown into the middle of the floor. On a chair lay a razor, besmeared with blood. On the hearth were two or three long and thick tresses of grey human hair, also dabbled in blood, and seeming to have been pulled out by the roots. Upon the floor were found four Napoleons, an ear-ring of topaz, three large silver spoons, three smaller of métal d’Alger, and two bags, containing nearly four thousand francs in gold. The drawers of a bureau, which stood in one corner, were open, and had been, apparently, rifled, although many articles still remained in them. A small iron safe was discovered under the bed (not under the bedstead). It was open, with the key still in the door. It had no contents beyond a few old letters, and other papers of little consequence.
Of Madame L’Espanaye no traces were here seen; but an unusual quantity of soot being observed in the fire-place, a search was made in the chimney, and (horrible to relate!) the corpse of the daughter, head downward, was dragged therefrom; it having been thus forced up the narrow aperture for a considerable distance. The body was quite warm. Upon examining it, many excoriations were perceived, no doubt occasioned by the violence with which it had been thrust up and disengaged. Upon the face were many severe scratches, and, upon the throat, dark bruises, and deep indentations of finger nails, as if the deceased had been throttled to death.
After a thorough investigation of every portion of the house, without farther discovery, the party made its way into a small paved yard in the rear of the building, where lay the corpse of the old lady, with her throat so entirely cut that, upon an attempt to raise her, the head fell off. The body, as well as the head, was fearfully mutilated - the former so much so as scarcely to retain any semblance of humanity.
To this horrible mystery there is not as yet, we believe, the slightest clew…”
Edgar Allan Poe – The Murders in the Rue Morgue
The excerpt, from The Murders in the Rue Morgue by Edgar Allan Poe, is describing
a) how to fill drawers and closets with objects which can resemble Napoleon and his métal d’Alger.
b) how disorder can be spread after hooligans break into a bureau.
c) how someone gets rid of a few people in an apartment building.
d) how investigation finally figures out who and how the crimes really happened.
e) how a bloody razor can be used to scratch and disengage any sight of criminality in a house.
02 – (MACKENZIE/SP-2011/2-VESTIBULAR-2º SEMESTRE)
a) were all neat and clean.
b) had been awfully mistreated.
c) had all been decapited.
d) had all been found in the chimney of the place.
e) had all been missing for more than a week.
• TEXTO 2: The following text refers to questions 03 and 04.
How effective is your teacherese?
By Stephan Hughes
Why is it that most of our students whine that they are able to almost fully understand what we say in the classroom but when faced with English in a real-life situation, the level of comprehension falls to near bottom, leading to their puzzlement, frustration and despair (in that order)?
Some reasons for the phenomenon: teachers use a special language called teacherese. It is tailored form of the English language, which allows students to follow and obtain at least a global comprehension of what is being uttered. The speed is toned down somewhat, the lexis is full of Portuguese-like cognates so as to help students make necessary associations and/or simultaneous translations. Its linguistic variation is limited, especially at lower proficiency levels.
__(I)__ what is most noteworthy of teacherese is that its inability to stretch students’ listening skills may lie more in the fact that teachers,non-native in particular, barely use the rich idiomatic language that is used in magazines, newspapers, TV shows, movies, songs – in short, in real life situations that they usually face. The lexis may not necessarily be second nature to ELT professionals, __(II)__ its absence in everyday use in the classroom.
Another reason: apart from using teacherese, most teachers don’t have any legitimate speaking opportunities outside of the classroom,
__(III)__ reducing their oral skills to instructional and explanatory phrases or typical fixed expressions prescribed in the course book. Giving these educators opportunities to use the language naturally – be it in conversational settings arranged by the institutions or with native speakers in loco or online – may be crucial to whittle away at the problem.
A third and final reason: familiarity breeds ease, which in turn breeds comprehension. The more time students stay with a said teacher, the easier it might be for them to understand them and get used to their accent, intonation, lexical choice and pace. This is a point that cannot be ignored and is worth looking into.
__(IV)__ the question we need to ask ourselves is: how effective is the language we use in the classroom and to what extent this effectiveness plays a vital role in helping our students understand the world around them in English? __(V)__, in a communicative context, the teacher is but should not be the ultimate language model for the students, so students should not gauge their listening competence by the teacher. The catch is exposing students to more and more real language in the classroom and fostering effective listening strategies.
Braz-Tesol Newsletter
03 – (MACKENZIE/SP-2011/2-VESTIBULAR-2º SEMESTRE)
a) teacherese is quite complex and only spoken by native teachers of English and similar languages.
b) teachers who are skillful in speaking a language are able to perform simultaneous translations much better than educators who are not exposed to the mother tongue.
c) students should be encouraged to use teacherese as often as possible in class.
d) what is recommended is that students listen to and use more authentic materials.
e) comprehension of instructional phrases can lead to a proficiency level never before reached in teacherese.
👍 Comentários e Gabarito D
*Alternativa (A): o professorado é bastante complexo e só é falado por professores nativos de inglês e línguas semelhantes.
*Alternativa (B): os professores que são hábeis em falar uma língua são capazes de realizar traduções simultâneas muito melhor do que educadores que não estão expostos à língua materna.
*Alternativa (C): os alunos devem ser incentivados a usar o professor com a maior frequência possível em sala de aula.
*Alternativa (D): o que é recomendado é que os alunos escutem e usem materiais mais autênticos.
*Alternativa (E): a compreensão de frases instrucionais pode levar a um nível de proficiência nunca antes atingido em professorados.
04 – (MACKENZIE/SP-2011/2-VESTIBULAR-2º SEMESTRE)
a) Thus – as a result – then – Yet – For
b) Just – consequently – furthermore – And – Only
c) Or – therefore – in addition – But – So
d) Then – however – for – So that – In short
e) But – hence – thus – So – After all
• TEXTO 3:
"I have always made it _(I)_
every woman feels … special."
every woman feels … special."
SILVIO BERLUSCONI,
Italy's prime minister, dismissing protests against him shortly before a judge ordered him to stand trial on charges of paying for sex with an underage prostitute.
Newsweek
05 – (MACKENZIE/SP-2011/2-VESTIBULAR-2º SEMESTRE)
a) nevertheless (indicating concession).
b) therefore (indicating consequence).
c) so that (indicating purpose).
d) furthermore (indicating addition).
e) in order to (indicating obligation).
👍 Gabarito C
• TEXTO 4: The following advertisement refers to questions 06 and 07.
The pilot's watch
No other watch is engineered quite like a Rolex. The GMT-Master, introduced in 1955, __( I )__ in collaboration with Pan Am to meet the needs of their international pilots. The GMT-Master II __( II )__ to be even more invaluable as it features a rotatable 24-hour graduated bezel that allows those who travel the world to read three different time zones. Two simultaneously. The 40 mm GMT-Master II __( III )__ with a virtually scratch-resistant black Cerachrom disc and is presented here in Rolex signature Rolesor, a unique combination of 904L steel and 18 ct yellow gold.
________ THE GMT–MASTER II _________
06 – (MACKENZIE/SP-2011/2-VESTIBULAR-2º SEMESTRE)
a) is protected against surface damage.
b) was developed to be used by travelers to the three corners of the world simultaneously.
c) is much more expensive than the GMT-Master for bringing a rotatable 24 hour graduated device, which enables anybody to travel anywhere in the world.
d) first came out intending to help an airplane company workers.
e) is purely made of gold, quite different from the GMT-Master.
07 – (MACKENZIE/SP-2011/2-VESTIBULAR-2º SEMESTRE)
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