MACKENZIE – 2011/2 – VESTIBULAR – 2º SEMESTRE – UNIVERSIDADE PRESBITERIANA MACKENZIE/SP – PROVA COM GABARITO.

Welcome back to another post!

➧ 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

01 – (MACKENZIE/SP-2011/2-VESTIBULAR-2º SEMESTRE)

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)

The bodies found in the Rue Morgue,

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)

According to teacher Stephan Hughes,

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 

TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

Segundo o professor Stephan Hughes,
*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)

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

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."

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)

The  blank I, in the text, must be correctly completed with

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 

loja

• 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)

The GMT-Master II

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)

The right forms of the verbs develop, prove and fit which appropriately complete blanks I, II and III in the advertisement are:

a) is developed, has been proved and has fitted.

b) has been developed, is proved and fits.

c) has developed, proves and fitting.

d) was developed, has proved and is fitted.

e) can be developed, has been proving and has fit.

MACKENZIE – 2012/2 – VESTIBULAR – 2º SEMESTRE – UNIVERSIDADE PRESBITERIANA MACKENZIE/SP – PROVA COM GABARITO.

Welcome back to another post!

➧ PROVA DE LÍNGUA INGLESA: MACKENZIE-2012/2-VESTIBULAR-2º SEMESTRE-APLICAÇÃO-16/06/2012.

➧ GABARITO:

01-C, 02-E, 03-D, 04-A, 05-B, 06-D, 07-C

➧ PROVA:

➧ TEXT I: The following text refers to questions 01 and 02.

The truth about videogames, please! 

By Cheryl K. Olson         

On June 27 the Supreme Court invalidated California’s law prohibiting the sale or rental of violent videogames to people under 18. On a practical level, it was never clear which games might be classified under the law, or who would decide.
          
But more important, the state’s case was built on assumptions – that violent games cause children psychological or neurological harm and make them more aggressive and likely to harm other people – that are not supported by evidence. In the end, the case serves only to highlight __ ( I ) ___ .
          
Many people assume that video game violence is awful, but these people haven’t played many video games. The state based its examples of depravity almost exclusively on a little-known game called Postal 2, which is rarely played by children or young teens. The game is outrageous as you can kill animals. A trailer for Postal 3 encourages players to “shoot moms in the face!”
          
This may sound disturbing, but it’s also ridiculous. And young people know it: as one 13-year-old said during a study I conducted at Harvard, “With video games, you know it’s fake.”
          
In my research on middle school students, the most popular game series among boys was Grand Theft Auto, which allows players to commit cartoon violence with chain saws as well as do perfectly benign things like deliver pizza on a scooter.
          
Teenage boys may be more interested in violence, but there’s no evidence that this leads to violent behavior in real life. F.B.I. data shows that youth violence continues to decline; it is now at its lowest rate in years, while bullying appears to be stable or decreasing.
          
This certainly does not prove that video games are harmless. The violent games most often played by young teens, like most of the Grand Theft Auto series, are rated M, for a reason and need parental supervision.
         
But violence in video games may be less harmful than violence in movies or on the evening news. It seems reasonable but virtually acting out a murder is worse than watching one. But there is no research supporting this, and one could say that interactivity makes games less harmful: the player controls the action, and can stop playing if she or he feels overwhelmed or upset. And there is much better evidence to support psychological harm from exposure to violence on TV news. In fact, such games (in moderation) may actually have some positive effects on developing minds.

01 – (MACKENZIE/SP-2012/2-VESTIBULAR-2º SEMESTRE)

The article clearly states that

a) violence on TV or videogames surely makes teens act violently in real life.
b) the lesson teens learn when exposed to videogames is to shoot their moms in the face.
c) not all videogames will exclusively teach you evil things.
d) violence in movies is much more evident than in videogames, for viewers can act out murders on screen.
e) the sale or rental of violent videogames has been considered outrageous by people under 18, according to law invalidated by the U.S. Supreme Court.

02 – (MACKENZIE/SP-2012/2-VESTIBULAR-2º SEMESTRE)

The best way to complete the blank I in the text is

a) how did we know about this medium and which is its effects on our children.
b) how little do we know about this medium and what is its effects on our children.
c) little did we knew about this medium and what are its effects on our children.
d) how much little we knew about this medium and their effects on our children.
e) how little we know about this medium and its effects on our children.

➧ TEXT II:

       

www.linguee.com is a website where you can search for the translation of words and expressions from Portuguese into English or English into Portuguese. However, it is not a translation machine – every entry in its database bas been translated by people and all the translations are lifted from bilingual written texts available in the web. ___( I )___. Since all the words and expressions are viewed in context (short paragraphs) you can check if the translation fits your personal context. It does not translate sentences; you might therefore have to simplify your search and key in words instead.
         
It is a very interesting tool to help both students and teachers expand their own range of the expression searched while enabling the simultaneous visualization of how the same expression translates differently in the varied contexts available.

Braz-Tesol

03 – (MACKENZIE/SP-2012/2-VESTIBULAR-2º SEMESTRE)

The sentence that properly fills in blank I in the text is:

a) Words of every kind have a special meaning when contextualized and properly defined.
b) A sentence is made up of words functioning as subjects, verbs and complements.
c) A bilingual dictionary has the list of words in one language and their explanations in another.
d) Every word or expression is embedded in an appropriate example sentence.
e) This translation process is the process of putting writing or speech into another language.

➧ TEXT II: The following text refers to questions 04 and 05.

Dude Is a Rock Star

Gustavo Dudamel is the Elvis of the orchestra world, and he has the sold-out concerts to prove it. Meet the L.A. Philharmonic conductor who’s bridging the generation gap – and saving classical music.

By Chris Lee         

Meet the maestro called the savior of classical music. “The Dude,” as he’s come to be known, is widely hailed as “the rock-star conductor,” the classical world’s answer to Elvis Presley or Michael Jackson. The __( I )__ conductor is a __( II )__ figure in symphonic music, whose cultural influence belies his relatively young 31 years. With his __( III )__ mane of corkscrew curls, ecstatic podium presence, and unabashedly __( IV )__ interpretations of __( V )__ orchestral works, Dudamel has unleashed a flood of new interest in classical music, bridging the generation gap between pension-age high-culture appreciators and younger listeners.
         
And the show is just beginning. "The Mahler Project is immense," says Deborah Borda, president and chief executive of the L.A. Phil. “When we planned it, I don't think the two of us completely took in how big it would turn out to be.” It is the kind of bar-raising command performance that audiences have come to expect from the Venezuelan wunderkind – a musician who, whether taking on a Sibelius violin concerto or a Strauss symphony, makes a policy of raising the roof whenever he performs.
         
The grueling project also underscores Dudamel's commitment to El Sistema – "The System" – Venezuela’s tough-love musical-outreach program for youth that made the conductor what he is and still counts him as its most forward face. "An orchestra is a model for an ideal global society – a symbol,” he says in his heavily accented English. "You have to create harmony. Everyone has to listen to each other, this large, complex group of people with different personalities that has to communicate. You have to have discipline. This is where The System works! The point is not to build better musicians. It’s to build better citizens, to see children building their lives from music."

Newsweek

04 – (MACKENZIE/SP-2012/2-VESTIBULAR-2º SEMESTRE)

According to the text, Gustavo Dudamel

a) has made classical music more appealing to both old-timers and youth.
b) would never have conducted an orchestra better than Elvis Presley or Michael Jackson.
c) also conducts classic rock'n'roll concerts worldwide.
d) states that The Mahler Project has been very well thought of in order to attract a larger audience.
e) complains that his musicians have to listen more to each other, and have to have more discipline in order to bring harmony into his orchestra.

05 – (MACKENZIE/SP-2012/2-VESTIBULAR-2º SEMESTRE)

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

a) mini, gigantic, terrifying, dismal and light-headed.
b) diminutive, towering, undulating, modern and cherished.
c) tiny, sheer, avoidable, stunted and traditional.
d) trendy, visible, sympathetic, unsuspecting and voluminous.
e) fragile, prodigious, wild, profitable and volatile.

➧ TEXT III: The following advertisement refers to questions 06 and 07.

06 – (MACKENZIE/SP-2012/2-VESTIBULAR-2º SEMESTRE)

According to the ad,

a) proper eye care can only be offered to 80% of blind people at the moment.
b) should you contribute to Orbis, you will help save 20% of those who suffer from blindness.
c) being aware of the problem of blindness can save millions of sick people.
d) there's no need for the majority of blind people to be like that.
e) saving lives worldwide is Orbis’s purpose regardless of the disease.

07 – (MACKENZIE/SP-2012/2-VESTIBULAR-2º SEMESTRE)

The pronoun who in

"80% of those who are blind don't have to be"

can be replaced by

a) whom or that.
b) which or that.
c) only that.
d) whose or that.
e) whom, that or whose.

MACKENZIE – 2013/1 – VESTIBULAR – 1º SEMESTRE – GRUPOS (I - IV - V - VI) – UNIVERSIDADE PRESBITERIANA MACKENZIE/SP – PROVA COM GABARITO.

Welcome back to another post!

➧ PROVA DE LÍNGUA INGLESA: MACKENZIE-2012/1-VESTIBULAR-1º SEMESTRE-GRUPOS (I - IV - V - VI).

➧ GABARITO:

01-E, 02-C, 03-D, 04-B, 05-A, 06-E, 07-B

➧ PROVA:

➧ TEXT I: The following text refers to questions 01 to 03.

Could This Be The End Of Cancer?

          
It's a disease that kills millions a year and a slew of hoped-for miracle treatments have gone nowhere. Now scientists say vaccines could hold the key—not just to a cure but to wiping out cancer forever.

______( I )______.

          
In 2005, more than a year after three doctors dismissed a lump under her arm as a harmless cyst, she was diagnosed with stage IV (metastatic) breast cancer, which takes the lives of at least 80 percent of patients within five years; it killed Elizabeth Edwards in 2010. Half of those diagnosed with breast cancer that has spread — in Baker, it had reached her spine — die within 39 months. But the 53-year-old jewelry designer in Scottsdale, Ariz., wasn't ready to die. "I've been a competitive athlete and a body builder, I take care of myself and eat right," she says. "I was going to fight this."
          
Baker began searching for a clinical trial, and through the International Cancer Advocacy Network (ICAN) found an intriguing possibility: a cancer vaccine. In May 2006, she traveled to the University of Washington. The vaccine was injected into her upper arm; she got five more shots over the next five months. Today, with scans detecting no cancer anywhere, Baker seems to have beaten some extremely stiff odds.
          
Short of a sci-fi nano-camera to capture what was going on at the cellular level, it’s impossible to know exactly what the vaccine did. But based on studies of lab animals and cells in petri dishes, scientists have a pretty good idea. The vaccine contained fragments of a molecule called her2/neu, which, perched on the surface of tumor cells, fuels the growth and proliferation of some breast cancers. Baker’s immune system treated the flood of injected her2/neu like an invading army and mounted a counterattack. Cells called CD4, acting like biological Paul Reveres, sounded the alarm, rousing white blood cells called T cells. The body's Minutemen, they invaded Baker’s tumor, summoning reinforcements called cytotoxic ("killer") T cells, which destroyed the tumor cells in Baker’s breast as well as her spine. Enough of the other 21 women who received the experimental vaccine against metastatic breast cancer are doing so well that its inventor, immunologist Mary ("Nora") Disis of UW, dares to envision a future in which vaccines "control or even eliminate cancer."

By Sharon Begley

01 – (MACKENZIE/SP-2013/1-VESTIBULAR-1º SEMESTRE)

The sentence that properly fills in blank I in the text is

a) By all rights, Shari Baker will have said her final good-byes years ago.
b) By all rights, Shari Baker had said her final good-byes years ago.
c) By all rights, Shari Baker ought to say her final good-byes years ago.
d) By all rights, Shari Baker mustn't had said her final good-byes years ago.
e) By all rights, Shari Baker should have said her final good-byes years ago.

➧ BIZU FEROZ:(PERFEITO MODAL)

(1) ESTRUTURA = VERBO MODAL + HAVE + PARTICÍPIO NO PASSADO.
(2) O “PERFEITO MODAL” é usado para ESPECULAR COISAS DO PASSADO, ou seja, fala-se de uma hipótese sobre o passado ou, então, comenta-se de algum arrependimento.

(3) Os verbos modais possíveis: would, could, should, must, can, may, might, ought to.

(4) O MODAL WILL É INCOMPATÍVEL NO PERFEITO MODAL.

• IDEIA CONTEXTUAL: Por direito, Shari Baker deveria ter-se despedido da vida anos atrás.
• By all rights, Shari Baker should have said her final good-byes years ago.

02 – (MACKENZIE/SP-2013/1-VESTIBULAR-1º SEMESTRE)

Which question below CANNOT be answered with information from the text?

a) On average, how long can people infected with metastatic breast cancer live?
b) How many more people took part in the experiment?
c) What kind of camera was used to check the vaccine effectiveness?
d) How harmful was the cancer Shari Baker was diagnosed with?
e) What does Shari Baker do for a living?

👍 Comentários e Gabarito   C 

TÓPICO - Questão sobre TEMPOS VERBAIS:

Qual pergunta abaixo NÃO PODE ser respondida com informações do texto?
*Alternativa (A): Em média, quanto tempo as pessoas infectadas com câncer de mama metastático podem viver?
*Alternativa (B): Quantas pessoas mais participaram do experimento?
*Alternativa (C): Que tipo de câmera foi usada para verificar a eficácia da vacina?
*Alternativa (D): Quão nocivo foi o câncer que Shari Baker foi diagnosticado?
*Alternativa (D): O que Shari Baker faz para viver?
➽ O texto relata que os cientistas NÃO POSSUÍAM CÂMARA, vê no último parágrafo:

"[...] Short of a sci-fi nano-camera to capture what was going on at the cellular level, it's impossible to know exactly what the vaccine did. But based on studies of lab animals and cells in petri dishes, scientists have a pretty good idea."
(À falta de uma nano-câmera de ficção científica para capturar o que estava acontecendo no nível celular, é impossível saber exatamente o que a vacina fez. Mas com base em estudos de animais de laboratório e células em placas de Petri, os cientistas têm uma boa ideia.)

The following text refers to questions 03 and 04.

DO YOU WANT TO KNOW A SECRET?

John Lennon & Paul McCartney

Recorded 11 February 1963

Given away simultaneously to fellow Brian Epstein protégé Billy J.Kramer (for a hit single), and to George Harrinson (for this LP), "Do You Want To Know A Secret?" was a Lennon composition – inspired by a line he remembered from a Disney song that his mother used to sing. "I thought it would be a good vehicle for George because it only had three notes and he wasn't the best singer in the world," Lennon explained ___( I )___  in later years.

03 – (MACKENZIE/SP-2013/1-VESTIBULAR-1º SEMESTRE)

The word that properly fills in blank I in the text is

a)  charitable.
b)  chariting.
c)  charitingly.
d)  charitably.
e)  charity.

👍 Comentários e Gabarito   D 

TÓPICO - Questão sobre CLASSE GRAMATICAL:

A palavra que preenche corretamente em branco eu no texto é
*Alternativa (A): caridoso.
*Alternativa (B): chariting.
*Alternativa (C): deliciosamente.
*Alternativa (D): caridosamente.
*Alternativa (E): caridade.
➽ O vocábulo da lacuna deverá ser um ADVÉRBIO, no caso do contexto em foco, o advérbio "charitably"(caridosamente) seria o adequado, vê:

[...] "I thought it would be a good vehicle for George because it only had three notes and he wasn't the best singer in the world," Lennon explained charitably in later years."
("Eu pensei que seria um bom veículo para George porque ele só tinha três notas e ele não era o melhor cantor do mundo", Lennon explicou caridosamente nos últimos anos.)

04 – (MACKENZIE/SP-2013/1-VESTIBULAR-1º SEMESTRE)

According to the song review,

a) "Do You Want To Know A Secret?" came from a Disney song sung by George Harrison in his spare time.
b) "Do You Want To Know A Secret?" was written by John Lennon and recorded by George Harrison, who was an ordinary singer in The Beatles.
c) "Do You Want To Know A Secret?” was recorded by both Brian Epstein and George Harrison.
d) Billy J.Kramer turned "Do You Want To Know A Secret?" into a hit single and then gave it away to George Harrison.
e) John Lennon explained how George Harrison inspired him to write that three-note song.

👍 Comentários e Gabarito   B 

TÓPICO - Questão sobre CLASSE GRAMATICAL:

De acordo com a crítica de músicas...
*Alternativa (A): "Você quer saber um segredo?" veio de uma canção da Disney cantada por George Harrison em seu tempo livre.
*Alternativa (B): "Você quer saber um segredo?" foi escrito por John Lennon e gravado por George Harrison, que era um cantor mediano(comum) nos Beatles.
*Alternativa (C): "Você quer saber um segredo?" foi gravado por Brian Epstein e George Harrison.
*Alternativa (D): Billy J.Kramer virou "Você quer saber um segredo?" em um single de sucesso e depois deu para George Harrison.
*Alternativa (E): John Lennon explicou como George Harrison o inspirou a escrever aquela música de três notas.
➽ VEJA palavras de Lennon no parágrafo:

"[...] "I thought it would be a good vehicle for George because it only had three notes and he wasn't the best singer in the world," Lennon explained charitably  in later years."
(Eu pensei que ela seria um bom veículo para George, porque só tinha três notas e ele não era o melhor cantor do mundo", explicou Lennon com caridade nos últimos anos).

The following text refers to questions 05 to 07.

STOP ANTICIPATING TIREDNESS

Recently, I was on a flight from San Francisco to Chicago when I overheard one of the silliest conversations imaginable. It demonstrates a critical yet common mistake that many people seem to make on an ongoing basis. The conversation, ___(I)____, centered around how tired each of these two people were going to be – tomorrow and all week!
          
It was as if each person was trying to convince the other, and perhaps themselves, how many hours and how hard they were working, how few hours of sleep they were going to get, and, most of all, how tired they were going to be. I wasn’t quite sure if they were bragging or complaining, but one thing was certain, they were appearing more and more tired the longer the conversation continued.
          
They each said things like, "Boy, am I going to be tired tomorrow,” “I don’t know how I’m going to make it through the rest of the week,” and “I’m only going to get three hours of sleep tonight.” They told stories of late nights, lack of sleep, uncomfortable hotel beds, and early morning meetings. They anticipated feeling exhausted, and I’m sure they were going to be correct in their assumption. Their voices were heavy, as if the lack of sleep they were going to get was already affecting them. I actually felt myself getting tired just listening to part of the conversation!
         
The problem with anticipating tiredness in this way, or in any way, is that it clearly reinforces tiredness. It rivets your attention to the number of hours you are sleeping and how tired you are going to be. Then, when you wake up, you’re likely to do it again by reminding yourself how few hours it has been since your head hit the pillow. Who knows what really happens, but seems it to me that anticipating tiredness must send a message to your brain reminding you to feel and act tired because that is the way you have programmed yourself to respond.

Don’t sweat the small stuff

By Richard Carlson

05 – (MACKENZIE/SP-2013/1-VESTIBULAR-1º SEMESTRE)

The sentence that properly fills in blank I in the text is

a) which must have lasted at least half an hour.
b) that could have lasted at least half an hour.
c) that should have lasted at least half an hour.
d) which should last at least half an hour.
e) which can last at least half an hour.

👍 Gabarito   A 

loja

06 – (MACKENZIE/SP-2013/1-VESTIBULAR-1º SEMESTRE)

In the sentence,

"I wasn't quite sure if they were bragging or complaining, ..."

the verb to brag means

a) to ask for help, an opportunity, etc, in a way that shows you want it very much.
b) to ask someone for something in an urgent and sincere way
c) to get help or an advantage from something.
d) to say or think that someone or something is unimportant or not very good.
e) to talk about your achievements or possessions in a proud way that annoys other people.

👍 Comentários e Gabarito   E 

TÓPICO - Questão sobre VOCABULÁRIO:

Na sentença, "eu não tinha certeza se eles estavam se gabando ou se queixando, ..." o verbo TO BRAG(gabar-se) significa...
*Alternativa (A): pedir ajuda, uma oportunidade, etc., de uma maneira que mostre que você quer muito.
*Alternativa (B): pedir a alguém algo urgente e sincero
*Alternativa (C): para obter ajuda ou uma vantagem de algo.
*Alternativa (D): dizer ou pensar que alguém ou algo não é importante ou não é muito bom.
*Alternativa (E): falar sobre suas realizações ou posses de uma maneira orgulhosa que irrita outras pessoas.

07 – (MACKENZIE/SP-2013/1-VESTIBULAR-1º SEMESTRE)

The text states that

a) anticipating tiredness is unimaginable in today’s lifestyle. Being tired on the following day can trigger mixed emotions among teenagers.
b) on the whole, anticipating tiredness is currently an ordinary practice.
c) people have to be reminded to feel tired full time, which ends up requiring more sleeping time throughout the day.
d) the message that must be sent to your brain is that tiredness has to be treated on a psychological level.
e) whether you wake up feeling tired or not is simply a matter of convincing the regular citizen of his/her limitations.

👍 Comentários e Gabarito   B 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:

O texto afirma que
*Alternativa (A): antecipar o cansaço é inimaginável no estilo de vida atual. Estar cansado no dia seguinte pode desencadear emoções misturadas entre os adolescentes.
*Alternativa (B): no geral, antecipar o cansaço é atualmente uma prática comum.
*Alternativa (C): as pessoas precisam ser lembradas de se sentirem cansadas em tempo integral, o que acaba exigindo mais tempo para dormir durante o dia.
*Alternativa (D): a mensagem que deve ser enviada ao seu cérebro é que o cansaço deve ser tratado em um nível psicológico.
*Alternativa (E): se você acorda cansado ou não é simplesmente uma questão de convencer o cidadão comum de suas limitações.