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❑ PROVA DE LÍNGUA INGLESA:
• MACKENZIE-2020-VESTIBULAR-1º SEMESTRE-Grupos (I - IV - V - VI)-APLICAÇÃO 03/12/2019.
mackenzie.br
❑ ESTRUTURA-PROVA:
• 7 MCQs (Multiple Choice Questions) / 5 Options Each Question.
• Texto (1) – | Home | Harmondsworth: Penguin, 2012 |
• Texto (2) – | Calvin and Hobbes | englishact.com.br |
• Texto (3) – | Calvin and Hobbes | englishact.com.br |
• Texto (4) – | Woman in India admits poisoning six family members with cyanide | theguardian.com |
➧ GABARITO:
01-D, 02-B, 03-E, 04-C, 05-A, 06-A, 07-A
❑ TEXTO 1: Read the text and asnwer questions 01 to 03:
HOME
They rose up like men. We saw them. Like men they stood.
We shouldn’t have been anywhere near that place. Like most farmland
outside Lotus, Georgia, this here one had plenty scary warning signs.
The threats hung from wire mesh fences with wooden stakes every fifty
or so feet. But when we saw a crawl space that some animal had dug—a
coyote maybe, or a coon dog—we couldn’t resist. Just kids we were. The
grass was shoulder high for her and waist high for me so, looking
out for snakes, we crawled through it on our bellies. The reward was
worth the harm grass juice and clouds of gnats did to our eyes, because
there right in front of us, about fifty yards off, they stood like men. Their
raised hooves crashing and striking, their manes tossing back from wild
white eyes. They bit each other like dogs but when they stood, reared
up on their hind legs, their forelegs around the withers of the other, we
held our breath in wonder. One was rust-colored, the other deep black,
both sunny with sweat. The neighs were not as frightening as the silence
following a kick of hind legs into the lifted lips of the opponent. Nearby,
colts and mares, indifferent, nibbled grass or looked away. Then it stopped.
The rust-colored one dropped his head and pawed the ground while the
winner loped off in an arc, nudging the mares before him.
As we elbowed back through the grass looking for the dug-out place,
avoiding the line of parked trucks beyond, we lost our way. Although it
took forever to re-sight the fence, neither of us panicked until we heard
voices, urgent but low. I grabbed her arm and put a finger to my lips.
Never lifting our heads, just peeping through the grass, we saw them pull
a body from a wheelbarrow and throw it into a hole already waiting. One
foot stuck up over the edge and quivered, as though it could get out, as
though with a little effort it could break through the dirt being shoveled
in. We could not see the faces of the men doing the burying, only their
trousers; but we saw the edge of a spade drive the jerking foot down to join
the rest of itself. When she saw that black foot with its creamy pink and
mud-streaked sole being whacked into the grave, her whole body began
to shake. I hugged her shoulders tight and tried to pull her trembling into
my own bones because, as a brother four years older, I thought I could
handle it. The men were long gone and the moon was a cantaloupe by the
time we felt safe enough to disturb even one blade of grass and move on
our stomachs, searching for the scooped-out part under the fence. When
we got home we expected to be whipped or at least scolded for staying out so late, but the grown-ups did not notice us. Some disturbance had
their attention.
Since you’re set on telling my story, whatever you think and whatever you
write down, know this: I really forgot about the burial. I only remembered
the horses. They were so beautiful. So brutal. And they stood like men.
SOURCE: Excerpted from MORRISON, Toni. Home (2012),
Harmondsworth: Penguin, 2012.
01 – (MACKENZIE/SP-2020-VESTIBULAR-1º SEMESTRE)
Considering the text, answer the question: Who were they in: “Like men they
stood.” (1st line)
a) They were some of the men in the farm.
b) They were other kids.
c) They were army men.
d) They were horses.
e) They were horses, coyotes, cows and dogs.
Comentários e Gabarito D
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
Considerando o texto, responda à pergunta: Em quem eles estavam: “Eles permaneceram como homens”. (1ª linha)
a) They were some of the men in the farm. Eram alguns dos homens da fazenda.
b) They were other kids. Eles eram outras crianças.
c) They were army men. Eles eram militares.
d) They were horses. Eles eram cavalos.
e) They were horses, coyotes, cows and dogs. Eles eram cavalos, coiotes, vacas e cães.
02 – (MACKENZIE/SP-2020-VESTIBULAR-1º SEMESTRE)
In the excerpt: “The grass was shoulder high for her and waist high for me
so, looking out for snakes, we crawled through it on our bellies.”
We can
understand that:
a) The kids crept through the grass, simply not paying attention to anything
else.
b) The kids were no taller than the grass, so they decided to move horizontally.
c) The grass was very short and they had to find a way not to be bitten by the
snakes.
d) The grass helped the kids hide, so they remained there quietly waiting for
help.
e) The kids cut the grass before they started crawling.
Comentários e Gabarito A
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
No trecho: “A grama estava na altura dos ombros para ela e na cintura para mim, então, procurando por cobras, rastejamos por ela de barriga”.
Podemos entender isso:
a) The kids crept through the grass, simply not paying attention to anything else. As crianças rastejaram pela grama, simplesmente sem prestar atenção em mais nada.
b) The kids were no taller than the grass, so they decided to move horizontally. As crianças não eram mais altas que a grama, então elas decidiram mover-se horizontalmente.
c) The grass was very short and they had to find a way not to be bitten by the snakes. A grama era muito curta e eles tiveram que dar um jeito de não serem picados pelas cobras.
d) The grass helped the kids hide, so they remained there quietly waiting for help. A grama ajudou as crianças a se esconderem, então elas permaneceram ali calmamente esperando por ajuda.
e) The kids cut the grass before they started crawling. As crianças cortaram a grama antes de começarem a engatinhar.
03 – (MACKENZIE/SP-2020-VESTIBULAR-1º SEMESTRE)
The words in the box below have been undelined in the text. Choose the option
that indicates the correct synonym for each of the words in the order they appear
in the text:
grabbed – quivered – whacked – scolded
a) got; moved softlty; beaten; called attention
b) took; shook; put; adopted
c) captured; trembled; beaten; lectured
d) took; moved; stricken; accepted
e) got; moved in a trembling motion; stricken; censured
Comentários e Gabarito A
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
As palavras na caixa abaixo foram delineadas no texto. Escolha a opção que indica o sinônimo correto para cada uma das palavras na ordem em que aparecem no texto:
grabbed agarrei – quivered estremeceu – whacked golpeado – scolded repreendido
a) got; moved softlty; beaten; called attention obteve; moveu-se suavemente; espancado; chamou atenção
b) took; shook; put; adopted pegou; tremeu; colocar; adotado
c) captured; trembled; beaten; lectured capturado; tremeu; espancado; lecionou
d) took; moved; stricken; accepted pegou; mudou-se; acometido; aceitaram
e) got; moved in a trembling motion; stricken; censured obteve; moveu-se em um movimento trêmulo; acometido; censurado
❑ TEXTO 2:
04 – (MACKENZIE/SP-2020-VESTIBULAR-1º SEMESTRE)
From the strip we can infer that:
a) Calvin and his Mom perfectly agree on what his haircut should be like.
b) The barber is going to follow Calvin’s wishes.
c) Calvin and his Mom have completely different opinions about what the
barber should do with his hair.
d) The barber has no idea what Calvin’s Mom just said.
e) Calvin asked his Mom to tell the barber what to do with his hair.
Comentários e Gabarito C
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
Da tira podemos inferir que:
a) Calvin and his Mom perfectly agree on what his haircut should be like. Calvin e sua mãe concordam perfeitamente sobre como deveria ser seu corte de cabelo.
b) The barber is going to follow Calvin’s wishes. O barbeiro irá seguir os desejos de Calvino.
c) Calvin and his Mom have completely different opinions about what the barber should do with his hair. Calvin e sua mãe têm opiniões completamente diferentes sobre o que o barbeiro deveria fazer com seu cabelo.
d) The barber has no idea what Calvin’s Mom just said. O barbeiro não tem ideia do que a mãe de Calvin acabou de dizer.
e) Calvin asked his Mom to tell the barber what to do with his hair. Calvin pediu à mãe que dissesse ao barbeiro o que fazer com seu cabelo.
❑ TEXTO 3:
SOURCE: http://www.englishact.com.br/2018/04/calvin-and-hobbes-comic-strips.html
access on Oct 7th, 2019
05 – (MACKENZIE/SP-2020-VESTIBULAR-1º SEMESTRE)
By the answer Calvin gives to the Maths problem, we are sure that:
a) He has no idea whatsoever how to answer the problem.
b) He created something new because he was tired to do the homework
seriously.
c) He is very inventive, so he decided to suggest a different answer.
d) He decided to correct the proposal of the exercise because it was wrong.
e) He always supposes questions are tricky, so he decided to challenge the
teacher answering with another question.
Comentários e Gabarito A
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
Pela resposta que Calvin dá ao problema de matemática, temos certeza de que:
a) He has no idea whatsoever how to answer the problem. Ele não tem ideia de como responder ao problema.
b) He created something new because he was tired to do the homework seriously. Ele criou algo novo porque estava cansado de fazer a lição de casa com seriedade.
c) He is very inventive, so he decided to suggest a different answer. Ele é muito inventivo, então decidiu sugerir uma resposta diferente.
d) He decided to correct the proposal of the exercise because it was wrong. Decidiu corrigir a proposta do exercício porque estava errada.
e) He always supposes questions are tricky, so he decided to challenge the teacher answering with another question. Ele sempre acha que as perguntas são complicadas, então decidiu desafiar o professor respondendo com outra pergunta.
❑ TEXTO 4: Read the text below to answer questions 06 and 07:
Woman in India admits poisoning six family members
with cyanide
Murders took place over 14-year period and each victim
ate a meal prepared by the killer
A woman in the southern Indian state of Kerala has confessed to poisoning
six members of her family over a 14-year period by adding cyanide to
their food.
Police began investigating earlier this year when the brother-in-law of
47-year-old suspect Jolly Thomas became suspicious that she may have
forged his parents’ will.
Authorities discovered that Thomas had been at the scene of all six deaths,
and that each death had occurred after eating a meal she had prepared.
Up to that point the deaths had not been treated as suspicious because
of the timeframe.
Thomas, a popular member of the community in Kozhikode, was allegedly
motivated by wanting control of the family finances and property, police
said.
According to police, the first poisoning was of Thomas’s mother-in-law,
who died in 2002 after eating mutton soup. In 2008, her-father-in-law died,
followed by her husband in 2011, who police said died after eating rice and
curry. An autopsy conducted on his body at the time confirmed poisonous
substances in his stomach, but police treated his death as suicide.
Thomas’s husband’s uncle was then allegedly given coffee laced with
cyanide as punishment for insisting that a postmortem be carried out on
his nephew.
In 2014, police said Thomas killed the two-year-old daughter of her dead
husband’s cousin, Scaria Shaju. The cousin’s wife was then killed in 2016.
A year later Thomas and Shaju married.
Shaju told police he had no idea that Thomas was behind his wife and
daughter’s death, but he has been arrested along with a third person.
On Friday, police exhumed remains from the local cemetery and said that
they confirmed cyanide poisoning in each of the deaths. On Monday, they
said Thomas confessed to all the murders.
SOURCE: https://www.theguardian.com/world/2019/oct/07/woman-in-india-admitspoisoning-six-family-members-with-cyanide access on Oct. 7th, 2019.
06 – (MACKENZIE/SP-2020-VESTIBULAR-1º SEMESTRE)
Select the WRONG alternative, according to the text:
a) Jolly Thomas became suspicious of having forged her parents’ will.
b) Authorities discovered that Thomas had been at the scene of all six deaths.
c) Thomas confessed to poisoning six members of her family over a 14-year
period.
d) Thomas confessed to all the murders.
e) She used cyanide in all the poisonings.
Comentários e Gabarito A
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO :
Selecione a alternativa ERRADA, conforme o texto:
a) Jolly Thomas became suspicious of having forged her parents’ will. Jolly Thomas tornou-se suspeita de ter falsificado o testamento dos pais.
b) Authorities discovered that Thomas had been at the scene of all six deaths. As autoridades descobriram que Thomas esteve no local das seis mortes.
c) Thomas confessed to poisoning six members of her family over a 14-year period. Thomas confessou ter envenenado seis membros de sua família durante um período de 14 anos.
d) Thomas confessed to all the murders.Thomas confessou todos os assassinatos.
e) She used cyanide in all the poisonings. Ela usou cianeto em todos os envenenamentos.
07 – (MACKENZIE/SP-2020-VESTIBULAR-1º SEMESTRE)
Consider this excerpt and answer:
“Authorities discovered that Thomas had been
at the scene of all six deaths, and that each death had occurred after eating a
meal she had prepared.”
This suggests that:
a) Thomas had surely premeditated each and every crime.
b) Thomas had been present at all deaths by accident.
c) Thomas had a slight idea of what was happening.
d) Thomas had also eaten the meals with her victims.
e) Thomas had also tried to commit suicide.
Considere este trecho e responda:
“Authorities discovered that Thomas had been at the scene of all six deaths, and that each death had occurred after eating a meal she had prepared.” (As autoridades descobriram que Thomas esteve no local de todas as seis mortes e que cada morte ocorreu depois de comer uma refeição que ela havia preparado.)
Isso sugere que:
a) Thomas had surely premeditated each and every crime. Thomas certamente premeditou todo e qualquer crime.
b) Thomas had been present at all deaths by accident. Thomas esteve presente em todas as mortes por acidente.
c) Thomas had a slight idea of what was happening. Thomas tinha uma pequena ideia do que estava acontecendo.
d) Thomas had also eaten the meals with her victims. Thomas também fez as refeições com suas vítimas.
e) Thomas had also tried to commit suicide. Thomas também tentou suicídio.