Questões de Vestibular MACKENZIE 2011 para vestibular
Foram encontradas 7 questões
Ano: 2011
Banca:
Universidade Presbiteriana Mackenzie
Órgão:
MACKENZIE
Prova:
Universidade Presbiteriana Mackenzie - 2011 - MACKENZIE - vestibular |
Q1338540
Inglês
Texto associado
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…”
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
Ano: 2011
Banca:
Universidade Presbiteriana Mackenzie
Órgão:
MACKENZIE
Prova:
Universidade Presbiteriana Mackenzie - 2011 - MACKENZIE - vestibular |
Q1338541
Inglês
Texto associado
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…”
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 bodies found in the Rue Morgue,
Ano: 2011
Banca:
Universidade Presbiteriana Mackenzie
Órgão:
MACKENZIE
Prova:
Universidade Presbiteriana Mackenzie - 2011 - MACKENZIE - vestibular |
Q1338542
Inglês
Texto associado
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.
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
According to teacher Stephan Hughes,
Ano: 2011
Banca:
Universidade Presbiteriana Mackenzie
Órgão:
MACKENZIE
Prova:
Universidade Presbiteriana Mackenzie - 2011 - MACKENZIE - vestibular |
Q1338543
Inglês
Texto associado
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.
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
The words that properly fill in blanks I, II, III, IV and V, in the text, are
Ano: 2011
Banca:
Universidade Presbiteriana Mackenzie
Órgão:
MACKENZIE
Prova:
Universidade Presbiteriana Mackenzie - 2011 - MACKENZIE - vestibular |
Q1338544
Inglês
The blank I, in the text, must be correctly completed with
Ano: 2011
Banca:
Universidade Presbiteriana Mackenzie
Órgão:
MACKENZIE
Prova:
Universidade Presbiteriana Mackenzie - 2011 - MACKENZIE - vestibular |
Q1338545
Inglês
Texto associado
________ THE G M T – M A S T E R I I _________
THE P I L O T ’S W A T C H
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 G M T – M A S T E R I I _________
The GMT-Master II
Ano: 2011
Banca:
Universidade Presbiteriana Mackenzie
Órgão:
MACKENZIE
Prova:
Universidade Presbiteriana Mackenzie - 2011 - MACKENZIE - vestibular |
Q1338546
Inglês
Texto associado
________ THE G M T – M A S T E R I I _________
THE P I L O T ’S W A T C H
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 G M T – M A S T E R I I _________
The right forms of the verbs develop, prove and fit which appropriately complete
blanks I, II and III in the advertisement are:
Conheça nossos planos