Pular para o conteúdo

Questões de Inglês do ENEM

Questões de Inglês, da área de Linguagens, com gabarito em cada página.

Resultados

624 questões encontradas. Mostrando a página 25 de 32.

  • 1A923E9B-FA

    Inglês

    Interpretação de texto | Reading comprehension
    UECE · 2018MédioEntre para guardar nos favoritos

                                             T E X T


                              Can you learn in your sleep?


          Sleep is known to be crucial for learning and memory formation. What's more, scientists have even managed to pick out specific memories and consolidate them during sleep. However, the exact mechanisms behind this were unknown — until now.

          Those among us who grew up with the popular cartoon "Dexter's Laboratory" might remember the famous episode wherein Dexter's trying to learn French overnight. He creates a device that helps him to learn in his sleep by playing French phrases to him. Of course, since the show is a comedy, Dexter's record gets stuck on the phrase "Omelette du fromage" and the next day he's incapable of saying anything else. This is, of course, a problem that puts him through a series of hilarious situations.

          The idea that we can learn in our sleep has captivated the minds of artists and scientists alike; the possibility that one day we could all drastically improve our productivity by learning in our sleep is very appealing. But could such a scenario ever become a reality?

          New research seems to suggest so, and scientists in general are moving closer to understanding precisely what goes on in the brain when we sleep and how the restful state affects learning and memory formation.

          For instance, previous studies have shown that non-rapid eye movement (non-REM) sleep — or dreamless sleep — is crucial for consolidating memories. It has also been shown that sleep spindles, or sudden spikes in oscillatory brain activity that can be seen on an electroencephalogram (EEG) during the second stage of non-REM sleep, are key for this memory consolidation. Scientists were also able to specifically target certain memories and reactivate, or strengthen, them by using auditory cues.

          However, the mechanism behind such achievements remained mysterious until now. Researchers were also unaware if such mechanisms would help with memorizing new information.

          Therefore, a team of researchers set out to investigate. Scott Cairney, from the University of York in the United Kingdom, co-led the research with Bernhard Staresina, who works at the University of Birmingham, also in the U.K. Their findings were published in the journal Current Biology.

          Cairney explains the motivation for the research, saying, "We are quite certain that memories are reactivated in the brain during sleep, but we don't know the neural processes that underpin this phenomenon." "Sleep spindles," he continues, "have been linked to the benefits of sleep for memory in previous research, so we wanted to investigate whether these brain waves mediate reactivation. If they support memory reactivation, we further reasoned that it could be possible to decipher memory signals at the time that these spindles took place."

          To test their hypotheses, Cairney and his colleagues asked 46 participants "to learn associations between words and pictures of objects or scenes before a nap." Afterward, some of the participants took a 90-minute nap, whereas others stayed awake. To those who napped, "Half of the words were [...] replayed during the nap to trigger the reactivation of the newly learned picture memories," explains Cairney.

          "When the participants woke after a good period of sleep," he says, "we presented them again with the words and asked them to recall the object and scene pictures. We found that their memory was better for the pictures that were connected to the words that were presented in sleep, compared to those words that weren't," Cairney reports.

          Using an EEG machine, the researchers were also able to see that playing the associated words to reactivate memories triggered sleep spindles in the participants' brains. More specifically, the EEG sleep spindle patterns "told" the researchers whether the participants were processing memories related to objects or memories related to scenes.

          "Our data suggest that spindles facilitate processing of relevant memory features during sleep and that this process boosts memory consolidation," says Staresina. "While it has been shown previously," he continues, "that targeted memory reactivation can boost memory consolidation during sleep, we now show that sleep spindles might represent the key underlying mechanism."

          Cairney adds, "When you are awake you learn new things, but when you are asleep you refine them, making it easier to retrieve them and apply them correctly when you need them the most. This is important for how we learn but also for how we might help retain healthy brain functions."

          Staresina suggests that this newly gained knowledge could lead to effective strategies for boosting memory while sleeping.

          So, though learning things from scratch à la "Dexter's Lab" may take a while to become a reality, we can safely say that our brains continue to learn while we sleep, and that researchers just got a lot closer to understanding why this happens.

                                    From: https://www.medicalnewstoday.com/articles/Mar/2018

    The new investigation was led by researchers working at
    Escolha uma alternativa para a questão 1a923e9b-fa
  • 1A8E77E4-FA

    Inglês

    Interpretação de texto | Reading comprehension
    UECE · 2018MédioEntre para guardar nos favoritos

                                             T E X T


                              Can you learn in your sleep?


          Sleep is known to be crucial for learning and memory formation. What's more, scientists have even managed to pick out specific memories and consolidate them during sleep. However, the exact mechanisms behind this were unknown — until now.

          Those among us who grew up with the popular cartoon "Dexter's Laboratory" might remember the famous episode wherein Dexter's trying to learn French overnight. He creates a device that helps him to learn in his sleep by playing French phrases to him. Of course, since the show is a comedy, Dexter's record gets stuck on the phrase "Omelette du fromage" and the next day he's incapable of saying anything else. This is, of course, a problem that puts him through a series of hilarious situations.

          The idea that we can learn in our sleep has captivated the minds of artists and scientists alike; the possibility that one day we could all drastically improve our productivity by learning in our sleep is very appealing. But could such a scenario ever become a reality?

          New research seems to suggest so, and scientists in general are moving closer to understanding precisely what goes on in the brain when we sleep and how the restful state affects learning and memory formation.

          For instance, previous studies have shown that non-rapid eye movement (non-REM) sleep — or dreamless sleep — is crucial for consolidating memories. It has also been shown that sleep spindles, or sudden spikes in oscillatory brain activity that can be seen on an electroencephalogram (EEG) during the second stage of non-REM sleep, are key for this memory consolidation. Scientists were also able to specifically target certain memories and reactivate, or strengthen, them by using auditory cues.

          However, the mechanism behind such achievements remained mysterious until now. Researchers were also unaware if such mechanisms would help with memorizing new information.

          Therefore, a team of researchers set out to investigate. Scott Cairney, from the University of York in the United Kingdom, co-led the research with Bernhard Staresina, who works at the University of Birmingham, also in the U.K. Their findings were published in the journal Current Biology.

          Cairney explains the motivation for the research, saying, "We are quite certain that memories are reactivated in the brain during sleep, but we don't know the neural processes that underpin this phenomenon." "Sleep spindles," he continues, "have been linked to the benefits of sleep for memory in previous research, so we wanted to investigate whether these brain waves mediate reactivation. If they support memory reactivation, we further reasoned that it could be possible to decipher memory signals at the time that these spindles took place."

          To test their hypotheses, Cairney and his colleagues asked 46 participants "to learn associations between words and pictures of objects or scenes before a nap." Afterward, some of the participants took a 90-minute nap, whereas others stayed awake. To those who napped, "Half of the words were [...] replayed during the nap to trigger the reactivation of the newly learned picture memories," explains Cairney.

          "When the participants woke after a good period of sleep," he says, "we presented them again with the words and asked them to recall the object and scene pictures. We found that their memory was better for the pictures that were connected to the words that were presented in sleep, compared to those words that weren't," Cairney reports.

          Using an EEG machine, the researchers were also able to see that playing the associated words to reactivate memories triggered sleep spindles in the participants' brains. More specifically, the EEG sleep spindle patterns "told" the researchers whether the participants were processing memories related to objects or memories related to scenes.

          "Our data suggest that spindles facilitate processing of relevant memory features during sleep and that this process boosts memory consolidation," says Staresina. "While it has been shown previously," he continues, "that targeted memory reactivation can boost memory consolidation during sleep, we now show that sleep spindles might represent the key underlying mechanism."

          Cairney adds, "When you are awake you learn new things, but when you are asleep you refine them, making it easier to retrieve them and apply them correctly when you need them the most. This is important for how we learn but also for how we might help retain healthy brain functions."

          Staresina suggests that this newly gained knowledge could lead to effective strategies for boosting memory while sleeping.

          So, though learning things from scratch à la "Dexter's Lab" may take a while to become a reality, we can safely say that our brains continue to learn while we sleep, and that researchers just got a lot closer to understanding why this happens.

                                    From: https://www.medicalnewstoday.com/articles/Mar/2018

    Among the previous studies, the text reports one in which an association was established between
    Escolha uma alternativa para a questão 1a8e77e4-fa
  • 1A8A9C3C-FA

    Inglês

    Interpretação de texto | Reading comprehension
    UECE · 2018FácilEntre para guardar nos favoritos

                                             T E X T


                              Can you learn in your sleep?


          Sleep is known to be crucial for learning and memory formation. What's more, scientists have even managed to pick out specific memories and consolidate them during sleep. However, the exact mechanisms behind this were unknown — until now.

          Those among us who grew up with the popular cartoon "Dexter's Laboratory" might remember the famous episode wherein Dexter's trying to learn French overnight. He creates a device that helps him to learn in his sleep by playing French phrases to him. Of course, since the show is a comedy, Dexter's record gets stuck on the phrase "Omelette du fromage" and the next day he's incapable of saying anything else. This is, of course, a problem that puts him through a series of hilarious situations.

          The idea that we can learn in our sleep has captivated the minds of artists and scientists alike; the possibility that one day we could all drastically improve our productivity by learning in our sleep is very appealing. But could such a scenario ever become a reality?

          New research seems to suggest so, and scientists in general are moving closer to understanding precisely what goes on in the brain when we sleep and how the restful state affects learning and memory formation.

          For instance, previous studies have shown that non-rapid eye movement (non-REM) sleep — or dreamless sleep — is crucial for consolidating memories. It has also been shown that sleep spindles, or sudden spikes in oscillatory brain activity that can be seen on an electroencephalogram (EEG) during the second stage of non-REM sleep, are key for this memory consolidation. Scientists were also able to specifically target certain memories and reactivate, or strengthen, them by using auditory cues.

          However, the mechanism behind such achievements remained mysterious until now. Researchers were also unaware if such mechanisms would help with memorizing new information.

          Therefore, a team of researchers set out to investigate. Scott Cairney, from the University of York in the United Kingdom, co-led the research with Bernhard Staresina, who works at the University of Birmingham, also in the U.K. Their findings were published in the journal Current Biology.

          Cairney explains the motivation for the research, saying, "We are quite certain that memories are reactivated in the brain during sleep, but we don't know the neural processes that underpin this phenomenon." "Sleep spindles," he continues, "have been linked to the benefits of sleep for memory in previous research, so we wanted to investigate whether these brain waves mediate reactivation. If they support memory reactivation, we further reasoned that it could be possible to decipher memory signals at the time that these spindles took place."

          To test their hypotheses, Cairney and his colleagues asked 46 participants "to learn associations between words and pictures of objects or scenes before a nap." Afterward, some of the participants took a 90-minute nap, whereas others stayed awake. To those who napped, "Half of the words were [...] replayed during the nap to trigger the reactivation of the newly learned picture memories," explains Cairney.

          "When the participants woke after a good period of sleep," he says, "we presented them again with the words and asked them to recall the object and scene pictures. We found that their memory was better for the pictures that were connected to the words that were presented in sleep, compared to those words that weren't," Cairney reports.

          Using an EEG machine, the researchers were also able to see that playing the associated words to reactivate memories triggered sleep spindles in the participants' brains. More specifically, the EEG sleep spindle patterns "told" the researchers whether the participants were processing memories related to objects or memories related to scenes.

          "Our data suggest that spindles facilitate processing of relevant memory features during sleep and that this process boosts memory consolidation," says Staresina. "While it has been shown previously," he continues, "that targeted memory reactivation can boost memory consolidation during sleep, we now show that sleep spindles might represent the key underlying mechanism."

          Cairney adds, "When you are awake you learn new things, but when you are asleep you refine them, making it easier to retrieve them and apply them correctly when you need them the most. This is important for how we learn but also for how we might help retain healthy brain functions."

          Staresina suggests that this newly gained knowledge could lead to effective strategies for boosting memory while sleeping.

          So, though learning things from scratch à la "Dexter's Lab" may take a while to become a reality, we can safely say that our brains continue to learn while we sleep, and that researchers just got a lot closer to understanding why this happens.

                                    From: https://www.medicalnewstoday.com/articles/Mar/2018

    The novelty of the research mentioned in the text is related to the
    Escolha uma alternativa para a questão 1a8a9c3c-fa
  • 1A8722A3-FA

    Inglês

    Interpretação de texto | Reading comprehension
    UECE · 2018DifícilEntre para guardar nos favoritos

                                             T E X T


                              Can you learn in your sleep?


          Sleep is known to be crucial for learning and memory formation. What's more, scientists have even managed to pick out specific memories and consolidate them during sleep. However, the exact mechanisms behind this were unknown — until now.

          Those among us who grew up with the popular cartoon "Dexter's Laboratory" might remember the famous episode wherein Dexter's trying to learn French overnight. He creates a device that helps him to learn in his sleep by playing French phrases to him. Of course, since the show is a comedy, Dexter's record gets stuck on the phrase "Omelette du fromage" and the next day he's incapable of saying anything else. This is, of course, a problem that puts him through a series of hilarious situations.

          The idea that we can learn in our sleep has captivated the minds of artists and scientists alike; the possibility that one day we could all drastically improve our productivity by learning in our sleep is very appealing. But could such a scenario ever become a reality?

          New research seems to suggest so, and scientists in general are moving closer to understanding precisely what goes on in the brain when we sleep and how the restful state affects learning and memory formation.

          For instance, previous studies have shown that non-rapid eye movement (non-REM) sleep — or dreamless sleep — is crucial for consolidating memories. It has also been shown that sleep spindles, or sudden spikes in oscillatory brain activity that can be seen on an electroencephalogram (EEG) during the second stage of non-REM sleep, are key for this memory consolidation. Scientists were also able to specifically target certain memories and reactivate, or strengthen, them by using auditory cues.

          However, the mechanism behind such achievements remained mysterious until now. Researchers were also unaware if such mechanisms would help with memorizing new information.

          Therefore, a team of researchers set out to investigate. Scott Cairney, from the University of York in the United Kingdom, co-led the research with Bernhard Staresina, who works at the University of Birmingham, also in the U.K. Their findings were published in the journal Current Biology.

          Cairney explains the motivation for the research, saying, "We are quite certain that memories are reactivated in the brain during sleep, but we don't know the neural processes that underpin this phenomenon." "Sleep spindles," he continues, "have been linked to the benefits of sleep for memory in previous research, so we wanted to investigate whether these brain waves mediate reactivation. If they support memory reactivation, we further reasoned that it could be possible to decipher memory signals at the time that these spindles took place."

          To test their hypotheses, Cairney and his colleagues asked 46 participants "to learn associations between words and pictures of objects or scenes before a nap." Afterward, some of the participants took a 90-minute nap, whereas others stayed awake. To those who napped, "Half of the words were [...] replayed during the nap to trigger the reactivation of the newly learned picture memories," explains Cairney.

          "When the participants woke after a good period of sleep," he says, "we presented them again with the words and asked them to recall the object and scene pictures. We found that their memory was better for the pictures that were connected to the words that were presented in sleep, compared to those words that weren't," Cairney reports.

          Using an EEG machine, the researchers were also able to see that playing the associated words to reactivate memories triggered sleep spindles in the participants' brains. More specifically, the EEG sleep spindle patterns "told" the researchers whether the participants were processing memories related to objects or memories related to scenes.

          "Our data suggest that spindles facilitate processing of relevant memory features during sleep and that this process boosts memory consolidation," says Staresina. "While it has been shown previously," he continues, "that targeted memory reactivation can boost memory consolidation during sleep, we now show that sleep spindles might represent the key underlying mechanism."

          Cairney adds, "When you are awake you learn new things, but when you are asleep you refine them, making it easier to retrieve them and apply them correctly when you need them the most. This is important for how we learn but also for how we might help retain healthy brain functions."

          Staresina suggests that this newly gained knowledge could lead to effective strategies for boosting memory while sleeping.

          So, though learning things from scratch à la "Dexter's Lab" may take a while to become a reality, we can safely say that our brains continue to learn while we sleep, and that researchers just got a lot closer to understanding why this happens.

                                    From: https://www.medicalnewstoday.com/articles/Mar/2018

    According to the text, the idea that sleep is relevant to learning
    Escolha uma alternativa para a questão 1a8722a3-fa
  • D18266B6-F2

    Inglês

    Interpretação de texto | Reading comprehension
    USP · 2018MédioEntre para guardar nos favoritos

    Imagem da questão de Inglês, USP 2018, Interpretação de texto | Reading comprehension

    Com base no texto e nos fatos que envolveram a política imigratória dos EUA em junho de 2018, é correto afirmar:
    Escolha uma alternativa para a questão d18266b6-f2
  • D17E453B-F2

    Inglês

    Interpretação de texto | Reading comprehension
    USP · 2018MédioEntre para guardar nos favoritos

    Imagem da questão de Inglês, USP 2018, Interpretação de texto | Reading comprehension

    Segundo o texto, após ingresso nos Estados Unidos, os migrantes que requerem asilo
    Escolha uma alternativa para a questão d17e453b-f2
  • D17AB622-F2

    Inglês

    Interpretação de texto | Reading comprehension
    USP · 2018MédioEntre para guardar nos favoritos

    Imagem da questão de Inglês, USP 2018, Interpretação de texto | Reading comprehension

    A frase nominal “this kind of barrier” (L. 14‐15) refere‐se
    Escolha uma alternativa para a questão d17ab622-f2
  • D176E693-F2

    Inglês

    Interpretação de texto | Reading comprehension
    USP · 2018FácilEntre para guardar nos favoritos

    Imagem da questão de Inglês, USP 2018, Interpretação de texto | Reading comprehension

    De acordo com o texto, para ingresso nos Estados Unidos, o cruzamento da fronteira entre este país e o México, no local denominado The Gateway International Bridge, é
    Escolha uma alternativa para a questão d176e693-f2
  • D172F55C-F2

    Inglês

    Interpretação de texto | Reading comprehension
    USP · 2018MédioEntre para guardar nos favoritos

                                 Imagem da questão de Inglês, USP 2018, Interpretação de texto | Reading comprehension


          What time isit? Thatsimple question probably is asked more often today than ever. In our clock‐studded, cell‐phone society, the answer is never more than a glance away, and so we can blissfully partition our daysinto eversmaller incrementsfor ever more tightly scheduled tasks, confident that we will always know it is 7:03 P.M.

          Modern scientific revelations about time, however, make the question endlessly frustrating. If we seek a precise knowledge of the time, the elusive infinitesimal of “now” dissolves into a scattering flock of nanoseconds. Bound by the speed of light and the velocity of nerve impulses, our perceptions of the present sketch the world as it was an instant ago—for all that our consciousness pretends otherwise, we can never catch up.

          Even in principle, perfect synchronicity escapes us. Relativity dictates that, like a strange syrup, time flows slower on moving trains than in the stations and faster in the mountains than in the valleys. The time for our wristwatch or digital screen is not exactly the same as the time for our head.  

          Our intuitions are deeply paradoxical. Time heals all wounds, but it is also the great destroyer. Time is relative but also relentless. There is time for every purpose under heaven, but there is never enough.  

                                        Scientific American, October 24, 2014. Adaptado.

    De acordo com o texto, considera‐se contraditório, em relação à percepção humana do tempo,
    Escolha uma alternativa para a questão d172f55c-f2
  • D16F0AE0-F2

    Inglês

    Interpretação de texto | Reading comprehension
    USP · 2018FácilEntre para guardar nos favoritos

                                 Imagem da questão de Inglês, USP 2018, Interpretação de texto | Reading comprehension


          What time isit? Thatsimple question probably is asked more often today than ever. In our clock‐studded, cell‐phone society, the answer is never more than a glance away, and so we can blissfully partition our daysinto eversmaller incrementsfor ever more tightly scheduled tasks, confident that we will always know it is 7:03 P.M.

          Modern scientific revelations about time, however, make the question endlessly frustrating. If we seek a precise knowledge of the time, the elusive infinitesimal of “now” dissolves into a scattering flock of nanoseconds. Bound by the speed of light and the velocity of nerve impulses, our perceptions of the present sketch the world as it was an instant ago—for all that our consciousness pretends otherwise, we can never catch up.

          Even in principle, perfect synchronicity escapes us. Relativity dictates that, like a strange syrup, time flows slower on moving trains than in the stations and faster in the mountains than in the valleys. The time for our wristwatch or digital screen is not exactly the same as the time for our head.  

          Our intuitions are deeply paradoxical. Time heals all wounds, but it is also the great destroyer. Time is relative but also relentless. There is time for every purpose under heaven, but there is never enough.  

                                        Scientific American, October 24, 2014. Adaptado.

    No texto, a expressão que melhor representa o caráter supostamente exato do tempo é:
    Escolha uma alternativa para a questão d16f0ae0-f2
  • D16B1341-F2

    Inglês

    Interpretação de texto | Reading comprehension
    USP · 2018MédioEntre para guardar nos favoritos

                                 Imagem da questão de Inglês, USP 2018, Interpretação de texto | Reading comprehension


          What time isit? Thatsimple question probably is asked more often today than ever. In our clock‐studded, cell‐phone society, the answer is never more than a glance away, and so we can blissfully partition our daysinto eversmaller incrementsfor ever more tightly scheduled tasks, confident that we will always know it is 7:03 P.M.

          Modern scientific revelations about time, however, make the question endlessly frustrating. If we seek a precise knowledge of the time, the elusive infinitesimal of “now” dissolves into a scattering flock of nanoseconds. Bound by the speed of light and the velocity of nerve impulses, our perceptions of the present sketch the world as it was an instant ago—for all that our consciousness pretends otherwise, we can never catch up.

          Even in principle, perfect synchronicity escapes us. Relativity dictates that, like a strange syrup, time flows slower on moving trains than in the stations and faster in the mountains than in the valleys. The time for our wristwatch or digital screen is not exactly the same as the time for our head.  

          Our intuitions are deeply paradoxical. Time heals all wounds, but it is also the great destroyer. Time is relative but also relentless. There is time for every purpose under heaven, but there is never enough.  

                                        Scientific American, October 24, 2014. Adaptado.

    No texto, a pergunta “What time is it?” (L. 1), inserida no debate da ciência moderna sobre a noção de tempo,
    Escolha uma alternativa para a questão d16b1341-f2
  • D9C39F9A-F1

    Inglês

    Interpretação de texto | Reading comprehension
    UNICAMP · 2018MédioEntre para guardar nos favoritos

    Genetic Fortune-Telling


    Imagem da questão de Inglês, UNICAMP 2018, Interpretação de texto | Reading comprehension


    One day, babies will get DNA report cards at birth. These reports will offer predictions about their chances of suffering a heart attack or cancer, of getting hooked on tobacco, and of being smarter than average.

    Though the new DNA tests offer probabilities, not diagnoses, they could greatly benefit medicine. For example, if women at high risk for breast cancer got more mammograms and those at low risk got fewer, those exams might catch more real cancers and set off fewer false alarms. The trouble is, the predictions are far from perfect. What if someone with a low risk score for cancer puts off being screened, and then develops cancer anyway? Polygenic scores are also controversial because they can predict any trait, not only diseases. For instance, they can now forecast about 10 percent of a person’s performance on IQ tests. But how will parents and educators use that information?


    (Adaptado de Derek Brahney, Genetic Fortune-Telling. MIT Technology Review, Março/Abril 2018)


    De acordo com o texto, um dos riscos do prognóstico genético dos indivíduos desde o nascimento seria o de

    Escolha uma alternativa para a questão d9c39f9a-f1
  • D9C005CE-F1

    Inglês

    Interpretação de texto | Reading comprehension
    UNICAMP · 2018DifícilEntre para guardar nos favoritos
    Love is not all

    By Edna St. Vincent Millay

    Love is not all: It is not meat nor drink
    Nor slumber nor a roof against the rain;
    Nor yet a floating spar to men that sink
    And rise and sink and rise and sink again;
    Love cannot fill the thickened lung with breath,
    Nor clean the blood, nor set the fractured bone;
    Yet many a man is making friends with death
    Even as I speak, for lack of love alone.
    It well may be that in a difficult hour,
    Pinned down by need and moaning for release,
    Or nagged by want past resolution's power,
    I might be driven to sell your love for peace,
    Or trade the memory of this night for food.
    It may well be. I do not think I would.

    (Disponível em https://www.poemhunter.com/. Acessado em 28/05/2018.)

    De acordo com o poema
    Escolha uma alternativa para a questão d9c005ce-f1
  • D9B7FE69-F1

    Inglês

    Interpretação de texto | Reading comprehension
    UNICAMP · 2018DifícilEntre para guardar nos favoritos
    Imagem da questão de Inglês, UNICAMP 2018, Interpretação de texto | Reading comprehension

    (Adaptado de https://www.teachersloungeshop.com. Acessado em 30/04/2018.)

    Os dizeres da camiseta
    Escolha uma alternativa para a questão d9b7fe69-f1
  • D9B0B622-F1

    Inglês

    Interpretação de texto | Reading comprehension
    UNICAMP · 2018MédioEntre para guardar nos favoritos
    Imagem da questão de Inglês, UNICAMP 2018, Interpretação de texto | Reading comprehension

    (Disponível em https://www.creators.com/read/bruce-beattie/01/11/70433. Acessado em 18/03/2018.)

    Este cartum foi criado pelo norte-americano Bruce Beattie, em 2011. Nele, o cartunista faz uso da ironia para
    Escolha uma alternativa para a questão d9b0b622-f1
  • D9ACC6D4-F1

    Inglês

    Interpretação de texto | Reading comprehension
    UNICAMP · 2018FácilEntre para guardar nos favoritos

    Imagem da questão de Inglês, UNICAMP 2018, Interpretação de texto | Reading comprehension

    (Adaptado de https://br.pinterest.com. Acessado em 10/06/2018.)


    O post anterior aponta

    Escolha uma alternativa para a questão d9acc6d4-f1
  • 97376896-E8

    Inglês

    Interpretação de texto | Reading comprehension
    ENEM · 2018FácilEntre para guardar nos favoritos

                        1984 (excerpt)


          ‘Is it your opinion, Winston, that the past has real existence?' [...] O'Brien smiled faintly. ‘I will put it more precisely. Does the past exist concretely, in space? Is there somewhere or other a place, a world of solid objects, where the past is still happening?'

          ‘No.'

          ‘Then where does the past exist, if at all?'

          ‘In records. It is written down.'

          ‘In records. And-------?'

          ‘In the mind. In human memories.'

          ‘In memory. Very well, then. We, the Party, control all records, and we control all memories. Then we control the past, do we not?'

    ORWELL, G. Nineteen Eighty-Four. New York: SignetClassics, 1977.


    O romance 1984 descreve os perigos de um Estado totalitário. A ideia evidenciada nessa passagem é que o controle do Estado se dá por meio do(a)

    Escolha uma alternativa para a questão 97376896-e8
  • 97343405-E8

    Inglês

    Interpretação de texto | Reading comprehension
    ENEM · 2018FácilEntre para guardar nos favoritos

    TEXTO I

    A Free World-class Education for Anyone Anywhere


    The Khan Academy is an organization on a mission. We're a not-for-profit with the goal of changing education for the better by providing a free world-class education to anyone anywhere. All of the site's resources are available to anyone. The Khan Academy's materials and resources are available to you completely free of charge.

    Disponível em: www.khanacademy.org. Acesso em: 24fev. 2012 (adaptado).


    TEXTO II


    I didn't have a problem with Khan Academy site until very recently. For me, the problem is the way Khan Academy is being promoted. The way the media sees it as “revolutionizing education”. The way people with power and money view education as simply “sit-and-get”. If your philosophy of education is “sit-and-get”, i.e., teaching is telling and learning is listening, then Khan Academy is way more efficient than classroom lecturing. Khan Academy does it better. But TRUE progressive educators, TRUE education visionaries and revolutionaries don't want to do these things better. We want to DO BETTER THINGS.

    Disponível em: http://fnoschese.wordpress.com. Acesso em: 2 mar. 2012.


    Com o impacto das tecnologias e a ampliação das redes sociais, consumidores encontram na internet possibilidades de opinar sobre serviços oferecidos. Nesse sentido, o segundo texto, que é um comentário sobre o site divulgado no primeiro, apresenta a intenção do autor de

    Escolha uma alternativa para a questão 97343405-e8
  • 9730BFB0-E8

    Inglês

    Interpretação de texto | Reading comprehension
    ENEM · 2018FácilEntre para guardar nos favoritos

    Don't write in English, they said,

    English is not your mother tongue...

    ...The language I speak

    Becomes mine, its distortions, its queerness

    All mine, mine alone, it is half English, half

    Indian, funny perhaps, but it is honest,

    It is as human as I am human...

    ...It voices my joys, my longings my

    Hopes...

    (Kamala Das, 1965:10)

    GARGESH, R. South Asian Englishes. In: KACHRU, B. B; KACHRU, Y.; NELSON, C. L. (Eds.). The Handbook of World Englishes. Singapore: Blackwell, 2006.


    A poetisa Kamala Das, como muitos escritores indianos, escreve suas obras em inglês, apesar de essa não ser sua primeira língua. Nesses versos, ela

    Escolha uma alternativa para a questão 9730bfb0-e8