Questões de Inglês do ENEM

Resultados

224 questões encontradas. Mostrando a página 1 de 12.

• 22121D06-8B

  Inglês

  Interpretação de texto | Reading comprehensionUNESP · 2021Entre para guardar nos favoritos

  Leia a tira para responder à questão.

  
  

  
  

  

  
  

  
  

  (https://thebrickinthesky.wordpress.com)

  No trecho do primeiro quadrinho “I guess we should start it over again”, o termo sublinhado pode ser substituído, sem alteração de sentido, por 

  Escolha uma alternativa para a questão 22121d06-8b

  A

  were going to.

  B

  used to.

  C

  are allowed to.

  D

  are able to.

  E

  have to.

  Responder
• 220F6884-8B

  Inglês

  Interpretação de texto | Reading comprehensionUNESP · 2021Entre para guardar nos favoritos

  Leia a tira para responder à questão.

  
  

  
  

  

  
  

  
  

  (https://thebrickinthesky.wordpress.com)

  From the comic strip, one can say that

  Escolha uma alternativa para a questão 220f6884-8b

  A

  Mafalda, the girl, is angry with her friend Felipe because he didn’t not follow the rules.

  B

  the children don’t want Mafalda’s father to joint them in the game.

  C

  the children were playing a game about the end of humanity

  D

  the game was interesting and going well until Mafalda’s father interrupted it.

  E

  the man, Mafalda’s father, didn’t get the context of the conversation between the children.

  Responder
• 220CDAF9-8B

  Inglês

  Interpretação de texto | Reading comprehensionUNESP · 2021Entre para guardar nos favoritos

  Examine os mapas que apresentam a média de anos de escolaridade para a população de 25 anos ou mais, do ano 2000 e do ano 2017, para responder à questão.

  
  

  
  

  Mean years of schooling, 2000

  
  

  

  
  

  
  

  
  

  (https://ourworldindata.org. Adapted.)

  After comparing both maps, one can say that:

  Escolha uma alternativa para a questão 220cdaf9-8b

  A

  there was no noticeable improvement in Asia, except for China in 2017.

  B

  South Africa, a developing country, remained the same in 2000 and 2017.

  C

  Brazil has improved more than Argentina from 2000 to 2017.

  D

  Canada equalled the US and Mexico in 2017.

  E

  Australia improved more than Canada from 2000 to 2017.

  Responder
• 220A61A8-8B

  Inglês

  Interpretação de texto | Reading comprehensionUNESP · 2021Entre para guardar nos favoritos

  Examine os gráficos e leia o texto para responder à questão.

  
  

  
  

  Educated Americans live longer, as others die younger

  
  

  
  

  

  
  

  
  

  (Anne Case and Angus Deaton. “Life expectancy in adulthood is falling for those without a BA degree, but as educational gaps have widened, racial gaps have narrowed”. PNAS, 2021. Adaptado.)

  
  

  
  

     A 25-year-old American with a university degree can expect to live almost a decade longer than a contemporary who dropped out of high school. Although researchers have long known that the rich live longer than the poor, this education gap is less well documented — and is especially marked in rich countries. And whereas the average American’s expected span has been flat in recent years — and, strikingly, even fell between 2015 and 2017 — that of the one-third with a bachelor’s degree has continued to lengthen.

  
  

     This disparity in life expectancy is growing, according to new research published in the Proceedings of the National Academy of Sciences. Using data from nearly 50m death certificates filed between 1990 and 2018, Anne Case and Angus Deaton of Princeton University analysed differences in life expectancy by sex, race, ethnicity and education. They found that the lifespans of those with and without a bachelor’s degree started to diverge in the 1990s and 2000s. This  gap grew even wider in the 2010s as the life expectancy of degree-holders continued to rise while that of other Americans got shorter.

  
  

     What is the link between schooling and longevity? Some argue that better-educated people develop healthier lifestyles: each additional year of study reduces the chances of being a smoker and of being overweight. The better-educated earn more, which in turn is associated with greater health. Ms Case and Mr Deaton argue that changes in labour markets, including the rise of automation and increased demand for highly-educated workers, coupled with the rising costs of employer-provided health care, have depressed the supply of well-paid jobs for those without a degree. This may be contributing to higher rates of alcohol and drug use, suicide and other “deaths of despair”.

  
  

  
  

  (www.economist.com,17.03.2021. Adaptado.) 

  No trecho do terceiro parágrafo “The better-educated earn more, which in turn is associated with”, a expressão sublinhada equivale, em português, a

  Escolha uma alternativa para a questão 220a61a8-8b

  A

  com a finalidade de.

  B

  às vezes.

  C

  pelo contrário.

  D

  por sua vez.

  E

  por outro lado.

  Responder
• 220801FC-8B

  Inglês

  Interpretação de texto | Reading comprehensionUNESP · 2021Entre para guardar nos favoritos

  Examine os gráficos e leia o texto para responder à questão.

  
  

  
  

  Educated Americans live longer, as others die younger

  
  

  
  

  

  
  

  
  

  (Anne Case and Angus Deaton. “Life expectancy in adulthood is falling for those without a BA degree, but as educational gaps have widened, racial gaps have narrowed”. PNAS, 2021. Adaptado.)

  
  

  
  

     A 25-year-old American with a university degree can expect to live almost a decade longer than a contemporary who dropped out of high school. Although researchers have long known that the rich live longer than the poor, this education gap is less well documented — and is especially marked in rich countries. And whereas the average American’s expected span has been flat in recent years — and, strikingly, even fell between 2015 and 2017 — that of the one-third with a bachelor’s degree has continued to lengthen.

  
  

     This disparity in life expectancy is growing, according to new research published in the Proceedings of the National Academy of Sciences. Using data from nearly 50m death certificates filed between 1990 and 2018, Anne Case and Angus Deaton of Princeton University analysed differences in life expectancy by sex, race, ethnicity and education. They found that the lifespans of those with and without a bachelor’s degree started to diverge in the 1990s and 2000s. This  gap grew even wider in the 2010s as the life expectancy of degree-holders continued to rise while that of other Americans got shorter.

  
  

     What is the link between schooling and longevity? Some argue that better-educated people develop healthier lifestyles: each additional year of study reduces the chances of being a smoker and of being overweight. The better-educated earn more, which in turn is associated with greater health. Ms Case and Mr Deaton argue that changes in labour markets, including the rise of automation and increased demand for highly-educated workers, coupled with the rising costs of employer-provided health care, have depressed the supply of well-paid jobs for those without a degree. This may be contributing to higher rates of alcohol and drug use, suicide and other “deaths of despair”.

  
  

  
  

  (www.economist.com,17.03.2021. Adaptado.) 

  According to the third paragraph, better-educated people

  Escolha uma alternativa para a questão 220801fc-8b

  A

  don’t smoke any kind of substance.

  B

  tend to have better access to healthcare.

  C

  might lose their privilege because of the rise of automation. 

  D

  consume moderate amounts of alcohol as a rule.

  E

  are usually underpaid despite having a degree.

  Responder
• 2204D619-8B

  Inglês

  Interpretação de texto | Reading comprehensionUNESP · 2021Entre para guardar nos favoritos

  Examine os gráficos e leia o texto para responder à questão.

  
  

  
  

  Educated Americans live longer, as others die younger

  
  

  
  

  

  
  

  
  

  (Anne Case and Angus Deaton. “Life expectancy in adulthood is falling for those without a BA degree, but as educational gaps have widened, racial gaps have narrowed”. PNAS, 2021. Adaptado.)

  
  

  
  

     A 25-year-old American with a university degree can expect to live almost a decade longer than a contemporary who dropped out of high school. Although researchers have long known that the rich live longer than the poor, this education gap is less well documented — and is especially marked in rich countries. And whereas the average American’s expected span has been flat in recent years — and, strikingly, even fell between 2015 and 2017 — that of the one-third with a bachelor’s degree has continued to lengthen.

  
  

     This disparity in life expectancy is growing, according to new research published in the Proceedings of the National Academy of Sciences. Using data from nearly 50m death certificates filed between 1990 and 2018, Anne Case and Angus Deaton of Princeton University analysed differences in life expectancy by sex, race, ethnicity and education. They found that the lifespans of those with and without a bachelor’s degree started to diverge in the 1990s and 2000s. This  gap grew even wider in the 2010s as the life expectancy of degree-holders continued to rise while that of other Americans got shorter.

  
  

     What is the link between schooling and longevity? Some argue that better-educated people develop healthier lifestyles: each additional year of study reduces the chances of being a smoker and of being overweight. The better-educated earn more, which in turn is associated with greater health. Ms Case and Mr Deaton argue that changes in labour markets, including the rise of automation and increased demand for highly-educated workers, coupled with the rising costs of employer-provided health care, have depressed the supply of well-paid jobs for those without a degree. This may be contributing to higher rates of alcohol and drug use, suicide and other “deaths of despair”.

  
  

  
  

  (www.economist.com,17.03.2021. Adaptado.) 

  No trecho do segundo parágrafo “while that of other Americans got shorter”, o termo sublinhado refere-se a

  Escolha uma alternativa para a questão 2204d619-8b

  A

  life expectancy.

  B

  other Americans.

  C

  death certificates.

  D

  bachelor’s degree.

  E

  degree-holders.

  Responder
• 220259A5-8B

  Inglês

  Vocabulário | VocabularyUNESP · 2021Entre para guardar nos favoritos

  Examine os gráficos e leia o texto para responder à questão.

  
  

  
  

  Educated Americans live longer, as others die younger

  
  

  
  

  

  
  

  
  

  (Anne Case and Angus Deaton. “Life expectancy in adulthood is falling for those without a BA degree, but as educational gaps have widened, racial gaps have narrowed”. PNAS, 2021. Adaptado.)

  
  

  
  

     A 25-year-old American with a university degree can expect to live almost a decade longer than a contemporary who dropped out of high school. Although researchers have long known that the rich live longer than the poor, this education gap is less well documented — and is especially marked in rich countries. And whereas the average American’s expected span has been flat in recent years — and, strikingly, even fell between 2015 and 2017 — that of the one-third with a bachelor’s degree has continued to lengthen.

  
  

     This disparity in life expectancy is growing, according to new research published in the Proceedings of the National Academy of Sciences. Using data from nearly 50m death certificates filed between 1990 and 2018, Anne Case and Angus Deaton of Princeton University analysed differences in life expectancy by sex, race, ethnicity and education. They found that the lifespans of those with and without a bachelor’s degree started to diverge in the 1990s and 2000s. This  gap grew even wider in the 2010s as the life expectancy of degree-holders continued to rise while that of other Americans got shorter.

  
  

     What is the link between schooling and longevity? Some argue that better-educated people develop healthier lifestyles: each additional year of study reduces the chances of being a smoker and of being overweight. The better-educated earn more, which in turn is associated with greater health. Ms Case and Mr Deaton argue that changes in labour markets, including the rise of automation and increased demand for highly-educated workers, coupled with the rising costs of employer-provided health care, have depressed the supply of well-paid jobs for those without a degree. This may be contributing to higher rates of alcohol and drug use, suicide and other “deaths of despair”.

  
  

  
  

  (www.economist.com,17.03.2021. Adaptado.) 

  In the excerpt from the first paragraph “and, strikingly, even fell between 2015 and 2017”, the underlined word means 

  Escolha uma alternativa para a questão 220259a5-8b

  A

  exposing a contradiction between theory and practice.

  B

  causing a fearful response due to a problem.

  C

  referring to a specific period of time.

  D

  doubting about the accuracy of the results.

  E

  attracting attention because of an unexpected event. 

  Responder
• 21FFE1E6-8B

  Inglês

  Interpretação de texto | Reading comprehensionUNESP · 2021Entre para guardar nos favoritos

  Examine os gráficos e leia o texto para responder à questão.

  
  

  
  

  Educated Americans live longer, as others die younger

  
  

  
  

  

  
  

  
  

  (Anne Case and Angus Deaton. “Life expectancy in adulthood is falling for those without a BA degree, but as educational gaps have widened, racial gaps have narrowed”. PNAS, 2021. Adaptado.)

  
  

  
  

     A 25-year-old American with a university degree can expect to live almost a decade longer than a contemporary who dropped out of high school. Although researchers have long known that the rich live longer than the poor, this education gap is less well documented — and is especially marked in rich countries. And whereas the average American’s expected span has been flat in recent years — and, strikingly, even fell between 2015 and 2017 — that of the one-third with a bachelor’s degree has continued to lengthen.

  
  

     This disparity in life expectancy is growing, according to new research published in the Proceedings of the National Academy of Sciences. Using data from nearly 50m death certificates filed between 1990 and 2018, Anne Case and Angus Deaton of Princeton University analysed differences in life expectancy by sex, race, ethnicity and education. They found that the lifespans of those with and without a bachelor’s degree started to diverge in the 1990s and 2000s. This  gap grew even wider in the 2010s as the life expectancy of degree-holders continued to rise while that of other Americans got shorter.

  
  

     What is the link between schooling and longevity? Some argue that better-educated people develop healthier lifestyles: each additional year of study reduces the chances of being a smoker and of being overweight. The better-educated earn more, which in turn is associated with greater health. Ms Case and Mr Deaton argue that changes in labour markets, including the rise of automation and increased demand for highly-educated workers, coupled with the rising costs of employer-provided health care, have depressed the supply of well-paid jobs for those without a degree. This may be contributing to higher rates of alcohol and drug use, suicide and other “deaths of despair”.

  
  

  
  

  (www.economist.com,17.03.2021. Adaptado.) 

  No trecho do primeiro parágrafo “And whereas the average American’s expected span has been flat in recent years”, o termo sublinhado pode ser substituído, sem alteração de sentido, por

  Escolha uma alternativa para a questão 21ffe1e6-8b

  A

  whenever.

  B

  likewise.

  C

  while.

  D

  otherwise.

  E

  unless.

  Responder
• 21FD7870-8B

  Inglês

  Interpretação de texto | Reading comprehensionUNESP · 2021Entre para guardar nos favoritos

  Examine os gráficos e leia o texto para responder à questão.

  
  

  
  

  Educated Americans live longer, as others die younger

  
  

  
  

  

  
  

  
  

  (Anne Case and Angus Deaton. “Life expectancy in adulthood is falling for those without a BA degree, but as educational gaps have widened, racial gaps have narrowed”. PNAS, 2021. Adaptado.)

  
  

  
  

     A 25-year-old American with a university degree can expect to live almost a decade longer than a contemporary who dropped out of high school. Although researchers have long known that the rich live longer than the poor, this education gap is less well documented — and is especially marked in rich countries. And whereas the average American’s expected span has been flat in recent years — and, strikingly, even fell between 2015 and 2017 — that of the one-third with a bachelor’s degree has continued to lengthen.

  
  

     This disparity in life expectancy is growing, according to new research published in the Proceedings of the National Academy of Sciences. Using data from nearly 50m death certificates filed between 1990 and 2018, Anne Case and Angus Deaton of Princeton University analysed differences in life expectancy by sex, race, ethnicity and education. They found that the lifespans of those with and without a bachelor’s degree started to diverge in the 1990s and 2000s. This  gap grew even wider in the 2010s as the life expectancy of degree-holders continued to rise while that of other Americans got shorter.

  
  

     What is the link between schooling and longevity? Some argue that better-educated people develop healthier lifestyles: each additional year of study reduces the chances of being a smoker and of being overweight. The better-educated earn more, which in turn is associated with greater health. Ms Case and Mr Deaton argue that changes in labour markets, including the rise of automation and increased demand for highly-educated workers, coupled with the rising costs of employer-provided health care, have depressed the supply of well-paid jobs for those without a degree. This may be contributing to higher rates of alcohol and drug use, suicide and other “deaths of despair”.

  
  

  
  

  (www.economist.com,17.03.2021. Adaptado.) 

  As informações apresentadas no primeiro parágrafo sobre a relação entre longevidade e educação estão mais bem representadas

  Escolha uma alternativa para a questão 21fd7870-8b

  A

  no gráfico “Women, by race”, apenas.

  B

  nos gráficos “Men, by race” e “Women, by race”.

  C

  no gráfico “Men, by race”, apenas.

  D

  nos gráficos “Men, by race” e “By education”.

  E

  no gráfico “By education”, apenas.

  Responder
• 21FB09A5-8B

  Inglês

  Interpretação de texto | Reading comprehensionUNESP · 2021Entre para guardar nos favoritos

  Examine os gráficos e leia o texto para responder à questão.

  
  

  
  

  Educated Americans live longer, as others die younger

  
  

  
  

  

  
  

  
  

  (Anne Case and Angus Deaton. “Life expectancy in adulthood is falling for those without a BA degree, but as educational gaps have widened, racial gaps have narrowed”. PNAS, 2021. Adaptado.)

  
  

  
  

     A 25-year-old American with a university degree can expect to live almost a decade longer than a contemporary who dropped out of high school. Although researchers have long known that the rich live longer than the poor, this education gap is less well documented — and is especially marked in rich countries. And whereas the average American’s expected span has been flat in recent years — and, strikingly, even fell between 2015 and 2017 — that of the one-third with a bachelor’s degree has continued to lengthen.

  
  

     This disparity in life expectancy is growing, according to new research published in the Proceedings of the National Academy of Sciences. Using data from nearly 50m death certificates filed between 1990 and 2018, Anne Case and Angus Deaton of Princeton University analysed differences in life expectancy by sex, race, ethnicity and education. They found that the lifespans of those with and without a bachelor’s degree started to diverge in the 1990s and 2000s. This  gap grew even wider in the 2010s as the life expectancy of degree-holders continued to rise while that of other Americans got shorter.

  
  

     What is the link between schooling and longevity? Some argue that better-educated people develop healthier lifestyles: each additional year of study reduces the chances of being a smoker and of being overweight. The better-educated earn more, which in turn is associated with greater health. Ms Case and Mr Deaton argue that changes in labour markets, including the rise of automation and increased demand for highly-educated workers, coupled with the rising costs of employer-provided health care, have depressed the supply of well-paid jobs for those without a degree. This may be contributing to higher rates of alcohol and drug use, suicide and other “deaths of despair”.

  
  

  
  

  (www.economist.com,17.03.2021. Adaptado.) 

  The research the text and the graph are based on, concluded that

  Escolha uma alternativa para a questão 21fb09a5-8b

  A

  hispanic women lived less than white men in 1990. 

  B

  both men and women with a degree are expected to live longer than those who don’t.

  C

  life expectancy among black men has been stable between 1990 and 2000.

  D

  men with a degree live longer than women with a degree.

  E

  black women have the lowest life expectancy when compared to all men race groups. 

  Responder
• 21DD4119-8B

  Inglês

  Interpretação de texto | Reading comprehensionUNESP · 2021Entre para guardar nos favoritos

  Examine o meme publicado pela comunidade “The Language Nerds” em sua conta no Facebook em 07.04.2021.

  
  

  
  

  

  
  

  
  

  Para obter seu efeito de humor, o meme explora a ambiguidade do termo 

  Escolha uma alternativa para a questão 21dd4119-8b

  A

  “you”.

  B

  “in”.

  C

  “relationship”.

  D

  “stable”.

  E

  “When”.

  Responder
• BCD81B63-04

  Inglês

  Interpretação de texto | Reading comprehensionUFGD · 2021DifícilEntre para guardar nos favoritos

  

  Source: SCHULZ, Charles M. Comic strip Peanuts - Snoopy. Available in: https:// weheartit.com/entry/119469395 Access: July, 22 2020.

  
  

  Which of the following best expresses the information presented in the cartoon above?

  Escolha uma alternativa para a questão bcd81b63-04

  A

  According to the cartoon, the character wanted to give the whole world to his lover, but his mind went blank.

  B

  According to the cartoon, the character decided to give up on writing a love letter because he realized that words could not represent totally his feelings.

  C

  According to the cartoon, it is very easy to forget words when you are writing a love letter to express your emotions.

  D

  According to the cartoon, the character decided to write a love letter but then he gave up on this activity because he realized that his typewriter had broken down.  

  E

  According to the cartoon, the character decided to give up on his relationship because he could not remember the words to describe it.

  Responder
• BCD5B759-04

  Inglês

  Interpretação de texto | Reading comprehensionUFGD · 2021DifícilEntre para guardar nos favoritos

  ARTHUR CONAN DOYLE - British author

  
  

  By Philip K. Wilson

  
  

  Arthur Conan Doyle, in full Sir Arthur Ignatius Conan Doyle, (born May 22, 1859, Edinburgh, Scotland—died July 7, 1930, Crowborough, Sussex, England), Scottish writer best known for his creation of the detective Sherlock Holmes — one of the most vivid and enduring characters in English fiction.

  
  

  Conan Doyle began seven years of Jesuit education in Lancashire, England, in 1868. After an additional year of schooling in Feldkirch, Austria, Conan Doyle returned to Edinburgh. Through the influence of Dr. Bryan Charles Waller, his mother’s lodger, he prepared for entry into the University of Edinburgh’s Medical School. He received Bachelor of Medicine and Master of Surgery qualifications from Edinburgh in 1881 and an M.D. in 1885 upon completing his thesis, “An Essay upon the Vasomotor Changes in Tabes Dorsalis.” While a medical student, Conan Doyle was deeply impressed by the skill of his professor, Dr. Joseph Bell, in observing the most minute detail regarding a patient’s condition. (01)___. Other aspects of Conan Doyle’s medical education and experiences appear in his semiautobiographical novels, The Firm of Girdlestone (1890) and The Stark Munro Letters (1895), and in the collection of medical short stories Round the Red Lamp (1894). (See also Sherlock Holmes: Pioneer in Forensic Science.)

  
  

  WILSON, Philip K. Arthur Conan Doyle - British author. Published in July 3, 2020. Encyclopaedia Britannica. Available in: Access in: July, 23 2020 (Adapted).

  
  

  One sentence is missing in the text. According to the context, choose the alternative which correctly completes the idea of the text in the gap [showed in bold and numbered as 01 in the text].

  Escolha uma alternativa para a questão bcd5b759-04

  A

  (A) When his passions ran high, Conan Doyle also turned to nonfiction. His works included military writings, The Great Boer War (1900) and The British Campaign in France and Flanders, (1916–20).

  B

  He donated the majority of his literary efforts and profits later in his life to this campaign, beginning with The New Revelation (1918) and The Vital Message (1919).

  C

  Driven by public clamour, Conan Doyle continued writing Sherlock Holmes adventures through 1926. His short stories were collected in several volumes, and he also wrote novels that feature Holmes and his assistant, Dr. Watson.

  D

  His professor was clearly unskilled and inept when it comes to dealing with his patients, and one example of this can be explained in the following situation.

  E

  This master of diagnostic deduction became the model for Conan Doyle’s literary creation, Sherlock Holmes, who first appeared in A Study in Scarlet, a novel published in 1887.

  Responder
• BCD33420-04

  Inglês

  Interpretação de texto | Reading comprehensionUFGD · 2021MédioEntre para guardar nos favoritos

  3 OF THE BEST ETHICAL ALTERNATIVES TO FOSSIL FUELS

  
  

  By Sipur Joseph

  
  

  In recent years, ethical issues regarding our energy use and systems have (1)___ been at the forefront of the global conscious. Growing awareness of climate change has led us to question how we’re producing and using energy, and how sustainable these practices are.

  
  

  These ethical (2)___ are more important now than ever. The IPCC has predicted that global temperatures will rise by up to 10 degrees over the next century, and this is largely due to emissions from energy production. In fact, 90% of all carbon emissions caused by human activity come from fossil fuels.

  
  

  (3)___, this shows no signs of reducing, with the International Energy Agency predicting that Chinese emissions will double by 2035.

  
  

  To keep global temperature increases within manageable levels, we need to leave 80% of our current fossil fuel reserves underground. As such, the need for ethical alternatives to fossil fuels is greater now than ever. Here are 3 of the most promising alternative fuel sources that could (4)___ us to turn things around: solar power, wave energy and wind energy.

  
  

  JOSEPH, Sipur. 3 of the Best Ethical Alternatives to Fossil Fuels. Energy Central Pulse. The Energy Collective Group. Published in: 01 August 2019. Available in: https://energycentral.com/c/ee/3-best-ethical-alternatives-fossil- fuels Access in: July, 20 2020 (Adapted).

  
  

  Quatro termos foram omitidos no texto. Escolha a alternativa que apresenta as palavras que completam, correta e respectivamente, as lacunas no texto. 

  Escolha uma alternativa para a questão bcd33420-04

  A

  (1) increased; (2) considerations; (3) Fortunately; (4) helping.

  B

  (1) increasingly; (2) considerate; (3) Unfortunate; (4) helping.

  C

  (1) increase; (2) considerate; (3) Fortunately; (4) help.

  D

  (1) increasingly; (2) considerations; (3) Unfortunately; (4) help.

  E

  (1) increasing; (2) considerating; (3) Unfortunately; (4) helped.

  Responder
• BCD08E41-04

  Inglês

  Interpretação de texto | Reading comprehensionUFGD · 2021MédioEntre para guardar nos favoritos

  WHY IT’S IMPORTANT THAT WE STUDY HISTORY

  
  

  When most of us think back to our childhood school days, we can also remember at least a handful of kids who thought history class was a drag. To (1) them, history just seemed like a jumble of names and dates attached to events long over with and people long dead. What was the point of learning (2) it at all?

  
  

  They didn’t know then that history was one of the most important subjects they’d ever study. Here we’ll take a closer look at why history is important and explore why everyone should make it a point to study it in depth.

  
  

  History helps us understand ourselves.

  
  

  To understand who you are, you need to develop a sense of self. A large part of that is learning where you fit into the story of your country or the global community in the grand scheme of things. History tells you the story of how your nation, city, or community came to be everything that it is. It tells you where your ancestors came from and tells you who (3) they were. Most importantly of all, it gives you the ability to spot (and appreciate) the legacies you may have inherited from (4) them.

  
  

  Arcadia Publishing. Why it's important that we study History. Available in:https://www.arcadiapublishing.com/Navigation/Community/Arcadia-andTHP-Blog/June-2016/Why-It%E2%80%99s-Important-That-We-Study-History. Access in: July, 22 2020 (Adapted).

  
  

  Escolha a alternativa cujas expressões se referem, correta e respectivamente, às quatro palavras destacadas e numeradas no texto.

  Escolha uma alternativa para a questão bcd08e41-04

  A

  (1) kids; (2) history; (3) your ancestors; (4) your ancestors.

  B

  (1) kids; (2) history; (3) your nation, city, or community; (4) legacies.

  C

  (1) kids; (2) a jumble of names and dates; (3) your ancestors; (4) legacies.

  D

  (1) our childhood school days; (2) a jumble of names and dates; (3) your nation, city, or community; (4) legacies.

  E

  (1) our childhood school days; (2) history; (3) your nation, city, or community; (4) your ancestors.

  Responder
• BCCB6BDB-04

  Inglês

  Interpretação de texto | Reading comprehensionUFGD · 2021FácilEntre para guardar nos favoritos

  MUSIC AND HEALTH

  
  

  Music is a fundamental attribute of the human species. Virtually all cultures, from the most primitive to the most advanced, make music. It's been true through history, and it's true throughout an individual's lifespan. In tune or not, we humans sing and hum; in time or not, we clap and sway; in step or not, we dance and bounce.

  
  

  The human brain and nervous system are hard-wired to distinguish music from noise and to respond to rhythm and repetition, tones and tunes. Is this a biologic accident, or does it serve a purpose? It's not possible to say. Still, a varied group of studies suggests that music may enhance human health and performance.

  
  

  Music and the mind

  
  

  The most highly publicized mental influence of music is the "Mozart effect." Struck by the observation that many musicians have unusual mathematical ability, researchers at the University of California, Irvine, investigated how listening to music affects cognitive function in general, and spatialtemporal reasoning in particular. In their first study, they administered standard IQ test questions to three groups of college students, comparing those who had spent 10 minutes listening to a Mozart piano sonata with a group that had been listening to a relaxation tape and one that had been waiting in silence. Mozart was the winner, consistently boosting test scores. Next, the investigators checked to see if the effect was specific to classical music or if any form of music would enhance mental performance. They compared Mozart's music with repetitive music by Philip Glass; again, Mozart seemed to help, improving spatial reasoning as measured by complex paper cutting and folding tasks and short-term memory as measured by a 16-item test.

  
  

  Harvard Health Publishing/Harvard Medical School. Music and health. Published: July 2011. Available in: https://www.health.harvard.edu/staying- healthy/music-and-health Access: july, 18, 2020 (Adapted).

  
  

  The article discusses the relation between music and health. For that, it shows an example on the effects of music to our minds. What is the best statement about the example given in the text?

  Escolha uma alternativa para a questão bccb6bdb-04

  A

  The researchers concluded that listening to any type of music clearly helps people improve their cognitive functions, both in general and spatial-temporal reasoning in particular.

  B

  We can understand that listening to classical music is essential for improving people's capacity for solving mathematical problems.

  C

  We can understand that listening to classical music, especially Mozart's, could make more effects on improving people's cognitive functions and performance on complex tasks.

  D

  We can understand that listening to classical music or even relaxing music could equally have the same results for improving people's cognitive functions.

  E

  The researchers concluded that pianists and mathematicians could equally have improvements in their performances after listening to Mozart's music.

  Responder
• 0429C8FB-B3

  Inglês

  Interpretação de texto | Reading comprehensionUniversidade Estadual do Maranhão · 2021DifícilEntre para guardar nos favoritos

  TEXT II

  
  

  Veggies You Can Regrow From Discarded Roots

  
  

  Patrick Phillips 

  
  

     When it comes to cooking with healthy, fresh ingredients, we always end up facing the same issue: what to do with all of the roots we chop off of our veggies? Instead of tossing them in the trash, there’s actually something quite useful you can do with them, and it’ll save you a good chunk of change.

      Regrowing green onions has become quite popular, and it’s easy to understand why: it’s very simple and fun to check on its growth progress on a daily basis. It’s also a great way to help avoid food waste. However, there are plenty of vegetables you can regrow for yourself at home using scraps.

     Green Onion

     Let’s start with the basics: green onions. These are the fastest plants to regrow and also the easiest. To do so, put the root and 1 inch of the white part in a bowl or jar, then fill it with enough water to cover up to halfway up the white part of the onion. Change out the water every 2 to 3 days. You’ll notice it growing within a day and after a week, you’ll have greens that you can use!

      Romaine Lettuce

     You can regrow romaine lettuce and also other lettuces by placing the roots of it in a jar filled with at least 1 inch of water. Leave for a few days until it begins to grow, then transfer the roots into soil to continue growing the thriving plant.

     Cabbage

    You can regrow cabbage in the same way that you regrow lettuce. Simply save a stump of the cabbage with its roots and place it in 1 inch of water. Then transfer the sprouting leaves into soil.

     Leeks

    Since leeks are actually directly related to green onions, they can be regrown using the same method. Place the root and about 2 inches of the white part in a jar with water that reaches about halfway up the white part. These will take a bit longer to regrow, but don’t give up! Make sure to keep changing out the water every 2 or 3 days.

     Carrot Tops

     Cut a carrot at the top (the root) and place the piece, cut side-down, in a bowl of water. The leaves of the carrots will grow as opposed to the carrot itself, however, these leaves can be used in salads, be used as a garnish, or can even be put into a pesto. Simply change the water every few days.

     Celery

    Celery can be regrown in the same way as the cabbage and romaine. Place the root end of the stalk in 1 inch of water. When the leaves will begin to sprout, wait about a week in order for the celery to become stronger. Make sure you change the water every few days. Once this process is done, you can replant the celery in soil. Celery leaves can also be used in salads.

  
  

  https://www.sizzlfy.com/healthy/veggies-regrow. Slighted modified. Accessed on September the 30th
  

  Taking into consideration the specific parts (1 to 6) of text II: Green onion, Romaine lettuce, Cabbage, leeks, Carrot tops, and Celery, choose the correct option in which one can find a comparative of superiority.
  

  Escolha uma alternativa para a questão 0429c8fb-b3

  A

  Cabbage / green onions

  B

  Celery / Romaine lettuce

  C

  Romaine lettuce / cabbage

  D

  Green onions / carrot tops

  E

  Leeks / Celery

  Responder
• 04274861-B3

  Inglês

  Interpretação de texto | Reading comprehensionUniversidade Estadual do Maranhão · 2021FácilEntre para guardar nos favoritos

  TEXT II

  
  

  Veggies You Can Regrow From Discarded Roots

  
  

  Patrick Phillips 

  
  

     When it comes to cooking with healthy, fresh ingredients, we always end up facing the same issue: what to do with all of the roots we chop off of our veggies? Instead of tossing them in the trash, there’s actually something quite useful you can do with them, and it’ll save you a good chunk of change.

      Regrowing green onions has become quite popular, and it’s easy to understand why: it’s very simple and fun to check on its growth progress on a daily basis. It’s also a great way to help avoid food waste. However, there are plenty of vegetables you can regrow for yourself at home using scraps.

     Green Onion

     Let’s start with the basics: green onions. These are the fastest plants to regrow and also the easiest. To do so, put the root and 1 inch of the white part in a bowl or jar, then fill it with enough water to cover up to halfway up the white part of the onion. Change out the water every 2 to 3 days. You’ll notice it growing within a day and after a week, you’ll have greens that you can use!

      Romaine Lettuce

     You can regrow romaine lettuce and also other lettuces by placing the roots of it in a jar filled with at least 1 inch of water. Leave for a few days until it begins to grow, then transfer the roots into soil to continue growing the thriving plant.

     Cabbage

    You can regrow cabbage in the same way that you regrow lettuce. Simply save a stump of the cabbage with its roots and place it in 1 inch of water. Then transfer the sprouting leaves into soil.

     Leeks

    Since leeks are actually directly related to green onions, they can be regrown using the same method. Place the root and about 2 inches of the white part in a jar with water that reaches about halfway up the white part. These will take a bit longer to regrow, but don’t give up! Make sure to keep changing out the water every 2 or 3 days.

     Carrot Tops

     Cut a carrot at the top (the root) and place the piece, cut side-down, in a bowl of water. The leaves of the carrots will grow as opposed to the carrot itself, however, these leaves can be used in salads, be used as a garnish, or can even be put into a pesto. Simply change the water every few days.

     Celery

    Celery can be regrown in the same way as the cabbage and romaine. Place the root end of the stalk in 1 inch of water. When the leaves will begin to sprout, wait about a week in order for the celery to become stronger. Make sure you change the water every few days. Once this process is done, you can replant the celery in soil. Celery leaves can also be used in salads.

  
  

  https://www.sizzlfy.com/healthy/veggies-regrow. Slighted modified. Accessed on September the 30th
  

  The veggies which have the same way of regrowing are

  Escolha uma alternativa para a questão 04274861-b3

  A

  Romaine lettuce / leeks.

  B

  Cabbage / carrots.

  C

  Celery / green onions.

  D

  Celery / carrots. 

  E

  Green onion / leeks.

  Responder
• 0424CDB8-B3

  Inglês

  Interpretação de texto | Reading comprehensionUniversidade Estadual do Maranhão · 2021MédioEntre para guardar nos favoritos

  TEXT I

  
  

  What Is Organic Anyway?

  
  

  When you think of organic food, what words come to mind? Natural, local, ethical? In fact, the classification of organic food is a tricky business. 

  
  

     Until the 19th century, nobody would have considered farming as anything other than organic. Crops were fertilized using animal manure and compost. In the 18th and 19th centuries, however, chemists were discovering more about chemicals. The work of German chemist Justus von Liebig, in particular, led to the development of cheap nitrogen fertilizers. The agricultural revolution that followed, especially in Great Britain, brought about a huge increase in crop production. This helped feed the country’s rapidly growing urban population and reduce famine. However, not everybody was convinced of the benefits of the new technologies.

      Sir Albert Howard’s experiences in India convinced him that correct animal and crop management in a local area produced strong pest-resistant plants that were superior to those grown with chemical fertilizers. He saw chemical fertilizers as expensive, unnecessary, and unsustainable and studied ways to farm productively but naturally.

      Howard himself never used the word organic. It was British agriculturalist Lord Northbourne who first referred to a farm as a single “organic whole,” describing a more balanced, sustainable style of farming. Northbourne’s ideas, however, were not widely accepted. The following years saw an increase in the use of fertilizers and pesticides, which allowed farmers to plant large quantities of single crops. Most farms became industrialized single-crop producers that depended on pesticides and fertilizers. Then in the 1970s, some people began to express their concerns about the negative effects of these methods on soil quality and the environment. These green activists began to call for a return to more traditional styles of farming.

       At the same time, in other parts of the world modern methods were replacing traditional farming. In Mexico, Pakistan, and India, Nobel Prize-winning agriculturalist Norman Borlaug pioneered the use of new crops and technologies and greatly increased food production. Environmentalists criticized Borlaug’s work, which they claimed led to reliance on a single crop, inequality, malnutrition, and the loss of natural wildlife. While Borlaug recognized some of these claims, he argued that his principle aim was an end to hunger, something, he pointed out, that most of his critics had never experienced.

       Meanwhile in the USA and the UK, many smaller farms were trying to return to natural methods, growing many different crops and keeping animals to fertilize the soil. Throughout the 1970s, activists continued to promote a return to more traditional ways of living, and some people were encouraged to try to provide their own food, both out in the countryside and using smaller urban gardens.

       However, as the idea of organic food became more popular, big business began to move in. The 1980s and 1990s saw the growth of large organic farms and supermarkets, and the importation of organic produce from abroad. At the same time, new legislation in places such as the USA and Europe has made it extremely expensive and complicated for small producers to obtain organic certification. Ironically, many natural local farms are not classed as organic, while much of the organic food supermarkets sell often comes from foreign countries. This has led to criticism from environmentalists who feel that the term organic no longer represents the ideals of organic farming.

       As we move into the 21st century with a world population of seven billion people, the debate on how we should feed ourselves shows no sign of coming to an end.

  
  

  SHACKLETON, Caroline & TURNER, Nathan Paul. Money Tree: the business of organics. Cambridge University Press, 2014.
  

  The most important argument Mr. Borlaug had to fight his critics was the fact that they had never
  

  Escolha uma alternativa para a questão 0424cdb8-b3

  A

  raised a crop.

  B

  grown their own food. 

  C

   grown single crops. 

  D

  experienced lack of food.

  E

   returned to traditional ways of living.

  Responder
• 04225912-B3

  Inglês

  Interpretação de texto | Reading comprehensionUniversidade Estadual do Maranhão · 2021MédioEntre para guardar nos favoritos

  TEXT I

  
  

  What Is Organic Anyway?

  
  

  When you think of organic food, what words come to mind? Natural, local, ethical? In fact, the classification of organic food is a tricky business. 

  
  

     Until the 19th century, nobody would have considered farming as anything other than organic. Crops were fertilized using animal manure and compost. In the 18th and 19th centuries, however, chemists were discovering more about chemicals. The work of German chemist Justus von Liebig, in particular, led to the development of cheap nitrogen fertilizers. The agricultural revolution that followed, especially in Great Britain, brought about a huge increase in crop production. This helped feed the country’s rapidly growing urban population and reduce famine. However, not everybody was convinced of the benefits of the new technologies.

      Sir Albert Howard’s experiences in India convinced him that correct animal and crop management in a local area produced strong pest-resistant plants that were superior to those grown with chemical fertilizers. He saw chemical fertilizers as expensive, unnecessary, and unsustainable and studied ways to farm productively but naturally.

      Howard himself never used the word organic. It was British agriculturalist Lord Northbourne who first referred to a farm as a single “organic whole,” describing a more balanced, sustainable style of farming. Northbourne’s ideas, however, were not widely accepted. The following years saw an increase in the use of fertilizers and pesticides, which allowed farmers to plant large quantities of single crops. Most farms became industrialized single-crop producers that depended on pesticides and fertilizers. Then in the 1970s, some people began to express their concerns about the negative effects of these methods on soil quality and the environment. These green activists began to call for a return to more traditional styles of farming.

       At the same time, in other parts of the world modern methods were replacing traditional farming. In Mexico, Pakistan, and India, Nobel Prize-winning agriculturalist Norman Borlaug pioneered the use of new crops and technologies and greatly increased food production. Environmentalists criticized Borlaug’s work, which they claimed led to reliance on a single crop, inequality, malnutrition, and the loss of natural wildlife. While Borlaug recognized some of these claims, he argued that his principle aim was an end to hunger, something, he pointed out, that most of his critics had never experienced.

       Meanwhile in the USA and the UK, many smaller farms were trying to return to natural methods, growing many different crops and keeping animals to fertilize the soil. Throughout the 1970s, activists continued to promote a return to more traditional ways of living, and some people were encouraged to try to provide their own food, both out in the countryside and using smaller urban gardens.

       However, as the idea of organic food became more popular, big business began to move in. The 1980s and 1990s saw the growth of large organic farms and supermarkets, and the importation of organic produce from abroad. At the same time, new legislation in places such as the USA and Europe has made it extremely expensive and complicated for small producers to obtain organic certification. Ironically, many natural local farms are not classed as organic, while much of the organic food supermarkets sell often comes from foreign countries. This has led to criticism from environmentalists who feel that the term organic no longer represents the ideals of organic farming.

       As we move into the 21st century with a world population of seven billion people, the debate on how we should feed ourselves shows no sign of coming to an end.

  
  

  SHACKLETON, Caroline & TURNER, Nathan Paul. Money Tree: the business of organics. Cambridge University Press, 2014.
  

  Many animal and crop management procedures took place across the centuries. The option which highlights the one taken as an organic procedure is
  

  Escolha uma alternativa para a questão 04225912-b3

  A

  spread of cheap nitrogen fertilizers as an agricultural revolution.
  

  B

  use of fertilizers and pesticides to plant large quantities of simple crop.
  

  C

  grow of crops through animal manure and compost ever.
  

  D

  development of new crops through altenative technologies. 
  

  E

  enlargement of single crops on replacement of the soil quality.
  

  Responder