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Questões de Inglês do ENEM

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

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5.311 questões encontradas. Mostrando a página 85 de 266.

  • F6396FF9-E3

    Inglês

    Interpretação de texto | Reading comprehension
    Universidade Católica de Pelotas · 2018DifícilEntre para guardar nos favoritos
    HOW TO ESCAPE THE ONLINE SPIES

    WHETHER YOU’RE TWEETING, SHOPPING OR JUST BROWSING, INTERNET COMPANIES ARE MONITORING YOU.

    Nobody likes being spied on. When you’re innocently browsing the web, it’s deeply unpleasant to think that faceless technology corporations are monitoring and recording your every move.
    While such data collection is legal, that doesn’t mean it’s all right. There are plenty of things you might prefer to keep to yourself, such as your income, your sexuality, your political views or your membership of the Yoko Ono fanclub.
    While you might console yourself with the knowledge that all of this information is mostly used for targeting ads, that might not be the case for much longer. The internet giants are building up ever more detailed user profiles – and finding new ways to exploit that information.
    Even if you’ve nothing to hide, therefore, it may be wise to minimise your exposure to online tracking. Here’s how Google spy on you – and how to protect your privacy.

    GOOGLE

    Most of us use Google services every day, and as a result the web giant knows a huge amount about our movements and interests. You can find out everything it’s learned about you at myaccount.google.com. Your data is all set out in an impressively forthright way; the only problem is, there’s so much information to work through that it can be bewildering to navigate.
    One section that’s worth your attention is “Manage your Google activity”. Here you’ll find Google’s activity controls, which let you disable various types of data collection.
    For example, you can tell Google not to log your Chrome browsing history and activity, to stop tracking your location and to desist from keeping records of any voice commands you might issue. Turning these features off can make Google services less smart, but you might consider that a price worth paying. For a closer look at the information Google’s been collecting on you lately, click on “My activity”. This brings up a timeline showing all of your searches, webpage visits, Android app activity and so forth. Seeing your digital life laid bare like this can be pretty unnerving: if there’s something you’d prefer Google to forget, simply click on the menu icon to its right and delete.
    If you want to thoroughly inspect everything Google knows about you, you can even download a comprehensive archive of personal information by clicking on “Control your content” > “Download your data”. Be warned, though, this archive can be huge: the default settings include all the emails in your Gmail account, and any videos you may have uploaded to YouTube.
    If you want to limit the information you share with Google in the future, the easiest way is simply to use it less. For example, try the privacy-focused search engine at duckduckgo.com, and use an alternative browser such as Firefox.

    Fonte: https://www.theguardian.com/technology/2017/may/13/
    how-to-get-privacy-digital-life-data-monitoring-gathering-amazon-facebook-google (editado).
    Acesso em: 10 de novembro de 2017.

    Segundo o texto, as informações que o usuário gera ao navegar pela internet podem servir para fins outros que não apenas publicitários. A empresa Google, por exemplo, oferece recursos que permitem ao usuário evitar a espionagem excessiva. Abaixo, marque a alternativa em que constam as orientações sobre como evitar o recolhimento de informações pelo Google, de acordo com o texto:
    Escolha uma alternativa para a questão f6396ff9-e3
  • F6351CC7-E3

    Inglês

    Interpretação de texto | Reading comprehension
    Universidade Católica de Pelotas · 2018DifícilEntre para guardar nos favoritos
    Leia os textos a seguir e responda à questão posta na sequência.

    POPE FRANCIS DELIVERS SURPRISE SPEECH TO TED CONFERENCE
    Imagem da questão de Inglês, Universidade Católica de Pelotas 2018, Interpretação de texto | Reading comprehension

    “No one is an island,” the Pope has said during a surprise talk at the TED2017 conference in Vancouver, British Columbia.
    Appearing during a 17-minute pre-recorded talk, the Francis became the first Pope in history to participate in a TED (Technology, Entertainment, Design) conference.
    Speaking from behind a desk in the Vatican, Pope Francis said: “First and foremost, I would love it if this meeting could help to remind us that we all need each other, none of us is an autonomous and independent ‘I,’ separated from the other, and we can only build the future by standing together, including everyone.”
    TED is an organisation, which hosts conferences all over the world where many high profile figures talk on a number of topics.
    During his speech, Pope Francis said that he hoped social inclusion and equality would accompany scientific and technological innovation.
    He said: “How wonderful would it be if solidarity, this beautiful and, at times, inconvenient word, were not simply reduced to social work, and became, instead, the default attitude in political, economic and scientific choices, as well as in the relationships among individuals, peoples and countries,” he said.
    “Only by educating people to a true solidarity will we be able to overcome the ‘culture of waste,’ which doesn’t concern only food and goods but, first and foremost, the people who are cast aside by our technoeconomic systems which, without even realising it, are now putting products at their core, instead of people.”
    The Pope went on to call for a “revolution of tenderness,” asking: “And what is tenderness? It is the love that comes close and becomes real. It is a movement that starts from our heart and reaches the eyes, the ears and the hands.”
    Pope Francis reminded his audience that we all depend on each other, saying: “The future of humankind isn’t exclusively in the hands of politicians, of great leaders, of big companies,” he said. “Yes, they do hold an enormous responsibility. But the future is, most of all, in the hands of those people who recognise the other as a ‘you’ and themselves as part of an ‘us.’ We all need each other.”
    The Pope also said that good intentions were not enough. He said: “Good intentions and conventional formulas, so often used to appease our conscience, are not enough. Let us help each other, all together, to remember that the other is not a statistic or a number. The other has a face. The ‘you’ is always a real presence, a person to take care of.”

    Fonte: http://www.catholicherald.co.uk/news/2017/04/26/pope-francis-delivers-surprise-speech-to-ted-conference/ (editado). Acesso em: 09 de novembro de 2017.

    NO MAN IS AN ISLAND

    No man is an island,
    Entire of itself;
    Every man is a piece of the continent,
    A part of the main.

    If a clod be washed away by the sea,
    Europe is the less,
    As well as if a promontory were:
    As well as if a manor of thy friend’s
    Or of thine own were.

    Any man’s death diminishes me,
    Because I am involved in mankind.
    And therefore never send to know for whom the bell tolls;
    It tolls for thee.

    By John Donne (Meditation XVII)

    John Donne (1572-1631), poeta inglês, foi um dos nomes mais expressivos de sua época. Ele era cristão, foi pastor anglicano e chegou a ser nomeado decano da St. Paul Cathedral, em Londres. Sua obra é marcada por poemas de tom metafísico, entre outros. Na fala do Papa Francisco à conferência TED, é possível estabelecer uma relação intertextual com o poema “No man is an island”, de John Donne. Na fala do Papa, a relação intertextual é estabelecida pelo uso da expressão metafórica “No one is an island.” Entre as alternativas abaixo, indique o trecho do discurso do Papa Francisco cujo sentido mais se aproxima à mensagem do poema de John Donne:
    Escolha uma alternativa para a questão f6351cc7-e3
  • F630658C-E3

    Inglês

    Interpretação de texto | Reading comprehension
    Universidade Católica de Pelotas · 2018MédioEntre para guardar nos favoritos

    Imagem da questão de Inglês, Universidade Católica de Pelotas 2018, Interpretação de texto | Reading comprehension


    Na tirinha ao lado:

    Escolha uma alternativa para a questão f630658c-e3
  • F62D3615-E3

    Inglês

    Interpretação de texto | Reading comprehension
    Universidade Católica de Pelotas · 2018DifícilEntre para guardar nos favoritos
    A “Marcha das Mulheres” (Women`s March), realizada em janeiro de 2017, foi o maior protesto coordenado da história dos Estados Unidos da América e um dos maiores já registrados no mundo. Os cartazes abaixo, criados pelo artista de rua Shepard Fairey para o projeto “We the People”, da Amplifier Foundation, circularam pelas manifestações que marcaram o evento. 


    Figura 1 de 2 da questão de Inglês, Universidade Católica de Pelotas 2018, Interpretação de texto | Reading comprehension

    Figura 2 de 2 da questão de Inglês, Universidade Católica de Pelotas 2018, Interpretação de texto | Reading comprehension

    Fonte: http://constitutionus.com/ Acesso em: 10 de novembro de 2017. 

    Nesse sentido, a mensagem verbo-visual dos referidos cartazes busca:
    Escolha uma alternativa para a questão f62d3615-e3
  • 93DDE924-DB

    Inglês

    Interpretação de texto | Reading comprehension
    Faculdade de Medicina de Marília · 2018MédioEntre para guardar nos favoritos

            At Hwaban, Mihyun Han with her husband, Key Kim, will present their take on Korean fare, traditional and personalized with modern touches. The serene, neutral-toned dining room with pale brick walls, accented by dark furniture, is the setting for their varied menu. Some of the small plates to start are shrimp or scallop, an organic egg with king crab in a pine nut sauce, and pan-seared zucchini with shrimp in a soy sauce. More substantial dishes include poached lemon sole with vegetables, chicken with root vegetables, and grilled New York strip steak with Korean mountain greens and mustard dressing. Classics like bibimbap, kimchi stew with pork belly, and galbi (short ribs) are also served, and there is a set array of dishes called Hwaban Table. The name of the restaurant means “as beautiful as a flower,” and there are floral elements in the dining room and on some plates.


    (Florence Fabricant. www.nytimes.com, 14.08.2018. Adaptado.)

    According to the text, the name Hwaban stands for
    Escolha uma alternativa para a questão 93dde924-db
  • 93DA3365-DB

    Inglês

    Interpretação de texto | Reading comprehension
    Faculdade de Medicina de Marília · 2018DifícilEntre para guardar nos favoritos

            At Hwaban, Mihyun Han with her husband, Key Kim, will present their take on Korean fare, traditional and personalized with modern touches. The serene, neutral-toned dining room with pale brick walls, accented by dark furniture, is the setting for their varied menu. Some of the small plates to start are shrimp or scallop, an organic egg with king crab in a pine nut sauce, and pan-seared zucchini with shrimp in a soy sauce. More substantial dishes include poached lemon sole with vegetables, chicken with root vegetables, and grilled New York strip steak with Korean mountain greens and mustard dressing. Classics like bibimbap, kimchi stew with pork belly, and galbi (short ribs) are also served, and there is a set array of dishes called Hwaban Table. The name of the restaurant means “as beautiful as a flower,” and there are floral elements in the dining room and on some plates.


    (Florence Fabricant. www.nytimes.com, 14.08.2018. Adaptado.)

    The dining area of the restaurant is described as
    Escolha uma alternativa para a questão 93da3365-db
  • 93D6D3C0-DB

    Inglês

    Interpretação de texto | Reading comprehension
    Faculdade de Medicina de Marília · 2018MédioEntre para guardar nos favoritos

            Fake news can distort people’s beliefs even after being debunked. A study recently published in the journal Intelligence suggests that some people may have an especially difficult time rejecting misinformation. Asked to rate a fictitious person on a range of character traits, people who scored low on a test of cognitive ability continued to be influenced by damaging information about the person even after they were explicitly told the information was false. The study is significant because it identifies what may be a major risk factor for vulnerability to fake news.

           One possible explanation for this finding is based on the theory that a person’s cognitive ability reflects how well they can regulate the contents of working memory – their “mental workspace” for processing information. First proposed by the cognitive psychologists Lynn Hasher and Rose Zacks, this theory holds that some people are more prone to “mental clutter” than other people. In other words, some people are less able to discard (or “inhibit”) information from their working memory that is no longer relevant to the task at hand, or information that has been discredited. Research on cognitive aging indicates that, in adulthood, this ability declines considerably with advancing age, suggesting that older adults may also be especially vulnerable to fake news. Another reason why cognitive ability may predict vulnerability to fake news is that it correlates highly with education. Through education, people may develop meta-cognitive skills – strategies for monitoring and regulating one’s own thinking – that can be used to combat the effects of misinformation.


    (www.scientificamerican.com, 06.02.2018. Adaptado.)

    Imagem da questão de Inglês, Faculdade de Medicina de Marília 2018, Interpretação de texto | Reading comprehension

    A partir da associação entre o texto e o cartum, depreende- -se que a expressão “mental clutter”, empregada no segundo parágrafo do texto, significa

    Escolha uma alternativa para a questão 93d6d3c0-db
  • 93D31D46-DB

    Inglês

    Interpretação de texto | Reading comprehension
    Faculdade de Medicina de Marília · 2018FácilEntre para guardar nos favoritos

            Fake news can distort people’s beliefs even after being debunked. A study recently published in the journal Intelligence suggests that some people may have an especially difficult time rejecting misinformation. Asked to rate a fictitious person on a range of character traits, people who scored low on a test of cognitive ability continued to be influenced by damaging information about the person even after they were explicitly told the information was false. The study is significant because it identifies what may be a major risk factor for vulnerability to fake news.

           One possible explanation for this finding is based on the theory that a person’s cognitive ability reflects how well they can regulate the contents of working memory – their “mental workspace” for processing information. First proposed by the cognitive psychologists Lynn Hasher and Rose Zacks, this theory holds that some people are more prone to “mental clutter” than other people. In other words, some people are less able to discard (or “inhibit”) information from their working memory that is no longer relevant to the task at hand, or information that has been discredited. Research on cognitive aging indicates that, in adulthood, this ability declines considerably with advancing age, suggesting that older adults may also be especially vulnerable to fake news. Another reason why cognitive ability may predict vulnerability to fake news is that it correlates highly with education. Through education, people may develop meta-cognitive skills – strategies for monitoring and regulating one’s own thinking – that can be used to combat the effects of misinformation.


    (www.scientificamerican.com, 06.02.2018. Adaptado.)

    Considere o trecho do segundo parágrafo “Research on cognitive aging indicates that, in adulthood, this ability declines considerably”. O termo sublinhado é empregado com o mesmo sentido em:
    Escolha uma alternativa para a questão 93d31d46-db
  • 93CF4F46-DB

    Inglês

    Interpretação de texto | Reading comprehension
    Faculdade de Medicina de Marília · 2018FácilEntre para guardar nos favoritos

            Fake news can distort people’s beliefs even after being debunked. A study recently published in the journal Intelligence suggests that some people may have an especially difficult time rejecting misinformation. Asked to rate a fictitious person on a range of character traits, people who scored low on a test of cognitive ability continued to be influenced by damaging information about the person even after they were explicitly told the information was false. The study is significant because it identifies what may be a major risk factor for vulnerability to fake news.

           One possible explanation for this finding is based on the theory that a person’s cognitive ability reflects how well they can regulate the contents of working memory – their “mental workspace” for processing information. First proposed by the cognitive psychologists Lynn Hasher and Rose Zacks, this theory holds that some people are more prone to “mental clutter” than other people. In other words, some people are less able to discard (or “inhibit”) information from their working memory that is no longer relevant to the task at hand, or information that has been discredited. Research on cognitive aging indicates that, in adulthood, this ability declines considerably with advancing age, suggesting that older adults may also be especially vulnerable to fake news. Another reason why cognitive ability may predict vulnerability to fake news is that it correlates highly with education. Through education, people may develop meta-cognitive skills – strategies for monitoring and regulating one’s own thinking – that can be used to combat the effects of misinformation.


    (www.scientificamerican.com, 06.02.2018. Adaptado.)

    O tema central do texto é
    Escolha uma alternativa para a questão 93cf4f46-db
  • 5A5B1D2B-DB

    Inglês

    Interpretação de texto | Reading comprehension
    Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense - Rio Grande do Sul · 2018MédioEntre para guardar nos favoritos

    INSTRUÇÃO: Para responder à questão, considere o texto abaixo. 


    Imagem da questão de Inglês, Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense - Rio Grande do Sul 2018, Interpretação de texto | Reading comprehension

    Assinale a alternativa que apresenta o significado do provérbio “you can´t teach an old dog n w tricks” (l. 04).
    Escolha uma alternativa para a questão 5a5b1d2b-db
  • 5A578643-DB

    Inglês

    Interpretação de texto | Reading comprehension
    Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense - Rio Grande do Sul · 2018MédioEntre para guardar nos favoritos

    INSTRUÇÃO: Para responder à questão, considere o texto abaixo. 


    Imagem da questão de Inglês, Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense - Rio Grande do Sul 2018, Interpretação de texto | Reading comprehension

    Segundo o professor Albert Costa (l. 13 a l. 17),
    Escolha uma alternativa para a questão 5a578643-db
  • 5A53F822-DB

    Inglês

    Caso genitivo | Genitive case
    Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense - Rio Grande do Sul · 2018MédioEntre para guardar nos favoritos

    INSTRUÇÃO: Para responder à questão, considere o texto abaixo. 


    Imagem da questão de Inglês, Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense - Rio Grande do Sul 2018, Caso genitivo | Genitive case

    Considere o emprego do ´s nas seguintes afirmações.

    I - “Th brain's neuroplasticity” (l. 02) é a contração de “has”.

    II - “It´s often said” (l. 04) é a contração de “is”.

    III - “one 's brain” (l. 28) é a contração do “genitive case”.


    Quais estão corretas?
    Escolha uma alternativa para a questão 5a53f822-db
  • 5A4F83F6-DB

    Inglês

    Interpretação de texto | Reading comprehension
    Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense - Rio Grande do Sul · 2018DifícilEntre para guardar nos favoritos

    INSTRUÇÃO: Para responder à questão, considere o texto abaixo. 


    Imagem da questão de Inglês, Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense - Rio Grande do Sul 2018, Interpretação de texto | Reading comprehension

    O “phrasal verb” “put off” (l. 02) é sinônimo de
    Escolha uma alternativa para a questão 5a4f83f6-db
  • 5A4BA71F-DB

    Inglês

    Interpretação de texto | Reading comprehension
    Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense - Rio Grande do Sul · 2018FácilEntre para guardar nos favoritos

    INSTRUÇÃO: Para responder à questão, considere o texto abaixo. 


    Imagem da questão de Inglês, Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense - Rio Grande do Sul 2018, Interpretação de texto | Reading comprehension

    Assinale a alternativa que apresenta o principal objetivo do texto.
    Escolha uma alternativa para a questão 5a4ba71f-db
  • 65C18C41-D9

    Inglês

    Interpretação de texto | Reading comprehension
    Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul · 2018MédioEntre para guardar nos favoritos

    INSTRUÇÃO: Para responder às questão, considere o texto abaixo.


    Am I too old to learn a new language?


    Imagem da questão de Inglês, Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul 2018, Interpretação de texto | Reading comprehension

    Adapted from:<https://www.theguardian.com/education/2014/sep/13/am-i-too-old-to-learn-a-language>. Accessed on March 19, 2018.


    Assinale a alternativa que apresenta o significado do provérbio “you can´t teach an old dog new tricks” (l. 04).
    Escolha uma alternativa para a questão 65c18c41-d9
  • 65BE58B1-D9

    Inglês

    Interpretação de texto | Reading comprehension
    Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul · 2018MédioEntre para guardar nos favoritos

    INSTRUÇÃO: Para responder às questão, considere o texto abaixo.


    Am I too old to learn a new language?


    Imagem da questão de Inglês, Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul 2018, Interpretação de texto | Reading comprehension

    Adapted from:<https://www.theguardian.com/education/2014/sep/13/am-i-too-old-to-learn-a-language>. Accessed on March 19, 2018.


    Segundo o professor Albert Costa (l. 13 a l. 17),
    Escolha uma alternativa para a questão 65be58b1-d9
  • 65BAC6AB-D9

    Inglês

    Aspectos linguísticos | Linguistic aspects
    Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul · 2018MédioEntre para guardar nos favoritos

    INSTRUÇÃO: Para responder às questão, considere o texto abaixo.


    Am I too old to learn a new language?


    Imagem da questão de Inglês, Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul 2018, Aspectos linguísticos | Linguistic aspects

    Adapted from:<https://www.theguardian.com/education/2014/sep/13/am-i-too-old-to-learn-a-language>. Accessed on March 19, 2018.


    Considere o emprego do ´s nas seguintes afirmações.


    I - “The brain's neuroplasticity” (l. 02) é a contração de “has”.

    II - “It´s often said” (l. 04) é a contração de “is”.

    III - “one's brain” (l. 28) é a contração do “genitive case”.



    Quais estão corretas?

    Escolha uma alternativa para a questão 65bac6ab-d9
  • 65B4DC2A-D9

    Inglês

    Sinônimos | Synonyms
    Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul · 2018DifícilEntre para guardar nos favoritos

    INSTRUÇÃO: Para responder às questão, considere o texto abaixo.


    Am I too old to learn a new language?


    Imagem da questão de Inglês, Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul 2018, Sinônimos | Synonyms

    Adapted from:<https://www.theguardian.com/education/2014/sep/13/am-i-too-old-to-learn-a-language>. Accessed on March 19, 2018.


    O “phrasal verb” “put off” (l. 02) é sinônimo de
    Escolha uma alternativa para a questão 65b4dc2a-d9
  • 65B11E8F-D9

    Inglês

    Interpretação de texto | Reading comprehension
    Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul · 2018DifícilEntre para guardar nos favoritos

    INSTRUÇÃO: Para responder às questão, considere o texto abaixo.


    Am I too old to learn a new language?


    Imagem da questão de Inglês, Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul 2018, Interpretação de texto | Reading comprehension

    Adapted from:<https://www.theguardian.com/education/2014/sep/13/am-i-too-old-to-learn-a-language>. Accessed on March 19, 2018.


    Assinale a alternativa que apresenta o principal objetivo do texto.
    Escolha uma alternativa para a questão 65b11e8f-d9
  • 4D3BC0A7-D8

    Inglês

    Interpretação de texto | Reading comprehension
    Instituto Federal de Educação, Ciência e Tecnologia Goiano - Goiás · 2018FácilEntre para guardar nos favoritos
    Imagem da questão de Inglês, Instituto Federal de Educação, Ciência e Tecnologia Goiano - Goiás 2018, Interpretação de texto | Reading comprehension

    Disponível em:<http://culturaesquizofrenica.blogspot.com/2012/02/historias-cruzadas-help.html>. Acesso em: 17 out. 2018. 



    The four women shown in the picture (Text 3) are in different positions: two standing and two sitting. These positions may be related to 
    Escolha uma alternativa para a questão 4d3bc0a7-d8