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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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  • Linguagens

    Inglês

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    Leia a tirinha e o quadrinho para responder à questão. 


    Figura 1 de 2 da questão de Inglês, Centro Universitário São Camilo 2019, Interpretação de texto | Reading comprehension

    (http://leadership-learning-with-dilbert.blogspot.com)



    Figura 2 de 2 da questão de Inglês, Centro Universitário São Camilo 2019, Interpretação de texto | Reading comprehension

    (www.glasbergen.com. Adaptado.)
    Na última fala da tira “I hate him, but I also love him”, os termos sublinhados referem-se
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    Inglês

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    Imagem da questão de Inglês, UFTM 2012, Interpretação de texto | Reading comprehension



    No trecho do primeiro parágrafo – to which must be added Dominican Republic and Bolivia –, which refere-se a

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    Inglês

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    Social media and the internet

    Imagem da questão de Inglês, UEA 2024, Interpretação de texto | Reading comprehension

        Social media are forms of digital communication through which users create online communities to share information, ideas, personal messages, and other content.
        Social media use is not inherently beneficial or harmful. Social media platforms offer powerful opportunities for socialization and connection, but may also have some negative effects, including misinformation and disinformation, hate speech, and cyberbullying. At the extreme, social media use can interfere with sleep, physical activity, and in-person social interactions.

    (www.apa.org. Adaptado.)

    The text intends to
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  • Linguagens

    Inglês

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    Leia o texto para responder à questão.

    Misinformation and disinformation



       Misinformation is false or inaccurate information — getting the facts wrong. Disinformation is false information, which is deliberately intended to mislead — intentionally misstating the facts.
        The spread of misinformation and disinformation has affected our ability to improve public health, address climate change, maintain a stable democracy, and more. By providing valuable insight into how and why we are likely to believe misinformation and disinformation, psychological science can inform how we protect ourselves against its ill effects.
    (www.apa.org. Adaptado.)
    De acordo com o texto, a distinção entre “misinformation” e “disinformation” é que
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  • Linguagens

    Inglês

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    Leia o texto para responder à questão.

    Misinformation and disinformation



       Misinformation is false or inaccurate information — getting the facts wrong. Disinformation is false information, which is deliberately intended to mislead — intentionally misstating the facts.
        The spread of misinformation and disinformation has affected our ability to improve public health, address climate change, maintain a stable democracy, and more. By providing valuable insight into how and why we are likely to believe misinformation and disinformation, psychological science can inform how we protect ourselves against its ill effects.
    (www.apa.org. Adaptado.)
    No trecho do segundo parágrafo “we are likely to believe misinformation and disinformation”, o termo sublinhado é empregado no sentido de
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  • Linguagens

    Inglês

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    Examine o quadrinho para responder à questão.

                            Imagem da questão de Inglês, UNESP 2014, Verbos modais | Modal verbs

    No contexto do quadrinho, o termo “can” indica uma ideia de
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    Inglês

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        Renowned for its stunning biodiversity, the Amazon rainforest region is also home to a vast array of people and cultures. “People usually think that the environment doesn’t contain and include people, but it does,” said soil scientist Judson Ferreira Valentim, who lives in Brazil’s Acre state. “There are many different Amazonias and many different Amazonians.”

    (www.aljazeera.com, 28.11.2023. Adaptado.)

    According to the information presented, a suitable title for the text is:
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    Inglês

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    Imagem da questão de Inglês, ENEM 2011, Interpretação de texto | Reading comprehension

    O projeto Mappiness, idealizado pela London School of Economics, ocupa-se do tema relacionado
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    Inglês

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    Imagem da questão de Inglês, ENEM 2023, Interpretação de texto | Reading comprehension





    Por meio de recursos verbais e não verbais, esse cartaz de campanha objetiva

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    Inglês

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          “We won’t ruin Mars. It’s too big and too good.” said the captain.


         “You think not? We Earth Men have a talent for ruining big, beautiful things. The only reason we didn’t set up hot-dog stands in the midst of the Egyptian temple of Karnak is because it was out of the way and served no large commercial purpose. And Egypt is a small part of Earth. But here, this whole thing is ancient and different, and we have to set down somewhere and start fouling it up. We’ll call the canal the Rockefeller Canal and the mountain King George Mountain and the sea the Dupont Sea, and there’ll be Roosevelt and Lincoln and Coolidge cities, and it won’t ever be right, when there are the proper names for these places.”



    BRADBURY, R. And the Moon Be Still as Bright. In: The
    Martian Chronicles. Londres: Harper Collins, 2014.



    Nesse fragmento de um conto do autor Ray Bradbury, o personagem revela ao capitão
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    Inglês

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           Our physical alienation from India almost inevitably means that we will not be capable of reclaiming precisely the thing that was lost; that we will, in short, create fictions, not actual cities or villages, but invisible ones, imaginary homelands, Indias of the mind. […] It may be argued that the past is a country from which we have all emigrated […], but I suggest that the writer who is out-of-country and even out-of-language may experience this loss in an intensified form.



    RUSHDIE, S. Imaginary Homelands. Londres: Vintage Books, 2010 (adaptado).




    Nesse fragmento de texto, ao abordar a literatura anglo-indiana, o autor Salman Rushdie ressalta a relação entre criação literária e
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    Inglês

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    we gave birth to a new generation,
    AmeRícan, broader than lost gold
    never touched, hidden inside the
    puerto rican mountains.



    we gave birth to a new generation
    AmeRícan, it includes everything
    imaginable you-name-it-we-got-it
    society.



    we gave birth to a new generation,
    AmeRícan salutes all folklores,
    european, indian, black, spanish
    and anything else compatible.



    AmeRícan,
    yes, for now, for i love this, my second land,
    and i dream to take the accent from
    the altercation, and be proud to call
    myself american, in the u.s. sense of the
    word, AmeRícan, America!



    LAVIERA, T. Benedición: The Complete Poetry of Tato Laviera.
    Houston: Arte Público Press, 2014 (fragmento).




    Nos versos desse poema, o eu lírico adota um tom de 
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    Inglês

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    Imagem da questão de Inglês, UFT 2010, Interpretação de texto | Reading comprehension
    The Economist, December 19th ,2009.

    According to the text, the point of view of the Fowler‘s Guide is that:
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    Inglês

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    Imagem da questão de Inglês, ENEM 2023, Interpretação de texto | Reading comprehension



    MCPHAIL, W. Disponível em: https://fineartamerica.com. Acesso em: 25 out. 2021.




    Ao utilizar a expressão “be a shame if something were to happen to it”, o pássaro

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    Inglês

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    Imagem da questão de Inglês, Faculdade Cultura Inglesa 2013, Interpretação de texto | Reading comprehension No trecho do primeiro parágrafo – And you don’t need to be fluent in the language to feel the effects –, you refere-se
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    Inglês

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    Imagem da questão de Inglês, UNICENTRO 2011, Interpretação de texto | Reading comprehension

    According to this cartoon, the man

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  • Linguagens

    Inglês

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    Read the text below and answer question

    Treating Alzheimer’s Disease

    Are scientists close to finding a cure?

    The number of Americans suffering from Alzheimer's, a degenerative brain disease, is projected to more than double by 2050, from 5.3 million today to 13.8 million. At the same time, as Baby Boomers age and medical expenses rise, the cost of treating and caring for people with the disease is expected to rise fivefold to $1.1 trillion. No treatment can yet prevent or cure Alzheimer's. However, advances in brain science and diagnostic technologies are creating breakthroughs unimagined even a few years ago. Rapidly expanding knowledge in genetics, neuroscience, biology and computing is leading to clinical trials on potential new drug therapies, research on how to prevent the disease and new tests to help diagnose it — perhaps even before symptoms appear. Scientists are debating whether the main hypothesis of what causes the disease — a buildup of amyloid protein into plaques that kill nerve cells in the brain — is correct. Patient advocates say federal Alzheimer's research is underfunded, but Congress is clearing the way for more research funds.


    Disponível em: <http://library.cqpress.com/cqresearcher/static.php?page=docnotfound> Acessado em 15 de outubro de 2015.

    By 2050

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  • Linguagens

    Inglês

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    Read the text below to answer question 19:

    Figura 1 de 2 da questão de Inglês, UFT 2011, Interpretação de texto | Reading comprehension
    Figura 2 de 2 da questão de Inglês, UFT 2011, Interpretação de texto | Reading comprehension

    According to the text:

    I. Regardless of the strong security, the slum inhabitants enjoyed Obama‘s presence.

    II. Despite the police pacification program, inhabitants of City of God want more attention from government.

    III. Sasha and Malia refused to play with the shantytown children.

    IV. The slum inhabitants‘ support for Obama is partially explained by the identification with the skin color of the American president.

    V. Obama promised to improve basic services in City of God, which explained his approval amongst the local residents.

    VI. The story of the occupation by cocaine gangs of City of God is not unique amongst other Rio de Janeiro‘s slums.

    Mark the CORRECT answer:
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  • Linguagens

    Inglês

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    Read Text I below and answer the  question that follow it.


    Text I


    Jonathan Haidt: How to make the 'anxious generation' happy again


    Academics researching wellbeing have for a long time almost unanimously agreed on one thing: over the typical lifetime, happiness tends to follow a U-shaped curve, peaking at 30, plummeting at age 50, before spiking again after 70. It’s a pattern replicated using data going back as far as the 1970s in almost 150 countries.

    But around 2011, researchers noticed an astonishing reversal in this trend. “This empirical regularity has been replaced by a monotonic decrease in ill-being by age,” they reported in an NBER working paper. In plain English, younger people today are unhappier, both compared to previous generations and to their older peers. Or, to quote the title of the most recent book from Jonathan Haidt, Professor of Ethical Leadership at New York University, they are the anxious generation […].

    Today, rather than playing with their friends, kids stay at home on their devices. Instead of hearing chatter and laughter in the corridor of schools, we hear the gentle tapping of screens. The social isolation many of us experienced during pandemic-induced lockdowns was nothing new for children, Haidt said. “They began social distancing as soon as they got smartphones.”

    The good news for parents is that, while this trend is worrying, it is not inevitable. There are things we can do. “We can turn this around with four new norms,” Haidt proposed.

    The first norm is a commitment to not give our children a smartphone until they are at least 14. “Give them a flip-phone if you want to, so they can call and text you,” he said. “But don’t give the entire world access to your child.” The second is to not allow our children to use social media until they are at least 16. “Social media is wildly inappropriate for children — you have strangers trying to talk to them, cyberbullying, explosive drama.”

    The third norm is that schools should be a phone-free environment. “All schools need to be phone free from bell to bell — from the morning when kids arrive to the end when they leave,” Haidt explained.

    And finally, the fourth norm involves going back to a time where parents felt more comfortable letting their kids walk to the shops or play outside with friends. “The fourth norm is to give them much more independence in the real world,” he said. “Ultimately, our mission is to restore childhood: the kind of wonderful, fun, exciting childhood we all had, which was full of conflicts, failures, exploration, adventure, risk-taking, thrills and all those emotions that you experienced not with your parents, but when you were out, away from your secure home base.”


    Adapted from https://www.weforum.org/stories/2025/01/jonathan-haidt-digitaltechnology-social-media-childhood/
    Based on Text I, mark the statements below as true (T) or false (F).


    ( ) Happiness among young people has increased compared to previous years.

    ( ) Today, children prefer playing with their friends at school to using a smartphone.

    ( ) According to Haidt, social media is harmful to children.


    The statements are, respectively: 
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    Inglês

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    Read Text I below and answer the  question that follow it.


    Text I


    Jonathan Haidt: How to make the 'anxious generation' happy again


    Academics researching wellbeing have for a long time almost unanimously agreed on one thing: over the typical lifetime, happiness tends to follow a U-shaped curve, peaking at 30, plummeting at age 50, before spiking again after 70. It’s a pattern replicated using data going back as far as the 1970s in almost 150 countries.

    But around 2011, researchers noticed an astonishing reversal in this trend. “This empirical regularity has been replaced by a monotonic decrease in ill-being by age,” they reported in an NBER working paper. In plain English, younger people today are unhappier, both compared to previous generations and to their older peers. Or, to quote the title of the most recent book from Jonathan Haidt, Professor of Ethical Leadership at New York University, they are the anxious generation […].

    Today, rather than playing with their friends, kids stay at home on their devices. Instead of hearing chatter and laughter in the corridor of schools, we hear the gentle tapping of screens. The social isolation many of us experienced during pandemic-induced lockdowns was nothing new for children, Haidt said. “They began social distancing as soon as they got smartphones.”

    The good news for parents is that, while this trend is worrying, it is not inevitable. There are things we can do. “We can turn this around with four new norms,” Haidt proposed.

    The first norm is a commitment to not give our children a smartphone until they are at least 14. “Give them a flip-phone if you want to, so they can call and text you,” he said. “But don’t give the entire world access to your child.” The second is to not allow our children to use social media until they are at least 16. “Social media is wildly inappropriate for children — you have strangers trying to talk to them, cyberbullying, explosive drama.”

    The third norm is that schools should be a phone-free environment. “All schools need to be phone free from bell to bell — from the morning when kids arrive to the end when they leave,” Haidt explained.

    And finally, the fourth norm involves going back to a time where parents felt more comfortable letting their kids walk to the shops or play outside with friends. “The fourth norm is to give them much more independence in the real world,” he said. “Ultimately, our mission is to restore childhood: the kind of wonderful, fun, exciting childhood we all had, which was full of conflicts, failures, exploration, adventure, risk-taking, thrills and all those emotions that you experienced not with your parents, but when you were out, away from your secure home base.”


    Adapted from https://www.weforum.org/stories/2025/01/jonathan-haidt-digitaltechnology-social-media-childhood/
    The phrase “as soon as” in “as soon as they got smartphones” (3rd paragraph) indicates 
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