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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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    INSTRUÇÃO: Responder à questão com base no texto. 



    Figura 1 de 2 da questão de Inglês, PUC - RS 2018, Interpretação de texto | Reading comprehension

    Figura 2 de 2 da questão de Inglês, PUC - RS 2018, Interpretação de texto | Reading comprehension

    Adapted from: https://www.newyorker.com/science/maria-konnikova/being-a-better-online-reader

    Consider these segments and their paraphrase in parentheses.


    I. “the more reading moved online, the less students seemed to understand” (lines 06-08) (the amount of digital texts increased so much that only a small number of students showed understanding)

    II. “they were unprepared to address basic problems on-site” (lines 11 and 12) (they were not able to deal with difficulties in the digital world)

    III. “all these variables translate into a different reading experience” (lines 35 and 36) (these aspects mean reading online brings about a particular mental operation)


    The segment(s) adequately paraphrased in parentheses is/are only

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    Figura 1 de 2 da questão de Inglês, PUC - RJ 2018, Interpretação de texto | Reading comprehensionFigura 2 de 2 da questão de Inglês, PUC - RJ 2018, Interpretação de texto | Reading comprehension

    Available at: . Retrieved on: 3 May 2018. Adapted. * Automated teller machines

    The sentence in which the boldfaced item expresses OBLIGATION is
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    Figura 1 de 2 da questão de Inglês, PUC - RJ 2018, Interpretação de texto | Reading comprehensionFigura 2 de 2 da questão de Inglês, PUC - RJ 2018, Interpretação de texto | Reading comprehension

    Available at: . Retrieved on: 3 May 2018. Adapted. * Automated teller machines

    The boldfaced expression introduces an idea of IMPLICATION in
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    Figura 1 de 2 da questão de Inglês, PUC - RJ 2018, Interpretação de texto | Reading comprehensionFigura 2 de 2 da questão de Inglês, PUC - RJ 2018, Interpretação de texto | Reading comprehension

    Available at: . Retrieved on: 3 May 2018. Adapted. * Automated teller machines

    According to Monika Halan, editor of the Delhi-based financial newspaper Mint, in India,
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    Figura 1 de 2 da questão de Inglês, PUC - RJ 2018, Interpretação de texto | Reading comprehensionFigura 2 de 2 da questão de Inglês, PUC - RJ 2018, Interpretação de texto | Reading comprehension

    Available at: . Retrieved on: 3 May 2018. Adapted. * Automated teller machines

    By mentioning Maijlis Jonsson in paragraphs 1 (lines 1-5) and 3 (lines 16-25), the author implies that the elderly are unable to handle credit cards.
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    Figura 1 de 2 da questão de Inglês, PUC - RJ 2018, Interpretação de texto | Reading comprehensionFigura 2 de 2 da questão de Inglês, PUC - RJ 2018, Interpretação de texto | Reading comprehension

    Available at: . Retrieved on: 3 May 2018. Adapted. * Automated teller machines

    The communicative intention of the article is to
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    Figura 1 de 2 da questão de Inglês, PUC - RJ 2018, Interpretação de texto | Reading comprehensionFigura 2 de 2 da questão de Inglês, PUC - RJ 2018, Interpretação de texto | Reading comprehension

    Available at: <http://www.bbc.com/culture/story/20180503-our-fi ction-

    -addiction-why-humans-need-stories>. Retrieved on: 3 May 2018.

    Adapted.

    According to paragraphs 9 and 10 (lines 63-84),
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    Figura 1 de 2 da questão de Inglês, PUC - RJ 2018, Interpretação de texto | Reading comprehensionFigura 2 de 2 da questão de Inglês, PUC - RJ 2018, Interpretação de texto | Reading comprehension

    Available at: <http://www.bbc.com/culture/story/20180503-our-fi ction-

    -addiction-why-humans-need-stories>. Retrieved on: 3 May 2018.

    Adapted.

    The author mentions the anthropologist Daniel Smith in the sixth paragraph (lines 39-50) of the text because he
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    Figura 1 de 2 da questão de Inglês, PUC - RJ 2018, Interpretação de texto | Reading comprehensionFigura 2 de 2 da questão de Inglês, PUC - RJ 2018, Interpretação de texto | Reading comprehension

    Available at: <http://www.bbc.com/culture/story/20180503-our-fi ction-

    -addiction-why-humans-need-stories>. Retrieved on: 3 May 2018.

    Adapted.

    In the fragment “Along these lines, various studies have identified cooperation as a core theme in popular narratives across the world” (lines 39-41), the expression “Along these lines” can be replaced, without a change in meaning, by
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    Figura 1 de 2 da questão de Inglês, PUC - RJ 2018, Interpretação de texto | Reading comprehensionFigura 2 de 2 da questão de Inglês, PUC - RJ 2018, Interpretação de texto | Reading comprehension

    Available at: <http://www.bbc.com/culture/story/20180503-our-fi ction-

    -addiction-why-humans-need-stories>. Retrieved on: 3 May 2018.

    Adapted.

    Concerning the vocabulary used in the text, one may affirm that
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    Figura 1 de 2 da questão de Inglês, PUC - RJ 2018, Interpretação de texto | Reading comprehensionFigura 2 de 2 da questão de Inglês, PUC - RJ 2018, Interpretação de texto | Reading comprehension

    Available at: <http://www.bbc.com/culture/story/20180503-our-fi ction-

    -addiction-why-humans-need-stories>. Retrieved on: 3 May 2018.

    Adapted.

    The message contained in the fragment “and the more people read fiction, the easier they find it to empathise with other people” (lines 26-28) is that the reading of fiction
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    Considere o texto e o gráfico abaixo para responder à questão.


    Imagem da questão de Inglês, Escola Superior de Administração, Marketing e Comunicação 2018, Interpretação de texto | Reading comprehension


    Corresponds to the quantification of homicides of women 15 years of age and over, killed by gender violence. Expressed in absolute number and rate per 100,000 women.

    Femicide or feminicide in Latin America, the Caribbean and Spain

        According to official information provided by countries, in 2016 a total of 1,917 women from 17 countries in the region (14 from Latin America and 3 from the Caribbean) were victims of feminicide or femicide.

        Honduras is still, for all years in the historical series, the country of the region with the highest number of femicides (466 in 2016), reaching a worrying rate of 10,2 femicides per 100,000 women. El Salvador currently presents the highest rate of femicides: 11,0 per 100,000 women, meaning 349 deaths in 2016.

        Those figures are a strong call to attention to persevere in its efforts sustain and deepen efforts at national level to put an end to this problem. In addition to concrete measures of prevention, care, protection and reparation, the availability of information is another major challenge to eradicate violence against women.

    (Adaptado de https://oig.cepal.org/en/indicators/femicide-or-feminicide.

    Acesso em: 17 ago. 2018, às 16h25.)

    Segundo as informações do gráfico, é correto afirmar que:
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    Considere o texto e o gráfico abaixo para responder à questão.


    Imagem da questão de Inglês, Escola Superior de Administração, Marketing e Comunicação 2018, Interpretação de texto | Reading comprehension


    Corresponds to the quantification of homicides of women 15 years of age and over, killed by gender violence. Expressed in absolute number and rate per 100,000 women.

    Femicide or feminicide in Latin America, the Caribbean and Spain

        According to official information provided by countries, in 2016 a total of 1,917 women from 17 countries in the region (14 from Latin America and 3 from the Caribbean) were victims of feminicide or femicide.

        Honduras is still, for all years in the historical series, the country of the region with the highest number of femicides (466 in 2016), reaching a worrying rate of 10,2 femicides per 100,000 women. El Salvador currently presents the highest rate of femicides: 11,0 per 100,000 women, meaning 349 deaths in 2016.

        Those figures are a strong call to attention to persevere in its efforts sustain and deepen efforts at national level to put an end to this problem. In addition to concrete measures of prevention, care, protection and reparation, the availability of information is another major challenge to eradicate violence against women.

    (Adaptado de https://oig.cepal.org/en/indicators/femicide-or-feminicide.

    Acesso em: 17 ago. 2018, às 16h25.)

    Os números “14” e “3”, apresentados no primeiro parágrafo do texto, informam a quantidade de:
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    Considere a mensagem abaixo, retirada da página do jornal “The Guardian” na internet, para responder à questão.


    Imagem da questão de Inglês, Escola Superior de Administração, Marketing e Comunicação 2018, Interpretação de texto | Reading comprehension


    Segundo as informações do texto e de seus conhecimentos prévios, um “paywall”:
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    Considere a mensagem abaixo, retirada da página do jornal “The Guardian” na internet, para responder à questão.


    Imagem da questão de Inglês, Escola Superior de Administração, Marketing e Comunicação 2018, Interpretação de texto | Reading comprehension


    De acordo com a mensagem, pode-se inferir que o jornal “The Guardian” almeja a:
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    Considere o cartum a seguir para responder à questão.


    Imagem da questão de Inglês, Escola Superior de Administração, Marketing e Comunicação 2018, Interpretação de texto | Reading comprehension

    A mensagem expressa pelo cartum:
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    Text 1


        When I got to the airport, I learnt that the plane from Cairo, on which my brother was travelling, had been delayed at Paris with engine trouble and was expected to be about an hour late. As a rule I can pass the time quite happily; watching the planes land and take off, but that evening I had a headache; which I thought that the noise of the engines might make worse. I decided, therefore to walk around to make the time pass quickly.
        First of all I went back to the place where I had left my car to make sure that all the doors were locked. The walk in the fresh air did me good, for I felt slightly better as I entered the main airport building again. I made my way to the restaurant, where I ordered a cup of black coffee. As I stood drinking this at the counter, I studied the faces of the people around me. Some passengers were obviously anxious about the time, and kept looking at their watches; others checked to see that they had tickets, passports and money. Where there was a group of people, it was easy to tell which one was about to leave. He was the object of everyone’s attention and looked either very happy or very sad at the thought of departure.
        There was one woman who burst into tears as she said goodbye to the relatives or friends who had come to see her off. When I had finished my coffee, I went along to the bookstall, where I bought a couple of magazines, both of them about travel, which would help to make the time pass pleasantly. Then I went into one of the waiting-rooms and made myself comfortable in a big armchair. I had hardly had time to open one of my magazines, when someone came up and put his hand on my shoulder. It was an old friend; who was just about to leave on a business trip to South America. Since we had not seen each other for a long time, we found plenty to talk about until the arrival of my brother’s plane from Paris was announced.
    The author went to the airport...
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    Text 1


    3-D Printing Enables Visually Impaired Children to Experience the World of Literary Classics


    In the past year, 3-D printing has been experiencing major breakthroughs, and it promises even greater strides in the fields of sustainability, technology and medical research. Yet the technology is currently being pioneered for another purpose: to help visually impaired children understand the fantastical worlds depicted in classic literary works such as Goodnight Moon and Polar Bear, Polar Bear, What Do You Hear?
    A project at the University of Colorado is hoping to jump-start the commercial development of tactile books, allowing children to follow along text read aloud by tracing the corresponding raised illustrations with their fingers. The technology converts the images in original titles into pictures you can feel with a 3-D printer. Researchers at the Tactile Picture Book Project are working in conjunction with Denver’s Anchor Center—a nonprofit specializing in helping visually impaired children achieve educational success—on the project.
    Tactile books are crucial to early cognitive development for blind children, who typically don’t begin to read Braille until the age of 6. The Anchor Center’s executive director, Alice Applebaum, explained in an interview with Mashable that the project can help even younger children develop the ability to explore the world through their hands. "It is one more opportunity for visually impaired children to experience literacy in an expanded way," she said. "Will it make them better readers? Not necessarily, but it will make them more aware of what the world looks like.
    Tactile books are currently pricey to produce, but affordable 3-D printing is projected to be available within the next two to three years.
    Researchers aim to eventually have the option available for both parents and educators, allowing them to take photos and send them to a 3-D printer for their personalized tactile book. The Tactile Picture Book Project is also testing workshops and software programs that might make it possible for parents to create tactile books for their own children.Mashable reports that, since the original Goodnight Moon book was printed, titles including The Very Hungry Caterpillar and The Cat in the Hat have been added to the steadily growing collection, which means the infamous Everyone Poops can’t be far behind on the list.
    Paula Mejia
    www.newsweek.com/visually-impaired-children-can-now-experience-world-literary-classicsthanks-3d-257769)
    Os “livros táteis” estão sendo projetados com o objetivo de:
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    Text 1

    Bilingual Education for the 21st Century

    Bilingual education in the 21st century must face the complexity brought about by the freer movement of people, services, and goods that characterizes our more globalized and technological world. In the second half of the 20th century, bilingual education grew around the world as a way to educate children who didn't speak the state's language or, in some cases, to recapture the heritage language of a group. This in itself was an innovation over the use of bilingual education only to educate the children of the elite.
    In the 21st century, however, the complex and dynamic links created by technology and globalized markets, coupled with the importance of English and other “big” languages, challenge our old conceptions of bilingual education. UNESCO in 1953 declared that it was axiomatic that the child's native language be used to teach children to read, but basic literacy, even in one's own language, is insufficient to be a world citizen in the 21st century.
    It has been predicted that by 2050, English will be accompanied by Chinese, Arabic, Spanish and Urdu, as the world's big languages, ordered not only with English at the top as it has been up to now, but with an increasing role for the other four “big” languages. Countries throughout the world are providing options to their children to be schooled in two or more languages. The European Union, for example, has recently adopted a policy of “Mother Tongue + 2” encouraging schools throughout the EU to develop children's trilingual proficiency. For those purposes, a model of teaching is being promoted that encourages the use of the languages other than the child's mother tongue in subject instruction. Ofelia Garcia is Professor of Bilingual Education at Teachers College, Columbia University.
    Disponível em:< http://www.educationupdate.com/archives/2004/december/html/Spot-BilingualEducationForThe21stCentury.htm>. 
    Segundo o texto 1, a educação bilíngue no século 21 encontra diferentes desafios em relação à do século 20, entre eles
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    Text 1


    Brazilian courts tussle over unproven cancer treatment


    Patients demand access to compound despite lack of clinical testing. A court in the Brazilian state of São Paulo has cut off distribution of a compound that is hailed by some as a miracle cancer cure — even though it has never been formally tested in humans. On 11 November, to the relief of many cancer researchers, a state court overturned earlier court orders that had obliged the nation’s largest university to provide the compound to hundreds of people with terminal cancer.
    The compound, phosphoethanolamine, has been shown to kill tumor cells only in lab dishes and in mice (A. K. Ferreira et al. Anticancer Res. 32, 95–104; 2012). Drugs that seem promising in lab and animal studies have a notoriously high failure rate in human trials. Despite this, some chemists at the University of São Paulo’s campus in São Carlos have manufactured the compound for years and distributed it to people with cancer. A few of those patients have claimed remarkable recoveries, perpetuating the compound’s reputation as a miracle cure.
    The Brazilian constitution guarantees universal access to health care, and it is common in Brazil for patients to turn to the courts to access drugs that the state healthcare system does not dispense because of their cost. But phosphoethanolamine presents a different situation because it is not really a ‘drug’ at all. It is not approved by Brazil’s National Health Surveillance Agency.
    Those who argue that people who are terminally ill have a right to try experimental medicines saw a decision in favor of a patient in October 2015 as a significant victory. But to the university administration, drug regulators and cancer researchers, it showed blatant disregard for the basic scientific principle that a drug should be demonstrated to be safe and effective before being given to patients outside of a clinical trial.
    Source: Nature 527, 420–421 (adapted). http://www.nature.com/news/brazilian-courts-tussleover-unproven-cancer- treatment-1.18864. 
    According to the text 1, turning to the courts in Brazil to access drugs that the state healthcare system does not dispense is:
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