Questões de Inglês do ENEM

TEXT

    A library tradition is being refashioned to emphasize early literacy and better prepare young children for school, and drawing many new fans in the process.

    Among parents of the under-5 set, spots for story time have become as coveted as seats for a hot Broadway show like “Hamilton.” Lines stretch down the block at some branches, with tickets given out on a first-come-first-served basis because there is not enough room to accommodate all of the children who show up.

    Workers at the 67th Street Library on the Upper East Side of Manhattan turn away at least 10 people from every reading. They have been so overwhelmed by the rush at story time — held in the branch’s largest room, on the third floor — that once the space is full, they close the door and shut down the elevator. “It is so crowded and so popular, it’s insane,” Jacqueline Schector, a librarian, said.

    Story time is drawing capacity crowds at public libraries across New York and across the country at a time when, more than ever, educators are emphasizing the importance of early literacy in preparing children for school and for developing critical thinking skills. The demand crosses economic lines, with parents at all income levels vying to get in.

    Many libraries have refashioned the traditional readings to include enrichment activities such as counting numbers and naming colors, as well as music and dance. And many parents have made story time a fixture in their family routines alongside school pickups and playground outings — and, for those who employ nannies, a nonnegotiable requirement of the job.

    In New York, demand for story time has surged across the city’s three library systems — the New York Public Library, the Brooklyn Public Library, and the Queens Library — and has posed logistical challenges for some branches, particularly those in small or cramped buildings. Citywide, story time attendance rose to 510,367 people in fiscal year 2015, up nearly 28 percent from 399,751 in fiscal 2013.

    “The secret’s out,” said Lucy Yates, 44, an opera coach with two sons who goes to story time at the Fort Washington Library every week.

    Stroller-pushing parents and nannies begin to line up for story time outside some branches an hour before doors open. To prevent overcrowding, tickets are given out at the New Amsterdam and Webster branches, both in Manhattan, the Parkchester branch in the Bronx, and a half-dozen branches in Brooklyn, including in Park Slope, Kensington and Bay Ridge.

    The 67th Street branch keeps adding story times — there are now six a week — and holds sessions outdoors in the summer, when crowds can swell to 200 people.

    In Queens, 41 library branches are scheduled to add weekend hours this month, and many will undoubtedly include weekend story times. As Joanne King, a spokeswoman for the library explained, parents have been begging for them and “every story time is full, every time we have one.”

    Long a library staple, story time has typically been an informal reading to a small group of boys and girls sitting in a circle. Today’s story times involve carefully planned lessons by specially trained librarians that emphasize education as much as entertainment, and often include suggestions for parents and caregivers about how to reinforce what children have learned, library officials said.

    Libraries around the country have expanded story time and other children’s programs in recent years, attracting a new generation of patrons in an age when online offerings sometimes make trips to the book stacks unnecessary. Sari Feldman, president of the American Library Association, said such early-literacy efforts are part of a larger transformation libraries are undergoing to become active learning centers for their communities by offering services like classes in English as a second language, computer skills and career counseling.

    Ms. Feldman said the increased demand for story time was a product, in part, of more than a decade of work by the library association and others to encourage libraries to play a larger role in preparing young children for school. In 2004, as part of that effort, the association developed a curriculum, “Every Child Ready to Read,” that she said is now used by thousands of libraries.

    The New York Public Library is adding 45 children’s librarians to support story time and other programs, some of which are run in partnership with the city government. It has also designated 20 of its 88 neighborhood branches, including the Fort Washington Library, as “enhanced literary sites.” As such, they will double their story time sessions, to an average of four a week, and distribute 15,000 “family literacy kits” that include a book and a schedule of story times.

    “It is clear that reading and being exposed to books early in life are critical factors in student success,” Anthony W. Marx, president of the New York Public Library, said. “The library is playing an increasingly important role in strengthening early literacy in this city, expanding efforts to bring reading to children and their families through quality, free story times, curated literacy programs, after-school programs and more.”

    For its part, the Queens Library plans to expand a “Kick Off to Kindergarten” program that attracted more than 180 families for a series of workshops last year. Library officials said that more than three-quarters of the children who enrolled, many of whom spoke a language other than English at home, developed measurable classroom skills.

From: www.nytimes.com/2015/11/02

       Advice for new students from those who know (old students)

The first day of college I was a ball of nerves. I remember walking into my first class and running to the first seat I found, thinking everyone would be staring at me. But nobody seemed to notice and then it hit me: The fact that nobody knew me meant nobody would judge, which, upon reflection, was what I was scared of the most. I told myself to let go. All along the year, I forced myself into situations that were uncomfortable for me – for example, auditioning for a dance piece. Believe it or not, that performance was a highlight of my freshman year. My advice: challenge yourself to try something new, something you couldn’t have done in high school. – Ria Jagasia, Vanderbilt University, ’18.

(Adaptado de http://www.nytimes.com/2015/08/02/ education/edlife/ advice-for-new-students-from-those-who-know-old-students.html?ref= edlife.) 

Para lidar com a situação, a estratégia adotada foi deixar de se preocupar e

       Advice for new students from those who know (old students)

The first day of college I was a ball of nerves. I remember walking into my first class and running to the first seat I found, thinking everyone would be staring at me. But nobody seemed to notice and then it hit me: The fact that nobody knew me meant nobody would judge, which, upon reflection, was what I was scared of the most. I told myself to let go. All along the year, I forced myself into situations that were uncomfortable for me – for example, auditioning for a dance piece. Believe it or not, that performance was a highlight of my freshman year. My advice: challenge yourself to try something new, something you couldn’t have done in high school. – Ria Jagasia, Vanderbilt University, ’18.

(Adaptado de http://www.nytimes.com/2015/08/02/ education/edlife/ advice-for-new-students-from-those-who-know-old-students.html?ref= edlife.) 

No primeiro dia de faculdade, Ria ficou muito nervosa

Examine o quadrinho para responder à questão.

                                    

O trecho “Isn’t genetic engineering amazing?” sugere que a mulher

TEXTO 6

[…]

Amado (na sua euforia profissional) – Cunha,

escuta. Vi um caso agora. Ali, na praça da Bandeira. Um caso que. Cunha, ouve. Esse caso pode ser a tua salvação!

Cunha (num lamento) – Estou mais sujo do que pau de galinheiro!

Amado (incisivo e jocundo) – Porque você é uma besta, Cunha. Você é o delegado mais burro do Rio de Janeiro.

(Cunha ergue-se.)

Cunha (entre ameaçador e suplicante) – Não pense que. Você não se ofende, mas eu me ofendo.

Amado (jocundo) – Senta!

(Cunha obedece novamente.)

Cunha (com um esgar de choro) – Te dou um tiro!

Amado – Você não é de nada. Então, dá. Dá!

Quedê?

Cunha – Qual é o caso?

Amado – Olha. Agorinha, na praça da Bandeira. Um rapaz foi atropelado. Estava juntinho de mim. Nessa distância. O fato é que caiu. Vinha um lotação raspando. Rente ao meio-fio. Apanha o cara. Em cheio. Joga longe. Há aquele bafafá. Corre pra cá, pra lá. O sujeito estava lá, estendido, morrendo.

Cunha (que parece beber as palavras do repórter) – E daí?

Amado (valorizando o efeito culminante) – De repente, um outro cara aparece, ajoelha-se no asfalto, ajoelha-se. Apanha a cabeça do atropelado e dá-lhe um beijo na boca.

CUNHA (confuso e insatisfeito) – Que mais?

Amado (rindo) – Só.

Cunha (desorientado) – Quer dizer que. Um sujeito beija outro na boca e. Não houve mais nada. Só isso?

(Amado ergue-se. Anda de um lado para outro. Estaca, alarga o peito.)

Amado – Só isso!

Cunha – Não entendo.

Amado (abrindo os braços para o teto) – Sujeito burro! (para o delegado) Escuta, escuta! Você não quer se limpar? Hein? Não quer se limpar?

Cunha – Quero!

Amado – Pois esse caso.

Cunha – Mas ...

Amado – Não interrompe! Ou você não percebe?

Escuta […]

(RODRIGUES,  Nelson. O beijo no asfalto. Rio de Janeiro: Nova Fronteira, 1995. p. 12/13.)

In Text 6, we note a number of verbs in Portuguese in the imperative form. Some of the following sentences demonstrate the usage of the imperative form in English:

I- Hurry up! We're going to be late for the party.

II- I am going to study for the test.

III- Why can't I spend the night at my friend's house?

IV- Don't touch the paint! It's still wet.

Choose from the following options the one which contains sentences in the imperative form:

Working for on demand startups like Uber and TaskRabbit is supposed to offer flexible hours and higher wages, but many workers have found the pay lower and the hours less flexible than they expected. Even more surprising: 8 percent of those chauffeuring passengers and 16 percent of those making deliveries said they lack personal autoinsurance.

Those are among the findings from a survey about the work life of independent contractors for on-demand startups, a booming sector of the tech industry, being released Wednesday.

"We want to shed light on the industry as a whole," said Isaac Madan, a Stanford master's candidate in bioinformatics who worked with two other Stanford students and a recent alumnus on the survey of 1,330 workers. "People need to understand how this space will change and evolve and help the economy."

On-demand, often called the sharing economy, refers to companies that let users summon workers via smartphone apps to handle all manner of services: rides, cleaning, chores, deliveries, car parking, waiting in lines. Almost uniformly, those workers are independent contractors rather than salaried employees.

That status is the main point of contention in a recent rash of lawsuits in which workers are filing for employee status. While the survey did not directly ask

contractors if they would prefer to be employees, it found that their top workplace desires were to have paid health insurance, retirement benefits and paid time off for holidays, vacation and sick days - all perks of full time workers. Respondents also expressed interest in having more chances for advancement, education sponsorship, disability insurance and human relations support. Because respondents were recruited rather than randomly selected, the survey does not claim to be representational but a conclusion one may come to is that flexibility ofnew jobs comes with a cost. Not all workers are prepared for that!

SFChronicle.com and SFGate.com, May 20, 2015. Adaptado

Outro resultado da mesma pesquisa indica que

Working for on demand startups like Uber and TaskRabbit is supposed to offer flexible hours and higher wages, but many workers have found the pay lower and the hours less flexible than they expected. Even more surprising: 8 percent of those chauffeuring passengers and 16 percent of those making deliveries said they lack personal autoinsurance.

Those are among the findings from a survey about the work life of independent contractors for on-demand startups, a booming sector of the tech industry, being released Wednesday.

"We want to shed light on the industry as a whole," said Isaac Madan, a Stanford master's candidate in bioinformatics who worked with two other Stanford students and a recent alumnus on the survey of 1,330 workers. "People need to understand how this space will change and evolve and help the economy."

On-demand, often called the sharing economy, refers to companies that let users summon workers via smartphone apps to handle all manner of services: rides, cleaning, chores, deliveries, car parking, waiting in lines. Almost uniformly, those workers are independent contractors rather than salaried employees.

That status is the main point of contention in a recent rash of lawsuits in which workers are filing for employee status. While the survey did not directly ask

contractors if they would prefer to be employees, it found that their top workplace desires were to have paid health insurance, retirement benefits and paid time off for holidays, vacation and sick days - all perks of full time workers. Respondents also expressed interest in having more chances for advancement, education sponsorship, disability insurance and human relations support. Because respondents were recruited rather than randomly selected, the survey does not claim to be representational but a conclusion one may come to is that flexibility ofnew jobs comes with a cost. Not all workers are prepared for that!

SFChronicle.com and SFGate.com, May 20, 2015. Adaptado

De acordo com o texto, a infecção por dengue

TEXTO 8

CAPÍTULO XVIII

Rubião e o cachorro, entrando em casa, sentiram, ouviram a pessoa e as vozes do finado amigo. Enquanto o cachorro farejava por toda a parte, Rubião foi sentar-se na cadeira, onde estivera quando Quincas Borba referiu a morte da avó com explicações científicas. A memória dele recompôs, ainda que de embrulho e esgarçadamente, os argumentos do filósofo. Pela primeira vez, atentou bem na alegoria das tribos famintas e compreendeu a conclusão: “Ao vencedor, as batatas!”. Ouviu distintamente a voz roufenha do finado expor a situação das tribos, a luta e a razão da luta, o extermínio de uma e a vitória da outra, e murmurou baixinho:

— Ao vencedor, as batatas! 

     Tão simples! tão claro! Olhou para as calças de brim surrado e o rodaque cerzido, e notou que até há pouco fora, por assim dizer, um exterminado, uma bolha; mas que ora não, era um vencedor. Não havia dúvida; as batatas fizeram-se para a tribo que elimina a outra a fim de transpor a montanha e ir às batatas do outro lado. Justamente o seu caso. Ia descer de Barbacena para arrancar e comer as batatas da capital. Cumpria-lhe ser duro e implacável, era poderoso e forte. E levantando-se de golpe, alvoroçado, ergueu os braços exclamando: 

— Ao vencedor, as batatas!

      Gostava da fórmula, achava-a engenhosa, compendiosa e eloquente, além de verdadeira e profunda. Ideou as batatas em suas várias formas, classificou-as pelo sabor, pelo aspecto, pelo poder nutritivo, fartou- -se antemão do banquete da vida. Era tempo de acabar com as raízes pobres e secas, que apenas enganavam o estômago, triste comida de longos anos; agora o farto, o sólido, o perpétuo, comer até morrer, e morrer em colchas de seda, que é melhor que trapos. E voltava à afirmação de ser duro e implacável, e à fórmula da alegoria. Chegou a compor de cabeça um sinete para seu uso, com este lema: AO VENCEDOR AS BATATAS. 

    Esqueceu o projeto do sinete; mas a fórmula viveu no espírito de Rubião, por alguns dias: — Ao vencedor as batatas! Não a compreenderia antes do testamento; ao contrário, vimos que a achou obscura e sem explicação. Tão certo é que a paisagem depende do ponto de vista, e que o melhor modo de apreciar o chicote é ter-lhe o cabo na mão.

(ASSIS, Machado de. Quincas Borba. São Paulo: Ática, 2011. p. 38-39.)

    In Text 8, the expression “Ao vencedor as batatas" is similar in meaning to the English expression “To the victor belong the spoils". Published originally only four years after the official end of slavery in Brazil, when we consider the last part of the excerpt from Quincas Borba, “Tão certo é que a paisagem depende do ponto de vista, e que o melhor modo de apreciar o chicote é ter-lhe o cabo na mão", we note a sociopolitical undertone to the text.

    Reflecting upon the idea that we understand literature through society, and society through its literature, which of the texts below gives us a similar window on the historical moment of slavery throughout the Americas?

I - “There was much activity in the year – men unhitching horses, curious children scurrying about, Romero assigning quarters to the new slaves [...] Never known for patience, Romero snatched his whip and swung it overhead. But his hand froze in midair, the whip swinging impotently in the morning breeze" (Llanos-Figueroa, Dahlma. Daughters of the stone. New York: St. Martin's Press, 2009. p. 6.).

II - “They unhitched from schoolteacher's horse the borrowed mule that was to carry the fugitive woman back to where she belonged, and tied it to the fence […] All testimony to the results of a little so-called freedom imposed on people who needed every care and guidance in the world to keep them from the cannibal life they preferred" (Morrison, Toni. Beloved. New York: Vintage Books, 1987. p. 177.).

III - “What fueled those who were leaving was less fear of communism, which Fidel had only hinted at at that point, or shortages of any kind, because the U.S. embargo was still a distant concern, but the persistent rumors of invasions and imminent combat that were sweeping Havana" (Obejas, Achy. Days of awe. New York: Ballantine Books, 2001. p. 6.). 

Choose from the following options:

No parágrafo 4, os números relacionados às pessoas com demência no Reino Unido hoje dizem que

A melhor tradução para o português do parágrafo 15, ''In a bid to fill the void, Liberia is now planning to train some 40,000 community workers'' é

•  Any items that are returned after more than 30 days.
•  Any CD, DVD, or video game that is not in its plastic wrapping.
•  Any item not in perfect condition.

Circle the letter of the correct answer to complete each sentence.

1. Maria often goes to the movies by____________.

According to the text, the underlined word “rough” is:

LIBERALS AND ISLAMISTS

By Shadi Hamid 

Adapted from Time, August 12, 2013. 

In paragraph 2, “That” in the sentence “That is an old story” most likely refers to

Leia o infográfico para responder à questão.

(www.medicalnewstoday.com. Adaptado.)