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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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    No trecho a seguir, observa-se o uso de uma variedade linguística de inglês conhecida como African American Vernacular English (AAVE). Ainda que tão diversa e sofisticada quanto quaisquer outras variedades, a AAVE ainda é estigmatizada por ter características linguísticas diferentes daquelas que marcam a variedade de prestígio, isto é, a padrão.



    “– Listen, God love everything you love – and a mess of stuff you don't. (…) It always making little surprises and springing them on us when us least expect. (…) Man corrupt everything (…) He try to make you think he everywhere (…), you think he God. But he ain't. (…) I start to wonder why us suffer. Why us black. It didn’t take long to realize I didn’t hardly know nothing.”

    (Adaptado de: WALKER, Alice. The Color Purple. London: The Orion Publishing Group, 1983.)



    Assinale a alternativa que preenche corretamente as lacunas no trecho a seguir:

    É correto dizer que o excerto apresenta aspectos linguísticos – que diferem dos observados na variedade padrão – como (i) _________, e que sua temática central é a (ii) ________.
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    “Guardians of the Galaxy Vol.3” does something few movies have ever done: it tells a compassionate story about testing on animals to a Marvel-size audience. The film features gorgeously animated animals who take moviegoers on an emotional rollercoaster while exposing the evils of animal testing. The strength of James Gunn’s screenplay lies in the fact that it doesn’t back away from the tough subject matter, and we’re thrilled by a story about having empathy for all animals. For his compelling portrayal of Rocket and for reminding moviegoers that animals tortured in laboratories are not the numbers tattooed on them, PETA (People for the Ethical Treatment of Animals) is honoring Gunn with the “Not a Number” Award.


    (Adaptado de: https://www.peta.org/blog/guardians-of-the-galaxy-vol-3/. Acesso em 19/05/2023.)


    Para a autora dessa crítica, o diferencial do filme está
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    Netflix’s “Wednesday” draws many real-world parallels. It features unusual creatures (werewolves and psychics) collectively referred to as Outcasts, while they refer to non-supernatural humans as Normies. The Outcasts are stand-ins for anyone othered by society, such as indigenous people, People of Color, the LGBT+, and the neurodivergent. Every so often, the Normies’ distrust in the Outcasts boils over into hatred and violence, and the othering and dehumanization normalizes violence against the Outcasts in day-to-day life. In the show, the town’s colonial era saw Outcasts not only being “othered”, but also murdered by Pilgrims. These acts of butchery were all but erased from their history books. It’s a distressingly familiar story.


    (Adaptado de: https://atribecalledgeek.com/woe-to-the-colonizer-an-indigenous-perspective-of-wednesday/. Acesso em 12/05/2023.)


    A análise do autor sobre “Wednesday” se apoia em
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    Em uma matéria para um site, jornalistas fizeram interações com o ChatGPT a fim de analisar sua capacidade de criar textos possivelmente problemáticos. Para tanto, eles pediram que o programa de inteligência artificial reescrevesse um e-mail que seria, hipoteticamente, usado como golpe. Eis o texto reescrito pelo ChatGPT:


    “Hey there. You're probably wondering why you're getting this e-mail. The truth is, I put some malware on a website that you visited. My malware took control of your browser and recorded everything, including your contacts from your messenger, Facebook, and e-mail account. To top it all off, I also took videos of you. So I'll give you the option to make a deal before I do anything with it.”

    (Adaptado de: https://mashable.com/article/chatgpt-scary-uses. Acesso em 12/05/2023.)


    O e-mail criado pelo programa chama a atenção 
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    O texto a seguir é parte de uma chamada para publicação de artigos em uma edição especial da revista Nature.


    The environmental and ethical implications of traditional livestock rearing, combined with an increasing global population and demand for protein-rich nutrition, has led to investments in alternative protein research. One emerging approach is cellular agriculture, in which traditional ‘meat’ tissues, such as muscle and fat cells from cows, chicken and fish, or alternative protein sources, such as algae, are cultivated under controlled laboratory conditions. However, the optimisation of these protocols is highly dependent on cell types, and further development is required to make cellular agriculture an economically viable alternative to traditional sources of protein. This special issue welcomes research on improvements to cellular agriculture protocols to maximize sustainable protein production.


    (Adaptado de: https://www.nature.com/collections/chhdggaffd. Acesso em 12/05/2023.)


    Qual seria o tópico específico da edição especial ao qual o texto se refere?
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    Texto 1


    I have a dream that one day down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification; that one day right down in Alabama little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers (Martin Luther King, 1963).

    (Adaptado de: https://kr.usembassy.gov/martin-luther-king-jr-dream-speech-1963/. Acesso em 26/05/2023.)



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



    Considere os dois textos e assinale a alternativa correta.
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    Figura 1 de 2 da questão de Inglês, UERJ 2023, Vocabulário | Vocabulary

    Figura 2 de 2 da questão de Inglês, UERJ 2023, Vocabulário | Vocabulary

    In the second paragraph, the author mentions three principles we can count on in our life and work. Each is presented in a separate paragraph, along lines 09 to 21.
    The words that best represent the topic of each of the three paragraphs, respectively, are:
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    Figura 1 de 2 da questão de Inglês, UERJ 2023, Pronomes | Pronouns

    Figura 2 de 2 da questão de Inglês, UERJ 2023, Pronomes | Pronouns

    It may seem counterintuitive, (l. 5)
    The pronoun it refers to a certain idea present in the text.
    This idea is found in the following fragment:
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    INSTRUÇÃO: Responder à questão com base no texto 2. 

    TEXTO 2

    STATELESSNESS
    NEWSLETTER
    #IBELONG CAMPAIGN
    Celebrating its 6th anniversary

    Imagem da questão de Inglês, PUC - RS 2023, Vocabulário | Vocabulary

    UNHCR 2020 Youth With Refugees Art Contest.
    ©UNHCR/Faida
    The words that fill in the blanks correctly in Text 2 are, respectively,
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    TEXTO 1

    Asylum-seeker smuggling is a
    symptom, not a root cause

    Robert Falconer/Craig D. Smith - Jan 31, 2022

    Figura 1 de 2 da questão de Inglês, PUC - RS 2023, Interpretação de texto | Reading comprehension
    Figura 2 de 2 da questão de Inglês, PUC - RS 2023, Interpretação de texto | Reading comprehension

    Source: https://www.theglobeandmail.com/opinion/
    article-asylum-seeker-smuggling-is-a-symptom-not-a-root-cause/
    Choose the alternative that best expresses the idea presented in this excerpt (lines 40 to 43).

    “It can choose hard line policies to the benefit of the Canadian security establishment and create more smugglers, even as its politicians heap blame on them when tragedy strikes.” 
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    TEXTO 1

    Asylum-seeker smuggling is a
    symptom, not a root cause

    Robert Falconer/Craig D. Smith - Jan 31, 2022

    Figura 1 de 2 da questão de Inglês, PUC - RS 2023, Adjetivos | Adjectives
    Figura 2 de 2 da questão de Inglês, PUC - RS 2023, Adjetivos | Adjectives

    Source: https://www.theglobeandmail.com/opinion/
    article-asylum-seeker-smuggling-is-a-symptom-not-a-root-cause/
    Consider the following sentences from text 1 and answer T (true) or F (false).

    ( ) The last sentence in Text 1 (lines 44 to 46) presents two examples of adjectives in the comparative degree.
    ( ) “avoid being returned” (line 36) is about an action that will/would happen while “remember being arrested” is about an action that has already happened.
    ( ) The two instances of the word “such” (lines 05 and 06) have the same idea as “such” in “I cannot imagine anyone living on such a small salary”.

    The alternative that presents the correct top-down sequence of answers to the sentences above is
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    TEXTO 1

    Asylum-seeker smuggling is a
    symptom, not a root cause

    Robert Falconer/Craig D. Smith - Jan 31, 2022

    Figura 1 de 2 da questão de Inglês, PUC - RS 2023, Vocabulário | Vocabulary
    Figura 2 de 2 da questão de Inglês, PUC - RS 2023, Vocabulário | Vocabulary

    Source: https://www.theglobeandmail.com/opinion/
    article-asylum-seeker-smuggling-is-a-symptom-not-a-root-cause/
    The word “loophole” (line 31), in this context, denotes
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    TEXTO 1

    Asylum-seeker smuggling is a
    symptom, not a root cause

    Robert Falconer/Craig D. Smith - Jan 31, 2022

    Figura 1 de 2 da questão de Inglês, PUC - RS 2023, Interpretação de texto | Reading comprehension
    Figura 2 de 2 da questão de Inglês, PUC - RS 2023, Interpretação de texto | Reading comprehension

    Source: https://www.theglobeandmail.com/opinion/
    article-asylum-seeker-smuggling-is-a-symptom-not-a-root-cause/

    The paragraph below was taken out of Text 1. 

    “Just three months earlier, the U.K.’s Interior Minister blamed smugglers for the death of 31 people when a boat capsized, and vowed to pass laws to make it illegal to claim asylum.”

    After which paragraph in the text can it be placed back?

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    TEXTO 1

    Asylum-seeker smuggling is a
    symptom, not a root cause

    Robert Falconer/Craig D. Smith - Jan 31, 2022

    Figura 1 de 2 da questão de Inglês, PUC - RS 2023, Preposições | Prepositions
    Figura 2 de 2 da questão de Inglês, PUC - RS 2023, Preposições | Prepositions

    Source: https://www.theglobeandmail.com/opinion/
    article-asylum-seeker-smuggling-is-a-symptom-not-a-root-cause/
    Circle the alternative that brings the right prepositions to fill in the blanks in paragrah 5.
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    Online Education and Its Effective Practice: A Research Review


    By: Anna Sun, Xiufang Chen 



       Online education is here to stay and grow. The review of its history clearly shows that online education has developed rapidly, mostly as a result of Internet connectivity, advanced technology, and a massive market. It has evolved from 19th century correspondence programs to the 21st century’s vibrant and well-designed institutional online courses.



       The fast development of the Internet and the World Wide Web (WWW) has produced numerous benefits to education. Online education provides potential opportunities to open new markets for higher education institutions. Many adult learners may enjoy the flexibility when they have to balance work, study, and family responsibilities. The wide range of various technology advancements used by universities’ online programs may promote the interaction between students and instructors, and among students at large. Finally, the upgraded technology and software may allow instructors, students, and university administrators to collect data, feedback, and evaluation regarding their online experiences.



       We can anticipate that online education will continue to increase its presence and influence higher education through a vigorous process of reshaping, refining, and restructuring. It is unlikely, however, to replace entirely traditional higher education, but merely to be an alternative. But, because of its flexibility and accessibility, online education is gaining in popularity, especially for people who are otherwise unable to obtain education because of physical distance, schedule conflicts, and unaffordable costs.



    Available in: https://www.informingscience.org/

    Publications/3502. Access 28 set. 2022. Adapted

    Internet connectivity, advanced technology, and a massive market are mentioned, in the text, as:
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    WHAT IS SOCIAL MEDIA ADDICTION?


    Whether you use social media to connect with friends and loved ones, watch videos, or simply “kill time,” the popularity of this pastime has increased significantly over the last decade. This is especially the case in children and teenagers, as well as young to middle-aged adults.

    So, how does a seemingly harmless hobby turn into an “addiction”?

    Like other types of behavioral addictions, using social media can influence your brain in harmful ways. Moreover, you may use social media compulsively and excessively. You can also become so accustomed to scrolling through posts, images, and videos that it interferes with other areas of your life.

    Not everyone who uses social media will develop an addiction. Since this activity is becoming more accessible to more people, though, more people may develop an addiction to social media at some point in their lives.


    How do you know if you have social media addiction?


    A mental health professional can help you determine whether you truly have social media addiction or just really enjoy using it a lot. But there are a few key differences between social media addiction and a habit that you enjoy. These include:


    • negative effects to your job or schoolwork due to the overuse of social media.

    • increased use during other activities, such as hanging out with friends and family, or while eating.

    • increased reliance on social media as a way to cope with problems.

    • restlessness and irritability whenever you’re not using social media.

    • anger whenever social media usage is reduced.


    How can you decrease social media use and prevent its addiction?

    Consider the following tips to help you achieve a healthier balance with social media:


    • Turn off your personal phone during work, as well as during school, meals, and recreational activities. You can also adjust the setting on each social media app so you can turn off certain notifications.

    • Set aside a certain amount of time dedicated to social media per day. Turn on a timer to help keep you accountable.

    • Take up a new hobby that’s not technologyrelated. Examples include sports, art, cooking classes, and more. Let yourself be in control of your life — not your social media account.


    Available at: https://www.healthline.com/health/socialmedia-addiction#decreasing-use. Access: 30 April 2022.
    The aim of the text is to:
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    Nineties fashion was hard to pin down. A clash of trends screamed for our attention while others were so quietly cool they're still sartorial staples in our collective wardrobes: slip dresses, Doc Martens, chokers, crop tops. While the 1980s were all about volume – padded shoulders, puffed jackets, big hair and an obsession with designer wear – style in the early 1990s was decidedly low maintenance.

    (Available in: https://edition.cnn.com/style/article/1990s-fashion-history/index.html.) 
    The excerpt presents:
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    'I survived two sandstorms and nearly ran out of water in the Sahara Desert,' says man who biked from London to Lagos


         Kunle Adeyanju is a self-confessed daredevil who has climbed Mount Kilimanjaro twice and cycled from Lagos to Accra over three days.

         But it is his latest adventure that is creating a buzz after he successfully completed a motorcycle ride from London to Lagos.

        The journey took 41 days as he traveled 13,000 kilometers (8,080 miles) through 11 countries and 31 cities.

        Adeyanju embarked on the trip partly to raise money for polio, in conjunction with the Rotary Club of Ikoyi Metro, Nigeria, where he is president-elect. He says he chose the cause because of a childhood friend who suffered from the debilitating illness.

        "Polio is a personal thing for me... as a boy, my best friend had polio and when we go swimming or play football, he could do none of those things. Sadly, my friend passed away some years back. If he hadn't had polio, he probably will still be alive today."


    (Available in: https://edition.cnn.com/travel/article/kunle-adeyanju-london-to-lagos-lgs-cmd-intl/index.html.)
    According to the text, it is correct to say that Kunle Adeyanju:
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    INSTRUCTIONS: HOW TO INSTALL A WASHING MACHINE


    1. Hook Up the Drain Line. Depending upon your machine, you might have to hook up the drain connection to the back of the machine with a hose clamp. Sometimes, the drain connection is already installed. If yours is the latter, simply push the drain line into the drain line standpipe before plugging in the machine.

    2. Test the Machine. Lastly, begin a test load to ensure the washer is working properly. When you begin the test load, check the water lines at all four connections for signs of a leak. Allow the machine to go through the full process so you can watch for proper drainage as well. Watching the machine carefully this first time can save you from a flood or maybe even a small leak that you may not catch right away.

    3. Place the Machine. Using a dolly or a strong helper, carefully position the washing machine very close to the wall with the drain, hose outlets, and power outlet for beginning the process. 4. Plug in the Machine. Plug in the electric cord before you push the washer into the final position. Turn on the water lines.

    5. Connect the Water Hoses. Then, connect the washing machine hoses to the water outlets behind the washing machine. Note that the outlets on the machine are "hot" and "cold." Keep track of the hoses so you can remember to hook them into the appropriate hot and cold valves.

    STICKLEY, Aaron. How to install a washing machine. The Spruce: make your best home. Published in August, 30th, 2021. Available in: https://www.thespruce. com/installing-a-washing-machine-2718668. Acess in: 01 nov. 2021 (adapted).


    Manuais de instrução trazem, em passos, etapas para instalação de máquinas. O texto dado explica como instalar uma máquina de lavar roupas. Entretanto, no texto, as etapas para esse procedimento estão desorganizadas. De acordo com o contexto, organize a sequência das etapas apresentadas em 1, 2, 3, 4 e 5. Sendo assim, a ordem correta para as instruções em sequência lógica e coerente do texto é a relativa aos 
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    WHAT IS GAME-BASED LEARNING?


    Games have been used as a learning tool for centuries. Chess was used to teach strategic (1) as far back as the Middle Ages, and the game of Kreigsspiel was invented in 1812 specifically to teach Prussian officers strategy. Beyond military strategy, the genesis of Kindergarten in the mid-1800s was Friedrich Fröbel’s ideas of learning through play.

    The core concept behind game-based learning is teaching through repetition, failure and the accomplishment of goals. Video games are built on this principle. The player starts off slow and gains in skill until they’re able to skillfully navigate the most (2) levels. Games that are planned and designed well will offer enough difficulty to keep it (3) while still being easy enough for the player to win.

    Game-based learning takes this same concept and applies it to teaching a curriculum. Students work toward a goal, choosing actions and experiencing the consequences of those actions. They (4) learn and practice the right way to do things. The result is active learning instead of passive learning.

    Flight simulators are a perfect example of the (5) of game-based learning. Pilots commonly use flight simulators during their training. They’re given very specific goals and practice until they can accomplish them. The result is much more effective than sitting through lectures and theory.

    CAHILL, Gavin. Why Game-Based Learning? The learning counsel: research and context on the digital education experience. Available in: https:// thelearningcounsel.com/article/why-game-based-learning. Access in: 29 oct. 2021 (adapted).


    Cinco termos foram retirados desse excerto. Assinale a alternativa que apresenta as palavras que completam, correta e respectivamente, as lacunas numeradas nele. 
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