Questões de Vestibular Sobre interpretação de texto | reading comprehension em inglês

Foram encontradas 4.899 questões

Q1676054 Inglês

Texto 3


The lessons Italy has learned about its COVID-19 outbreak could help the rest of the world


   Only carefully conducted epidemiological studies will bring to light exactly how and why COVID-19 took off in northern Italy with such speed. But in the midst of the emergency, experts say there are already lessons to be gleaned from Italy's fatal errors — and urgent messages for other parts of the world.


   "The biggest mistake we made was to admit patients infected with COVID-19 into hospitals throughout the region," said Carlo Borghetti, the vice- premier of Lombardy, an economically crucial region with a population of 10 million.


   "We should have immediately set up separate structures exclusively for people sick with coronavirus. I recommend the rest of the world do this, to not send COVID patients into health-care facilities that are still uninfected."


   Already, Italian cities in other regions are doing this, as well as field hospitals in Milan and Bergamo, Lombardy, which are almost complete.


   However, the virus was not only spread to "clean" — i.e. infection-free — hospitals by admitting positive patients. In early March, as the number of infected was doubling every few days, authorities allowed overwhelmed hospitals to transfer those who tested positive but weren't gravely ill into assistedliving facilities for the elderly.


   "It was like throwing a lit match onto a haystack," said Borghetti, who spoke out against the directive at the time. "Some facilities refused to take in the positive patients. For those that did [take them in], it was devastating."


   Along with the tragic misstep of putting infected people under the same roof as clusters of the most physically vulnerable, Borghetti and others point to a deeper structural factor that accelerated the outbreak in northern Italy: a highly centralized health-care system with large hospitals as its focus.

From: shorturl.at/cMRTW. Accesses on 04/09/2020


Das lições que a Itália aprendeu com a COVID-19 está:
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Q1676053 Inglês

Texto 2 


   Boris Johnson should have taken his own medicine - The British prime minister tested positive for Covid-19 and went into isolation, but not before doing untold damage and setting a bad example.



   Boris Johnson, the prime minister of Britain, on Friday announced that he had tested positive for the coronavirus. In a brief video released on Twitter, he shared the basics: Having developed “mild symptoms — that’s to say, a temperature and a persistent cough” — he underwent testing and received the bad news. He will now be “selfisolating” until the illness has run its course.


   Looking mostly healthy, if typically disheveled, Mr. Johnson stressed that he would continue to “lead the national fightback” from his home via teleconferencing. He urged the British public to abide by the three-week lockdown put into place on Monday.


   The more effectively people stick with social distancing, the faster the nation and its National Health Service (N.H.S.) will “bounce back,” he said, before closing with the plea, “Stay at home, protect the N.H.S and save lives.” It was a responsible, no- drama message. If only the prime minister had displayed such leadership sooner, he — and who knows how many others — might have been spared this illness.

From: shorturl.at/dKV23. Accessed on 03/27/2020

Durante o anúncio pelo Twitter de que estava com a COVID-19, Boris Johnson:
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Q1676052 Inglês

Texto 2 


   Boris Johnson should have taken his own medicine - The British prime minister tested positive for Covid-19 and went into isolation, but not before doing untold damage and setting a bad example.



   Boris Johnson, the prime minister of Britain, on Friday announced that he had tested positive for the coronavirus. In a brief video released on Twitter, he shared the basics: Having developed “mild symptoms — that’s to say, a temperature and a persistent cough” — he underwent testing and received the bad news. He will now be “selfisolating” until the illness has run its course.


   Looking mostly healthy, if typically disheveled, Mr. Johnson stressed that he would continue to “lead the national fightback” from his home via teleconferencing. He urged the British public to abide by the three-week lockdown put into place on Monday.


   The more effectively people stick with social distancing, the faster the nation and its National Health Service (N.H.S.) will “bounce back,” he said, before closing with the plea, “Stay at home, protect the N.H.S and save lives.” It was a responsible, no- drama message. If only the prime minister had displayed such leadership sooner, he — and who knows how many others — might have been spared this illness.

From: shorturl.at/dKV23. Accessed on 03/27/2020

Dentre as razões para o pedido do Primeiro Ministro Britânico para que os cidadãos fiquem em casa está:
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Q1676051 Inglês

Texto 2 


   Boris Johnson should have taken his own medicine - The British prime minister tested positive for Covid-19 and went into isolation, but not before doing untold damage and setting a bad example.



   Boris Johnson, the prime minister of Britain, on Friday announced that he had tested positive for the coronavirus. In a brief video released on Twitter, he shared the basics: Having developed “mild symptoms — that’s to say, a temperature and a persistent cough” — he underwent testing and received the bad news. He will now be “selfisolating” until the illness has run its course.


   Looking mostly healthy, if typically disheveled, Mr. Johnson stressed that he would continue to “lead the national fightback” from his home via teleconferencing. He urged the British public to abide by the three-week lockdown put into place on Monday.


   The more effectively people stick with social distancing, the faster the nation and its National Health Service (N.H.S.) will “bounce back,” he said, before closing with the plea, “Stay at home, protect the N.H.S and save lives.” It was a responsible, no- drama message. If only the prime minister had displayed such leadership sooner, he — and who knows how many others — might have been spared this illness.

From: shorturl.at/dKV23. Accessed on 03/27/2020

Sobre o isolamento social, o texto permite inferir que:
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Q1676050 Inglês

Texto 2 


   Boris Johnson should have taken his own medicine - The British prime minister tested positive for Covid-19 and went into isolation, but not before doing untold damage and setting a bad example.



   Boris Johnson, the prime minister of Britain, on Friday announced that he had tested positive for the coronavirus. In a brief video released on Twitter, he shared the basics: Having developed “mild symptoms — that’s to say, a temperature and a persistent cough” — he underwent testing and received the bad news. He will now be “selfisolating” until the illness has run its course.


   Looking mostly healthy, if typically disheveled, Mr. Johnson stressed that he would continue to “lead the national fightback” from his home via teleconferencing. He urged the British public to abide by the three-week lockdown put into place on Monday.


   The more effectively people stick with social distancing, the faster the nation and its National Health Service (N.H.S.) will “bounce back,” he said, before closing with the plea, “Stay at home, protect the N.H.S and save lives.” It was a responsible, no- drama message. If only the prime minister had displayed such leadership sooner, he — and who knows how many others — might have been spared this illness.

From: shorturl.at/dKV23. Accessed on 03/27/2020

De acordo com o texto, é correto afirmar que Boris Johnson:
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Q1676049 Inglês

Texto 1


Part of President Obama’s Speech at Rutgers Commencement 2016


   Facts, evidence, reason, logic, an understanding of science — these are good things. These are qualities you want in people making policy. These are qualities you want to continue to cultivate in yourselves as citizens. That might seem obvious. That’s why we honor Bill Moyers or Dr. Burnell. We traditionally have valued those things. But if you were listening to today’s political debate, you might wonder where this strain of anti-intellectualism came from.


   So, Class of 2016, let me be as clear as I can be. In politics and in life, ignorance is not a virtue. It’s not cool to not know what you’re talking about. That’s not keeping it real, or telling it like it is. That’s not challenging political correctness. That’s just not knowing what you’re talking about.


   Qualities like kindness and compassion, honesty, hard work — they often matter more than technical skills or know-how. But when our leaders express a disdain for facts, when they’re not held accountable for repeating falsehoods and just making stuff up, while actual experts are dismissed as elitists, then we’ve got a problem.

   You know, it’s interesting that if we get sick, we actually want to make sure the doctors have gone to medical school, they know what they’re talking about. If we get on a plane, we say we really want a pilot to be able to pilot the plane. The rejection of facts, the rejection of reason and science — that is the path to decline.

From: shorturl.at/deAIX. Accessed on 04/01/2020

Depois de ler o texto, não é correto afirmar que:
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Q1676048 Inglês

Texto 1


Part of President Obama’s Speech at Rutgers Commencement 2016


   Facts, evidence, reason, logic, an understanding of science — these are good things. These are qualities you want in people making policy. These are qualities you want to continue to cultivate in yourselves as citizens. That might seem obvious. That’s why we honor Bill Moyers or Dr. Burnell. We traditionally have valued those things. But if you were listening to today’s political debate, you might wonder where this strain of anti-intellectualism came from.


   So, Class of 2016, let me be as clear as I can be. In politics and in life, ignorance is not a virtue. It’s not cool to not know what you’re talking about. That’s not keeping it real, or telling it like it is. That’s not challenging political correctness. That’s just not knowing what you’re talking about.


   Qualities like kindness and compassion, honesty, hard work — they often matter more than technical skills or know-how. But when our leaders express a disdain for facts, when they’re not held accountable for repeating falsehoods and just making stuff up, while actual experts are dismissed as elitists, then we’ve got a problem.

   You know, it’s interesting that if we get sick, we actually want to make sure the doctors have gone to medical school, they know what they’re talking about. If we get on a plane, we say we really want a pilot to be able to pilot the plane. The rejection of facts, the rejection of reason and science — that is the path to decline.

From: shorturl.at/deAIX. Accessed on 04/01/2020

Sobre líderes que espalham mentiras, o texto nos permite afirmar que:
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Q1676047 Inglês

Texto 1


Part of President Obama’s Speech at Rutgers Commencement 2016


   Facts, evidence, reason, logic, an understanding of science — these are good things. These are qualities you want in people making policy. These are qualities you want to continue to cultivate in yourselves as citizens. That might seem obvious. That’s why we honor Bill Moyers or Dr. Burnell. We traditionally have valued those things. But if you were listening to today’s political debate, you might wonder where this strain of anti-intellectualism came from.


   So, Class of 2016, let me be as clear as I can be. In politics and in life, ignorance is not a virtue. It’s not cool to not know what you’re talking about. That’s not keeping it real, or telling it like it is. That’s not challenging political correctness. That’s just not knowing what you’re talking about.


   Qualities like kindness and compassion, honesty, hard work — they often matter more than technical skills or know-how. But when our leaders express a disdain for facts, when they’re not held accountable for repeating falsehoods and just making stuff up, while actual experts are dismissed as elitists, then we’ve got a problem.

   You know, it’s interesting that if we get sick, we actually want to make sure the doctors have gone to medical school, they know what they’re talking about. If we get on a plane, we say we really want a pilot to be able to pilot the plane. The rejection of facts, the rejection of reason and science — that is the path to decline.

From: shorturl.at/deAIX. Accessed on 04/01/2020

Quando Barack Obama disse que “Na política e na vida, ignorância não é uma virtude”, ele chamou os alunos a refletirem sobre:
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Q1675849 Inglês

Text 2

Home


No one leaves

home unless home is the mouth of a shark

you only run for the border

when you see the whole city running as well


Your neighbors running faster than you

breath bloody in their throats

the boy you went to school with

who kissed you dizzy behind the old tin factory

is holding a gun bigger than his body

you only leave homewhen

home won‘t let you stay.


No one leaves home unless home chases you

fire under feet

hot blood in your belly

it‘s not something you ever thought of doing

until the blade burnt threats into

your neck

and even then you carried the anthem under

your breath

only tearing up your passport in an airport toilet

sobbing as each mouthful of paper

made it clear that you wouldn‘t be going back.


You have to understand,

that no one puts their children in a boat

unless the water is safer than the land

no one burns their palms

under trains

beneath carriages (…)


I want to go home,

but home is the mouth of a shark

home is the barrel of the gun

and no one would leave home

unless home chased you to the shore

unless home told you to quicken your legs

leave your clothes behind

crawl through the desert

wade through the oceans (…)


No one leaves home until home is a sweaty voice in your ear

saying –

leave,

run away from me now

I dont know what I‘ve become

but I know that anywhere

is safer than here.


By Warsan Shire. Disponível em: https://www.facinghistory.org/educator-resources/current-events/many-faces-global-migration#8 Excertos. Acesso em: set. 2020.

Considere o gênero textual, o contexto e a gramática da língua inglesa, e assinale a afirmativa INCORRETA para a análise linguística apresentada.
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Q1675848 Inglês

Text 2

Home


No one leaves

home unless home is the mouth of a shark

you only run for the border

when you see the whole city running as well


Your neighbors running faster than you

breath bloody in their throats

the boy you went to school with

who kissed you dizzy behind the old tin factory

is holding a gun bigger than his body

you only leave homewhen

home won‘t let you stay.


No one leaves home unless home chases you

fire under feet

hot blood in your belly

it‘s not something you ever thought of doing

until the blade burnt threats into

your neck

and even then you carried the anthem under

your breath

only tearing up your passport in an airport toilet

sobbing as each mouthful of paper

made it clear that you wouldn‘t be going back.


You have to understand,

that no one puts their children in a boat

unless the water is safer than the land

no one burns their palms

under trains

beneath carriages (…)


I want to go home,

but home is the mouth of a shark

home is the barrel of the gun

and no one would leave home

unless home chased you to the shore

unless home told you to quicken your legs

leave your clothes behind

crawl through the desert

wade through the oceans (…)


No one leaves home until home is a sweaty voice in your ear

saying –

leave,

run away from me now

I dont know what I‘ve become

but I know that anywhere

is safer than here.


By Warsan Shire. Disponível em: https://www.facinghistory.org/educator-resources/current-events/many-faces-global-migration#8 Excertos. Acesso em: set. 2020.

Em determinado momento, a autora revela uma lembrança terna que se mistura aos outros sentimentos evocados no poema. Assinale-a.
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Q1675847 Inglês

Text 2

Home


No one leaves

home unless home is the mouth of a shark

you only run for the border

when you see the whole city running as well


Your neighbors running faster than you

breath bloody in their throats

the boy you went to school with

who kissed you dizzy behind the old tin factory

is holding a gun bigger than his body

you only leave homewhen

home won‘t let you stay.


No one leaves home unless home chases you

fire under feet

hot blood in your belly

it‘s not something you ever thought of doing

until the blade burnt threats into

your neck

and even then you carried the anthem under

your breath

only tearing up your passport in an airport toilet

sobbing as each mouthful of paper

made it clear that you wouldn‘t be going back.


You have to understand,

that no one puts their children in a boat

unless the water is safer than the land

no one burns their palms

under trains

beneath carriages (…)


I want to go home,

but home is the mouth of a shark

home is the barrel of the gun

and no one would leave home

unless home chased you to the shore

unless home told you to quicken your legs

leave your clothes behind

crawl through the desert

wade through the oceans (…)


No one leaves home until home is a sweaty voice in your ear

saying –

leave,

run away from me now

I dont know what I‘ve become

but I know that anywhere

is safer than here.


By Warsan Shire. Disponível em: https://www.facinghistory.org/educator-resources/current-events/many-faces-global-migration#8 Excertos. Acesso em: set. 2020.

O poema Home, da escritora e poeta somali Warsan Shire, traz em seu cerne uma questão relevante nas pautas e discussões mundiais da atualidade. Nele, percebe-se, principalmente, que a autora
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Q1675844 Inglês

Text 1


What is Distance Learning and Why Is It So Important?



1 Distance learning – any form of remote education where the student is not physically present for the lesson – is booming thanks to the power of the Internet. In fact, there are a number of advantages of learning remotely over even traditional teaching models. As the Internet blurs the line between near and far, distance learning is set to disrupt the current paradigm of education.
2 Historically, distance learning described correspondence courses in which students would communicate with their schools or teachers by mail. More recently, distance education has moved online to include a huge range of systems and methods on practically any connected device.
3 Distance education is clearly different from regular education in terms of a student or teacher‘s physical presence. For the most part, it translates into increased freedom for both learners and educators, but it also requires higher degrees of discipline and planning to successfully complete the course of study.
4 The enhanced freedom of remote learning is most clearly seen in the fact that students can choose courses that fit their schedules and resources. (Teachers can do the same.) And in the case of digital learning, students can also choose the location and teaching styles that best suit their needs.
5 Remote education is certainly not a magic bullet and there will always be a place for in-class learning. At the same time, distance learning still has a lot of untapped potential to reach students where they are and connect educators and learners in new ways. From increased flexibility to new learning styles, it seems that the future of learning will be as diverse in time and place as it will be in thought.

Disponível em: https://www.viewsonic.com/library/education/what-is-distance-learning-and-why-is-it-so-important/. Texto adaptado. Acesso em: 20 set. 2020.

Considering the author‘s point of view, distance learning is
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Q1675442 Inglês
The phenomenon E-democracy [electronic democracy] is well known and well used in Sweden. E-democracy is a solution that makes it easier for the population to vote or to participate in different questions, or just to make themselves heard. E-democracy is used a lot of municipalities as a simple way for the inhabitants to participate in the local debate. E-democracy is often argued as a tool that makes participation more available for everyone.
(“E-democracy and digital gaps”. www.svekom.se)

A ferramenta apresentada no excerto remete a uma característica da política ateniense no período clássico, que diz respeito
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Q1675429 Inglês
As long as it operated as a cheap factory, China’s growth was welcomed by the US, and its emergence as a new market for consumer goods was eagerly anticipated. However, in the mid-2010s the relationship between the rising nation and the incumbent superpower became more competitive. With the election in 2016 of Donald Trump on an “America First” platform, the gloves came off. Unhappy with the trade imbalance, the US president kicked off a trade war in 2018. The fallout for companies has been considerable.
(Lucy Colback. www.ft.com, 28.02.2020. Adaptado.)

O excerto descreve mudanças nas relações geopolíticas entre Estados Unidos e China nas últimas décadas. Essas mudanças resultaram em
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Q1675413 Inglês


*TV and/or radio

     Three-quarters of the world’s children live in countries where classrooms are closed. As lockdowns ease, schools should be among the first places to reopen. Children seem to be less likely than adults to catch covid-19. And the costs of closure are staggering: in the lost productivity of home schooling parents; and, far more important, in the damage done to children by lost learning. The costs fall most heavily on the youngest, who among other things miss out on picking up social and emotional skills; and on the less welloff, who are less likely to attend online lessons and who may be missing meals as well as classes. West African children whose schools were closed during the Ebola epidemic in 2014 are still paying the price.

(www.economist.com, 01.05.2020. Adaptado.)
O trecho “West African children whose schools were closed during the Ebola epidemic in 2014 are still paying the price” indica que, na região,
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Q1675412 Inglês


*TV and/or radio

     Three-quarters of the world’s children live in countries where classrooms are closed. As lockdowns ease, schools should be among the first places to reopen. Children seem to be less likely than adults to catch covid-19. And the costs of closure are staggering: in the lost productivity of home schooling parents; and, far more important, in the damage done to children by lost learning. The costs fall most heavily on the youngest, who among other things miss out on picking up social and emotional skills; and on the less welloff, who are less likely to attend online lessons and who may be missing meals as well as classes. West African children whose schools were closed during the Ebola epidemic in 2014 are still paying the price.

(www.economist.com, 01.05.2020. Adaptado.)
De acordo com o texto, o fechamento das escolas devido à pandemia de covid-19 prejudicou, principalmente,
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Q1675411 Inglês


*TV and/or radio

     Three-quarters of the world’s children live in countries where classrooms are closed. As lockdowns ease, schools should be among the first places to reopen. Children seem to be less likely than adults to catch covid-19. And the costs of closure are staggering: in the lost productivity of home schooling parents; and, far more important, in the damage done to children by lost learning. The costs fall most heavily on the youngest, who among other things miss out on picking up social and emotional skills; and on the less welloff, who are less likely to attend online lessons and who may be missing meals as well as classes. West African children whose schools were closed during the Ebola epidemic in 2014 are still paying the price.

(www.economist.com, 01.05.2020. Adaptado.)
The chart shows that the average share of population connected to internet
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Q1675410 Inglês

Analise o cartum.


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A fala do personagem

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Q1675409 Inglês
Education for Sustainable Development


Projects from Botswana, Brazil and Germany win UNESCO-Japan prize on Education for Sustainable Development.


    With a world population of 7 billion people and limited natural resources, we, as individuals and societies, need to learn to live together sustainably. We need to take action responsibly based on the understanding that what we do today can have implications on the lives of people and the planet in future. Education for Sustainable Development empowers people to change the way they think and work towards a sustainable future.
    UNESCO aims to improve access to quality education on sustainable development at all levels and in all social contexts, to transform society by reorienting education and help people develop knowledge, skills, values and behaviours needed for sustainable development. It is about including sustainable development issues, such as climate change and biodiversity into teaching and learning. Individuals are encouraged to be responsible actors who resolve challenges, respect cultural diversity and contribute to creating a more sustainable world.

(https://en.unesco.org. Adaptado.)
Imagem associada para resolução da questão

O cartum dialoga com o seguinte trecho do texto “Education for Sustainable Development”:
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Q1675408 Inglês
Education for Sustainable Development


Projects from Botswana, Brazil and Germany win UNESCO-Japan prize on Education for Sustainable Development.


    With a world population of 7 billion people and limited natural resources, we, as individuals and societies, need to learn to live together sustainably. We need to take action responsibly based on the understanding that what we do today can have implications on the lives of people and the planet in future. Education for Sustainable Development empowers people to change the way they think and work towards a sustainable future.
    UNESCO aims to improve access to quality education on sustainable development at all levels and in all social contexts, to transform society by reorienting education and help people develop knowledge, skills, values and behaviours needed for sustainable development. It is about including sustainable development issues, such as climate change and biodiversity into teaching and learning. Individuals are encouraged to be responsible actors who resolve challenges, respect cultural diversity and contribute to creating a more sustainable world.

(https://en.unesco.org. Adaptado.)
According to the second paragraph, one of sustainable development initiatives to be tackled by education should be to
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Respostas
441: A
442: D
443: A
444: C
445: E
446: D
447: E
448: C
449: D
450: C
451: B
452: D
453: E
454: B
455: A
456: C
457: B
458: E
459: D
460: B