Questões de Vestibular de Inglês - Interpretação de texto | Reading comprehension
Foram encontradas 4.863 questões
Ano: 2018
Banca:
FAG
Órgão:
FAG
Prova:
FAG - 2018 - FAG - Vestibular - Primeiro Semestre - Medicina |
Q1371217
Inglês
Texto associado
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 , drug regulators and cancer researchers in Brazil are:
Ano: 2018
Banca:
FAG
Órgão:
FAG
Prova:
FAG - 2018 - FAG - Vestibular - Primeiro Semestre - Medicina |
Q1371216
Inglês
Texto associado
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, the reason why the compound phosphoethanolamine was considered as
miracle cure is:
Ano: 2014
Banca:
IF-BA
Órgão:
IF-BA
Prova:
IF-BA - 2014 - IF-BA - Vestibular - CURSOS SUPERIORES - INGLÊS |
Q1370997
Inglês
Consider the statements given and mark the
correct option, according to their grammar
features:
I. In the sentence “President Lula took part in a ceremony that focused firmly on the future” the relative pronoun that can be replaced by which without changing the meaning of the sentence.
II. In the sentence “We have a chip, we have a level that can be used on frontier control, we can guarantee citizenship, and it can guarantee transactions in the virtual world” the modal verb can indicates an ability.
III. The word currently in the sentence “Currently, Brazilians have to deal with a confusing array of identity numbers” can be substituted by the word nowadays without changing the meaning of the sentence.
I. In the sentence “President Lula took part in a ceremony that focused firmly on the future” the relative pronoun that can be replaced by which without changing the meaning of the sentence.
II. In the sentence “We have a chip, we have a level that can be used on frontier control, we can guarantee citizenship, and it can guarantee transactions in the virtual world” the modal verb can indicates an ability.
III. The word currently in the sentence “Currently, Brazilians have to deal with a confusing array of identity numbers” can be substituted by the word nowadays without changing the meaning of the sentence.
Ano: 2014
Banca:
IF-BA
Órgão:
IF-BA
Prova:
IF-BA - 2014 - IF-BA - Vestibular - CURSOS SUPERIORES - INGLÊS |
Q1370996
Inglês
According to the text, it's correct to say that:
Ano: 2014
Banca:
IF-BA
Órgão:
IF-BA
Prova:
IF-BA - 2014 - IF-BA - Vestibular - CURSOS SUPERIORES - INGLÊS |
Q1370994
Inglês
All these sentences represent an action that is
still in progress, EXCEPT:
Ano: 2014
Banca:
IF-BA
Órgão:
IF-BA
Prova:
IF-BA - 2014 - IF-BA - Vestibular - CURSOS SUPERIORES - INGLÊS |
Q1370993
Inglês
Consider the sentences given and mark the
correct option, according to the text:
I. Children educators firstly noticed how text-tospeech softwares could benefit English Learners;
II. The introduction of personal computers in our society is considered a landmark for the use of technology in education;
III. Virtual teacher-student communication is not effective since it relies on the use of the Internet.
I. Children educators firstly noticed how text-tospeech softwares could benefit English Learners;
II. The introduction of personal computers in our society is considered a landmark for the use of technology in education;
III. Virtual teacher-student communication is not effective since it relies on the use of the Internet.
Ano: 2014
Banca:
IF-BA
Órgão:
IF-BA
Prova:
IF-BA - 2014 - IF-BA - Vestibular - CURSOS SUPERIORES - INGLÊS |
Q1370992
Inglês
In the text, the verb mirrored (line 02) can be
substituted by the verb:
Ano: 2014
Banca:
IF-BA
Órgão:
IF-BA
Prova:
IF-BA - 2014 - IF-BA - Vestibular - CURSOS SUPERIORES - INGLÊS |
Q1370991
Inglês
According to the text, it's correct to say that:
Ano: 2014
Banca:
IF-BA
Órgão:
IF-BA
Prova:
IF-BA - 2014 - IF-BA - Curso Técnico - MODALIDADE SUBSEQUENTE - INGLÊS |
Q1370418
Inglês
Excerpt 03: "You can't go to hospital; you can't
see your friends; you can't go to school; you can't
go to work…”
Observing the context, it's correct to say that Excerpt 03 from Text 01 shows
Observing the context, it's correct to say that Excerpt 03 from Text 01 shows
Ano: 2014
Banca:
IF-BA
Órgão:
IF-BA
Prova:
IF-BA - 2014 - IF-BA - Curso Técnico - MODALIDADE SUBSEQUENTE - INGLÊS |
Q1370417
Inglês
Observe the excerpt from Text 01 that follows.
Mark the correct alternative about the use of
“where”.
Excerpt 02: “One death was reported in São Paulo state, where a young man was run over by a SUV at an intersection during a demonstration, state police said.”
Excerpt 02: “One death was reported in São Paulo state, where a young man was run over by a SUV at an intersection during a demonstration, state police said.”
Ano: 2014
Banca:
IF-BA
Órgão:
IF-BA
Prova:
IF-BA - 2014 - IF-BA - Curso Técnico - MODALIDADE SUBSEQUENTE - INGLÊS |
Q1370416
Inglês
Observe the propositions that follow. Decide if
they are correct or incorrect according to Text 01
and mark the alternative in which there are only
correct propositions.
Excerpt 01: "Protesters say the poorest are being short-changed while the government spends the large bills on new stadiums and glitzy infrastructure for the soccer competition Brazil is hosting next year and the Olympic Games coming in 2016."
I – There is an example of passive voice.
II – There is an example of comparative of adjectives.
III – The noun phrase “glitzy infrastructure for the soccer competition” is formed by a determiner, a pre modifier, a noun and a post modifier.
IV - “while” indicates simultaneous actions.
Excerpt 01: "Protesters say the poorest are being short-changed while the government spends the large bills on new stadiums and glitzy infrastructure for the soccer competition Brazil is hosting next year and the Olympic Games coming in 2016."
I – There is an example of passive voice.
II – There is an example of comparative of adjectives.
III – The noun phrase “glitzy infrastructure for the soccer competition” is formed by a determiner, a pre modifier, a noun and a post modifier.
IV - “while” indicates simultaneous actions.
Ano: 2014
Banca:
IF-BA
Órgão:
IF-BA
Prova:
IF-BA - 2014 - IF-BA - Curso Técnico - MODALIDADE SUBSEQUENTE - INGLÊS |
Q1370415
Inglês
An answer by the government to the people on
the streets mentioned in Text 01 could be
Ano: 2014
Banca:
IF-BA
Órgão:
IF-BA
Prova:
IF-BA - 2014 - IF-BA - Curso Técnico - MODALIDADE SUBSEQUENTE - INGLÊS |
Q1370414
Inglês
The main idea of the text is:
Q1370257
Inglês
Texto associado
Why a global Language?
‘English is the global language.’ – A headline of this kind must have appeared in a thousand newspapers and
magazines in recent years. ‘English Rules’ is an actual example, presenting to the world an uncomplicated scenario
suggesting the universality of the language’s spread and the likelihood of its continuation. (…)
These are the kinds of statement which seem so obvious that most people would give them hardly a second
thought. Of course English is a global language, they would say. You hear it on television spoken by politicians from
all over the world. Wherever you travel, you see English signs and advertisements. Whenever you enter a hotel or
restaurant in a foreign city, they will understand English, and there will be an English menu. (…)
But English is news. The language continues to make news daily in many countries. And the headline isn’t
stating the obvious. For what does it mean, exactly? Is it saying that everyone in the world speaks English? This is
certainly not true, as we shall see. Is it saying, then, that every country in the world recognizes English as an offcial
language? This is not true either. So what does it mean to say that a language is a global language? Why is English
the language which is usually cited in this connection? How did the situation arise? And could it change? Or is it the
case that, once a language becomes a global language, it is there forever?
These are fascinating questions to explore, whether your frst language is English or not. If English is your
mother tongue, you may have mixed feelings about the way English is spreading around the world. You may feel
pride, that your language is the one which has been so successful; but your pride may be tinged with concern, when
you realize that people in other countries may not want to use the language in the same way that you do, and are
changing it to suit themselves. We are all sensitive to the way other people use (it is often said, abuse) ‘our’ language.
Deeply held feelings of ownership begin to be questioned. Indeed, if there is one predictable consequence of a
language becoming a global language, it is that nobody owns it any more. Or rather, everyone who has learned it now owns it – ‘has a share in it’ might be more accurate – and has the right to use it in the way they want. This fact alone
makes many people feel uncomfortable, even vaguely resentful. ‘Look what the Americans have done to English’ is a
not uncommon comment found in the letter-columns of the British press.
But similar comments can be heard in the USA when people encounter the sometimes striking variations in
English which are emerging all over the world. And if English is not your mother tongue, you may still have mixed
feelings about it. You may be strongly motivated to learn it, because you know it will put you in touch with more people
than any other language; but at the same time you know it will take a great deal of effort to master it, and you may
begrudge that effort. Having made progress, you will feel pride in your achievement, and savour the communicative
power you have at your disposal, but may none the less feel that mother-tongue speakers of English have an unfair
advantage over you. (…)
These feelings are natural, and would arise whichever language emerged as a global language. They are
feelings which give rise to fears, whether real or imaginary, and fears lead to conflict. Language is always in the news,
and the nearer a language moves to becoming a global language, the more newsworthy it is. So how does a
language come to achieve global status?
(Source: CRYSTAL, David. English as a global language. 2 ed. United Kingdom: Cambridge University Press, 2003.
According to the text, what is the one predictable consequence of a language becoming a global
language?
Q1370256
Inglês
Texto associado
Why a global Language?
‘English is the global language.’ – A headline of this kind must have appeared in a thousand newspapers and
magazines in recent years. ‘English Rules’ is an actual example, presenting to the world an uncomplicated scenario
suggesting the universality of the language’s spread and the likelihood of its continuation. (…)
These are the kinds of statement which seem so obvious that most people would give them hardly a second
thought. Of course English is a global language, they would say. You hear it on television spoken by politicians from
all over the world. Wherever you travel, you see English signs and advertisements. Whenever you enter a hotel or
restaurant in a foreign city, they will understand English, and there will be an English menu. (…)
But English is news. The language continues to make news daily in many countries. And the headline isn’t
stating the obvious. For what does it mean, exactly? Is it saying that everyone in the world speaks English? This is
certainly not true, as we shall see. Is it saying, then, that every country in the world recognizes English as an offcial
language? This is not true either. So what does it mean to say that a language is a global language? Why is English
the language which is usually cited in this connection? How did the situation arise? And could it change? Or is it the
case that, once a language becomes a global language, it is there forever?
These are fascinating questions to explore, whether your frst language is English or not. If English is your
mother tongue, you may have mixed feelings about the way English is spreading around the world. You may feel
pride, that your language is the one which has been so successful; but your pride may be tinged with concern, when
you realize that people in other countries may not want to use the language in the same way that you do, and are
changing it to suit themselves. We are all sensitive to the way other people use (it is often said, abuse) ‘our’ language.
Deeply held feelings of ownership begin to be questioned. Indeed, if there is one predictable consequence of a
language becoming a global language, it is that nobody owns it any more. Or rather, everyone who has learned it now owns it – ‘has a share in it’ might be more accurate – and has the right to use it in the way they want. This fact alone
makes many people feel uncomfortable, even vaguely resentful. ‘Look what the Americans have done to English’ is a
not uncommon comment found in the letter-columns of the British press.
But similar comments can be heard in the USA when people encounter the sometimes striking variations in
English which are emerging all over the world. And if English is not your mother tongue, you may still have mixed
feelings about it. You may be strongly motivated to learn it, because you know it will put you in touch with more people
than any other language; but at the same time you know it will take a great deal of effort to master it, and you may
begrudge that effort. Having made progress, you will feel pride in your achievement, and savour the communicative
power you have at your disposal, but may none the less feel that mother-tongue speakers of English have an unfair
advantage over you. (…)
These feelings are natural, and would arise whichever language emerged as a global language. They are
feelings which give rise to fears, whether real or imaginary, and fears lead to conflict. Language is always in the news,
and the nearer a language moves to becoming a global language, the more newsworthy it is. So how does a
language come to achieve global status?
(Source: CRYSTAL, David. English as a global language. 2 ed. United Kingdom: Cambridge University Press, 2003.
The text above states that
Q1370255
Inglês
Texto associado
Why a global Language?
‘English is the global language.’ – A headline of this kind must have appeared in a thousand newspapers and
magazines in recent years. ‘English Rules’ is an actual example, presenting to the world an uncomplicated scenario
suggesting the universality of the language’s spread and the likelihood of its continuation. (…)
These are the kinds of statement which seem so obvious that most people would give them hardly a second
thought. Of course English is a global language, they would say. You hear it on television spoken by politicians from
all over the world. Wherever you travel, you see English signs and advertisements. Whenever you enter a hotel or
restaurant in a foreign city, they will understand English, and there will be an English menu. (…)
But English is news. The language continues to make news daily in many countries. And the headline isn’t
stating the obvious. For what does it mean, exactly? Is it saying that everyone in the world speaks English? This is
certainly not true, as we shall see. Is it saying, then, that every country in the world recognizes English as an offcial
language? This is not true either. So what does it mean to say that a language is a global language? Why is English
the language which is usually cited in this connection? How did the situation arise? And could it change? Or is it the
case that, once a language becomes a global language, it is there forever?
These are fascinating questions to explore, whether your frst language is English or not. If English is your
mother tongue, you may have mixed feelings about the way English is spreading around the world. You may feel
pride, that your language is the one which has been so successful; but your pride may be tinged with concern, when
you realize that people in other countries may not want to use the language in the same way that you do, and are
changing it to suit themselves. We are all sensitive to the way other people use (it is often said, abuse) ‘our’ language.
Deeply held feelings of ownership begin to be questioned. Indeed, if there is one predictable consequence of a
language becoming a global language, it is that nobody owns it any more. Or rather, everyone who has learned it now owns it – ‘has a share in it’ might be more accurate – and has the right to use it in the way they want. This fact alone
makes many people feel uncomfortable, even vaguely resentful. ‘Look what the Americans have done to English’ is a
not uncommon comment found in the letter-columns of the British press.
But similar comments can be heard in the USA when people encounter the sometimes striking variations in
English which are emerging all over the world. And if English is not your mother tongue, you may still have mixed
feelings about it. You may be strongly motivated to learn it, because you know it will put you in touch with more people
than any other language; but at the same time you know it will take a great deal of effort to master it, and you may
begrudge that effort. Having made progress, you will feel pride in your achievement, and savour the communicative
power you have at your disposal, but may none the less feel that mother-tongue speakers of English have an unfair
advantage over you. (…)
These feelings are natural, and would arise whichever language emerged as a global language. They are
feelings which give rise to fears, whether real or imaginary, and fears lead to conflict. Language is always in the news,
and the nearer a language moves to becoming a global language, the more newsworthy it is. So how does a
language come to achieve global status?
(Source: CRYSTAL, David. English as a global language. 2 ed. United Kingdom: Cambridge University Press, 2003.
Taking into account the textual genre approach, we can say the text “Why a global language”? is
Ano: 2019
Banca:
UNIMONTES
Órgão:
Unimontes - MG
Prova:
UNIMONTES - 2019 - Unimontes - MG - Vestibular - PAES - Primeira Etapa |
Q1370064
Inglês
Texto associado
THE STORY OF ELLIS ISLAND
Mass migrations have marked the history of the human race ever since people began to dream of a better life
Disponível em: <https://linguapress.com/advanced/ellis-island.htm>. Acesso em: 7 out. 2019. Adaptado.
O pronome “them” (Linha 7), refere-se a(à):
Ano: 2019
Banca:
UNIMONTES
Órgão:
Unimontes - MG
Prova:
UNIMONTES - 2019 - Unimontes - MG - Vestibular - PAES - Primeira Etapa |
Q1370063
Inglês
Texto associado
THE STORY OF ELLIS ISLAND
Mass migrations have marked the history of the human race ever since people began to dream of a better life
Disponível em: <https://linguapress.com/advanced/ellis-island.htm>. Acesso em: 7 out. 2019. Adaptado.
De acordo com o texto, é CORRETO afirmar:
Ano: 2019
Banca:
FAG
Órgão:
FAG
Prova:
FAG - 2019 - FAG - Vestibular - Segundo Semestre - Medicina |
Q1369796
Inglês
Texto associado
Text 2
Text 2a. Second Language Learning
One of the principles of all learning is that we make sense of new information and ideas by relating them to
our previous knowledge. There are two main kinds of previous language knowledge which second language learners
can use in order to make sense of the new language they encounter: the first is their knowledge of their mother
tongue and the second is the knowledge they already possess about the second language itself.
LITTLEWOOD, W. Second Language Learning. In DAVIES, A. e ELDER, C. The Handbook of Applied Linguistics,
pp.504/5, Blackwell Publishing, 2010.
Text 2b. National Curriculum Parameters
Every text is organized within a specific genre according to its communicative purposes, as part of the
conditions of discourse production, which generate social uses that determine any and every text. Genres are,
therefore, historically determined, and constitute relatively stable forms of utterances available in a culture.
(National Curriculum Parameters, Brasil, 1988, p.21) (adaptado)
Answer the two questions below considering also texts "Second Language Learning" and "National Curriculum
Parameters", above.
When approaching foreign language texts 2a and 2b, the learner will most frequently use his/her
previous knowledge of the mother tongue to account for any difficulties, which may include dealing
with genres. About the use of previous knowledge and the study of genres in foreign language
education, it is correct to say that:
Ano: 2019
Banca:
FAG
Órgão:
FAG
Prova:
FAG - 2019 - FAG - Vestibular - Segundo Semestre - Medicina |
Q1369795
Inglês
Texto associado
Text 2
Text 2a. Second Language Learning
One of the principles of all learning is that we make sense of new information and ideas by relating them to
our previous knowledge. There are two main kinds of previous language knowledge which second language learners
can use in order to make sense of the new language they encounter: the first is their knowledge of their mother
tongue and the second is the knowledge they already possess about the second language itself.
LITTLEWOOD, W. Second Language Learning. In DAVIES, A. e ELDER, C. The Handbook of Applied Linguistics,
pp.504/5, Blackwell Publishing, 2010.
Text 2b. National Curriculum Parameters
Every text is organized within a specific genre according to its communicative purposes, as part of the
conditions of discourse production, which generate social uses that determine any and every text. Genres are,
therefore, historically determined, and constitute relatively stable forms of utterances available in a culture.
(National Curriculum Parameters, Brasil, 1988, p.21) (adaptado)
Answer the two questions below considering also texts "Second Language Learning" and "National Curriculum
Parameters", above.
Choose the correct option about some features of the texts 2a and 2b above:
Conheça nossos planos