Questões de Vestibular UNB 2023 para Prova de Conhecimentos I - 1° dia - Inglês

Foram encontradas 30 questões

Ano: 2023 Banca: CESPE / CEBRASPE Órgão: UNB Prova: CESPE / CEBRASPE - 2023 - UNB - Prova de Conhecimentos I - 1° dia - Inglês |
Q3108571 Inglês
Regarding the preceding comic strip and the conversation between the rabbit and the kid, judge the following item.

In can be inferred from the use of the structure “I’m going to start” (second box) that the kid had already considered the idea of starting a campaign and has decided to go for it. 
Alternativas
Ano: 2023 Banca: CESPE / CEBRASPE Órgão: UNB Prova: CESPE / CEBRASPE - 2023 - UNB - Prova de Conhecimentos I - 1° dia - Inglês |
Q3108572 Inglês
Regarding the preceding comic strip and the conversation between the rabbit and the kid, judge the following item.

The passage “to make it free for kids to go to the movies” (third box) can be correctly rewritten as to make kids free to go to the cinema.
Alternativas
Ano: 2023 Banca: CESPE / CEBRASPE Órgão: UNB Prova: CESPE / CEBRASPE - 2023 - UNB - Prova de Conhecimentos I - 1° dia - Inglês |
Q3108573 Inglês

Judge the items from 23 through 26 based on the preceding infographic.


According to the infographic, the entire population will suffer the effects of the climate change irrespective of where people live.

Alternativas
Ano: 2023 Banca: CESPE / CEBRASPE Órgão: UNB Prova: CESPE / CEBRASPE - 2023 - UNB - Prova de Conhecimentos I - 1° dia - Inglês |
Q3108574 Inglês
Judge the items from 23 through 26 based on the preceding infographic.

One of the main goals of the text is to draw attention to the relationship between vector-borne diseases and the lack of clean water.
Alternativas
Ano: 2023 Banca: CESPE / CEBRASPE Órgão: UNB Prova: CESPE / CEBRASPE - 2023 - UNB - Prova de Conhecimentos I - 1° dia - Inglês |
Q3108575 Inglês
Judge the items from 23 through 26 based on the preceding infographic.

The modal verb “will” is used in most sentences of the infographic because the World Health Organization is showing the reader some projections about the future of the world regarding climate change. 
Alternativas
Ano: 2023 Banca: CESPE / CEBRASPE Órgão: UNB Prova: CESPE / CEBRASPE - 2023 - UNB - Prova de Conhecimentos I - 1° dia - Inglês |
Q3108576 Inglês
Judge the items from 23 through 26 based on the preceding infographic.

With the infographic, the World Health Organization wants to inform that two hundred and fifty thousand people will die by 2050. 
Alternativas
Ano: 2023 Banca: CESPE / CEBRASPE Órgão: UNB Prova: CESPE / CEBRASPE - 2023 - UNB - Prova de Conhecimentos I - 1° dia - Inglês |
Q3108577 Inglês
Literature, Environment,
Activism – Module description 



      The Literature, Environment, Activism module explores the creative and quietly subversive political performances of environmental writing-as-advocacy, within a predominantly North American context. This module explores how nature and environmental writing can be politicised in defence of local, state, and federal land protections — whether by writers themselves, or by conservationists, activists, policymakers, and others. We will study the intersections of page and place through a selection of nonfiction environmental texts from the mid-nineteenth century onwards that have informed and moulded on-the-ground land conservation practices, or contributed to environmental regulation and legislation. We will also look at how fiction — such as climate fiction, speculative fiction, and graphic novels — has emerged as another platform for commentary on the environmental condition. This module offers geographical approaches and tools to help students explore the contributions of environmental writing to conservation campaigns, and its place in wider environmental activism and protest narratives. We will ask questions of ‘literature,’ ‘environment,’ and ‘activism,’ and the intersections between them.


Internet: <geography.exeter.ac.uk> (adapted). 

According to the previous text, judge the items from 27 through 29 and concerning the item 30 choose the correct option.


At the beginning of the text, the expression “quietly subversive” means that the authors associated to environmental writing establish their point of view on environmental topics in a discreet and subtle way. 
Alternativas
Ano: 2023 Banca: CESPE / CEBRASPE Órgão: UNB Prova: CESPE / CEBRASPE - 2023 - UNB - Prova de Conhecimentos I - 1° dia - Inglês |
Q3108578 Inglês
Literature, Environment,
Activism – Module description 



      The Literature, Environment, Activism module explores the creative and quietly subversive political performances of environmental writing-as-advocacy, within a predominantly North American context. This module explores how nature and environmental writing can be politicised in defence of local, state, and federal land protections — whether by writers themselves, or by conservationists, activists, policymakers, and others. We will study the intersections of page and place through a selection of nonfiction environmental texts from the mid-nineteenth century onwards that have informed and moulded on-the-ground land conservation practices, or contributed to environmental regulation and legislation. We will also look at how fiction — such as climate fiction, speculative fiction, and graphic novels — has emerged as another platform for commentary on the environmental condition. This module offers geographical approaches and tools to help students explore the contributions of environmental writing to conservation campaigns, and its place in wider environmental activism and protest narratives. We will ask questions of ‘literature,’ ‘environment,’ and ‘activism,’ and the intersections between them.


Internet: <geography.exeter.ac.uk> (adapted). 

According to the previous text, judge the items from 27 through 29 and concerning the item 30 choose the correct option.

The text informs the reader about a course offered to students interested in writing their own literary works on nature. 
Alternativas
Ano: 2023 Banca: CESPE / CEBRASPE Órgão: UNB Prova: CESPE / CEBRASPE - 2023 - UNB - Prova de Conhecimentos I - 1° dia - Inglês |
Q3108579 Inglês
Literature, Environment,
Activism – Module description 



      The Literature, Environment, Activism module explores the creative and quietly subversive political performances of environmental writing-as-advocacy, within a predominantly North American context. This module explores how nature and environmental writing can be politicised in defence of local, state, and federal land protections — whether by writers themselves, or by conservationists, activists, policymakers, and others. We will study the intersections of page and place through a selection of nonfiction environmental texts from the mid-nineteenth century onwards that have informed and moulded on-the-ground land conservation practices, or contributed to environmental regulation and legislation. We will also look at how fiction — such as climate fiction, speculative fiction, and graphic novels — has emerged as another platform for commentary on the environmental condition. This module offers geographical approaches and tools to help students explore the contributions of environmental writing to conservation campaigns, and its place in wider environmental activism and protest narratives. We will ask questions of ‘literature,’ ‘environment,’ and ‘activism,’ and the intersections between them.


Internet: <geography.exeter.ac.uk> (adapted). 

According to the previous text, judge the items from 27 through 29 and concerning the item 30 choose the correct option.

The module focuses on American authors who wrote fiction during the 19th century. 
Alternativas
Ano: 2023 Banca: CESPE / CEBRASPE Órgão: UNB Prova: CESPE / CEBRASPE - 2023 - UNB - Prova de Conhecimentos I - 1° dia - Inglês |
Q3108580 Inglês
Literature, Environment,
Activism – Module description 



      The Literature, Environment, Activism module explores the creative and quietly subversive political performances of environmental writing-as-advocacy, within a predominantly North American context. This module explores how nature and environmental writing can be politicised in defence of local, state, and federal land protections — whether by writers themselves, or by conservationists, activists, policymakers, and others. We will study the intersections of page and place through a selection of nonfiction environmental texts from the mid-nineteenth century onwards that have informed and moulded on-the-ground land conservation practices, or contributed to environmental regulation and legislation. We will also look at how fiction — such as climate fiction, speculative fiction, and graphic novels — has emerged as another platform for commentary on the environmental condition. This module offers geographical approaches and tools to help students explore the contributions of environmental writing to conservation campaigns, and its place in wider environmental activism and protest narratives. We will ask questions of ‘literature,’ ‘environment,’ and ‘activism,’ and the intersections between them.


Internet: <geography.exeter.ac.uk> (adapted). 

According to the previous text, judge the items from 27 through 29 and concerning the item 30 choose the correct option.
The passage “We will ask questions of ‘literature,’ ‘environment,’ and ‘activism,’ and the intersections between them”, at the end of the text, means that students will

B study and discuss topics in these areas. 
Alternativas
Respostas
11: X
12: E
13: C
14: E
15: C
16: E
17: C
18: E
19: E
20: C