Questões de Vestibular
Sobre advérbios e conjunções | adverbs and conjunctions em inglês
Foram encontradas 130 questões
Ano: 2013
Banca:
CESGRANRIO
Órgão:
PUC - RJ
Prova:
CESGRANRIO - 2013 - PUC - RJ - Vestibular - 1º Dia - Prova Manhã grupo 2 |
Q537918
Inglês
In “They find immersion stressful and anxiety-inducing,
although it is not life-threatening.” (l 67-68), “although”
expresses the idea of .
Q524688
Inglês
Texto associado
Atenção: A questão refere-se ao texto apresentado abaixo.
The stories behind the black opera stars of 'I Live to Sing'
Washington Post − Saturday, August 24, 2013
Julie Cohen and Kamal Khan met in elementary school in Fairfax County about 40 years
. Today, Cohen, 49, is the Brooklyn-based founder of BetterThanFiction Productions, a documentary film company; Khan is the director of the University of Cape Town Opera School. “I Live to Sing," a feature-length documentary directed and produced by Cohen, focuses on three of Khan's black students who made their way from humble beginnings in often poverty-ridden townships to excel in opera ‒an art form most closely associated with white, elite audiences and performers.
. Today, Cohen, 49, is the Brooklyn-based founder of BetterThanFiction Productions, a documentary film company; Khan is the director of the University of Cape Town Opera School. “I Live to Sing," a feature-length documentary directed and produced by Cohen, focuses on three of Khan's black students who made their way from humble beginnings in often poverty-ridden townships to excel in opera ‒an art form most closely associated with white, elite audiences and performers.
How did you come to do this project?
It was just the fortuitous situation of knowing Kamal Khan. I met Kamal in third grade at Pine Ridge Elementary School in Fairfax County. He was unusual in that even at age 9 his prime interests seemed to be opera, classical music, Shakespeare. These are interests that when you're 40 and living in New York are not so strange! He became James Levine's assistant conductor at the Metropolitan Opera and he still now does a lot of conducting internationally, although his home base is at the University of Cape Town. In the meantime I started doing several documentaries about the human side behind the performing arts. Knowing what Kamal was up to I realized that his fascinating work − from an artistic, political and social context − was just the sort of thing I was interested in making films about.
Why is it interesting to you to document performing artists?
We're all so steeped in the relatively small circle of people who become really famous or really big deals. But it's also, I think, wonderful to see the work of and hear the life stories of the majority of performing artists who are toiling away, many of whom are supremely talented, but the world doesn't necessarily get to know.
Tell me about Linda's life, the young soprano featured in your film.
Linda Nteleza comes from a huge township adjacent to Cape Town that has a lot of problems − poverty, health-care issues, education issues, huge unemployment. I believe it has the fastest-growing rate of tuberculosis in the world, and Linda has suffered from the consequences of that. Linda learned to sing in school and then followed by her work in community choir, and through the teachers and coaches learned about University of Cape Town and its music program. She lived only a half-hour from the university but hadn't been aware that music was something that was out there. She was encouraged to go and apply. I think she didn't expect to get it, but to her joy andnamazement she did.
When Linda told her mother that “I want to go to college to study opera," her mother's immediate response was, “What's opera?" It wasn't that she wasn't well-versed in the art form; she didn't know what it was. Linda herself had first heard opera in a TV commercial for Shell Oil that had a beautiful soprano opera singer as background music and she was completely entranced, like, “That's what I want to sing."
Were you an opera fan before this?
[Laughs] I . . . must . . . confess that I was not only not an opera fan, but really almost actively probably disliked opera before this project. That's actually not something that I mentioned to Kamal when I pitched the idea of “Can I follow your program around? Can I bring cameras to your school?" [Laughs] . . . But as often when you delve into different art forms, particularly classical art forms that you are ignorant of, the more you get to know it, the
it starts to sound.
it starts to sound.
(Adapted from http://www.washingtonpost.com/lifestyle/style/qanda-the-stories-behind-the-black-opera-stars-of-i-live-to sing/2013/08/23)
A palavra que preenche corretamente a lacuna
é:
é:
Ano: 2013
Banca:
VUNESP
Órgão:
UNESP
Prova:
VUNESP - 2013 - UNESP - Vestibular - Primeiro Semestre |
Q357454
Inglês
Texto associado
How can consumers find out if a corporation is “greenwashing” environmentally unsavory practices?
No trecho final do último parágrafo – “all-natural” does not mean the product qualifies as Certified Organic, so be sure to look beyond the hype. –, a conjunção so pode ser substituída, sem alteração de sentido, por
Ano: 2013
Banca:
COPEVE-UFAL
Órgão:
UNEAL
Prova:
COPEVE-UFAL - 2013 - UNEAL - Vestibular - Prova 1 |
Q291766
Inglês
O texto seguinte serve para responder a questão.
A palavra Despite, que inicia o 2º parágrafo, é usada para
A palavra Despite, que inicia o 2º parágrafo, é usada para
Ano: 2013
Banca:
COPEVE-UFAL
Órgão:
UNEAL
Prova:
COPEVE-UFAL - 2013 - UNEAL - Vestibular - Prova 1 |
Q291765
Inglês
Texto associado
Leia a letra da música e responda as questões.
"Luka"
Written by Suzanne Vega
My name is Luka
I live on the second floor
I live upstairs from you
Yes I think you've seen me before
If you hear something late at night
Some kind of trouble. some kind of fight
Just don't ask me what it was
I think it's because I'm clumsy
I try not to talk too loud
Maybe it's because I'm crazy
I try not to act too proud
They only hit until you cry
After that you don't ask why
You just don't argue anymore
Yes I think I'm okay
I walked into the door again
Well, if you ask that's what I'll say
And it's not your business anyway
I guess I'd like to be alone
With nothing broken, nothing thrown
Just don't ask me how I am
"Luka"
Written by Suzanne Vega
My name is Luka
I live on the second floor
I live upstairs from you
Yes I think you've seen me before
If you hear something late at night
Some kind of trouble. some kind of fight
Just don't ask me what it was
I think it's because I'm clumsy
I try not to talk too loud
Maybe it's because I'm crazy
I try not to act too proud
They only hit until you cry
After that you don't ask why
You just don't argue anymore
Yes I think I'm okay
I walked into the door again
Well, if you ask that's what I'll say
And it's not your business anyway
I guess I'd like to be alone
With nothing broken, nothing thrown
Just don't ask me how I am
Ainda sobre a letra da música “Luka”, sabemos que ele está falando para
Q1636874
Inglês
Which of the following alternatives for the statement Although this switching system was invented in 1889... (fourth paragraph)is grammatically incorrect?
Q1364278
Inglês
Texto associado
Texto
Human Rights
BBC Learning English News Word
(Texto adaptado. Disponível em:
http://downloads.bbc.co.uk/worldservice/learningenglish/n
ewswords/100211_nw_human_rights_text.pdf
Acessado em: 16/05/2012)
Concerning the vocabulary in the text, it is correct to affirm that
the words “often” (line 2) and “usually” (line 31)
are adverbs of frequency.
Ano: 2012
Banca:
VUNESP
Órgão:
UNESP
Prova:
VUNESP - 2012 - UNESP - Vestibular - Primeiro Semestre |
Q296108
Inglês
Texto associado
Instrução: Examine os anúncios para responder às questões de números 21 a 25.
Nos anúncios, as palavras use, you, need, electricity e wisely são exemplos, respectivamente, de
Ano: 2012
Banca:
PUC - RJ
Órgão:
PUC - RJ
Prova:
PUC - RJ - 2012 - PUC - RJ - Vestibular - Biologia e Inglês 02 |
Q290110
Inglês
The author uses the expression “a matter of fact manner” (L. 24 and L. 31) twice in the text.
Inferring from the context in which it is used, “a matter of fact manner” is
Inferring from the context in which it is used, “a matter of fact manner” is
Q265533
Inglês
Though (first paragraph) may not be replaced by:
Ano: 2012
Banca:
UNICENTRO
Órgão:
UNICENTRO
Prova:
UNICENTRO - 2012 - UNICENTRO - Vestibular - Inglês |
Q264529
Inglês
The word (conjunction or preposition) from the text, on the left, expresses what’s stated on the right in
Q1376779
Inglês
Texto associado
As we all know, electricity is a fundamental need. On a daily basis, we consume electricity even without us
knowing it. Just a simple task such as listening to your music player consumes electricity. Today, most of our electric
generators and power plants are fed with fossil fuels such as petroleum and coal. However, due to the exponential
increase of power demand, fossil fuel supplies are slowly being depleted. Not only that, but also burning fossil fuels
has given off greenhouse gases and other unwanted byproducts. Because of this, the search for alternative energy
sources is now a necessity. One of the most promising alternative energy sources today is Wind Powered Generators.
So, what is a wind-powered generator? Basically it is the use of wind as a mechanical force needed to power an electric
generator. Utilizing wind as an energy source is not exactly a new idea. The ancient Persians were the first to use wind
to pump water, cut wood, and grind food and others by building windmills. Even today you can find windmills still
being used on some farms. It was the use of wind as an electric source that came into existence much later. The first
practical wind powered generators were built in 1970, but yet we rarely see them in widespread use today, why? Let’s
look at the advantages and disadvantages of the wind powered generator.
The main advantage of wind powered generators is that they have, ideally, zero gas emissions – unlike fossil-fueled
power generators. Because of the alarming effects of greenhouse gases and global warming, we want our power
generators to be as clean and as environmentally friendly as possible. Since there is no burning process in a wind
powered generator that produces toxic gases, it is very safe to build one in residential areas. Also, with proper
engineering and enough wind, these generators can provide a high rate of wattage that can go as high as the Megawatt
range. Another advantage is that it can be implemented using several small turbines connected together. This is a good
thing when there is not enough space for huge structures.
The major disadvantage of wind powered generators is that wind power varies greatly from one place to another
and from day to day and season to season. Sometimes wind may be strong enough to supply energy, but that strength
cannot be maintained due to changes in weather patterns. Needing strong, constant wind to most effectively power
wind generators is one reason they are often built in coastal areas. Another disadvantage is that the structure of most
practical wind powered generators is huge and bulky. Commonly, its size is proportional to the wind power it can
collect.
Research in wind power has now intensified because of its innate advantages over other power generators. With
this increase in interest in wind energy and alternative energy sources as a whole, our future will become brighter and
more and more remote areas will eventually enjoy the benefits of clean electric energy. In an electricity-dependent
world, power supplies must provide the required electricity for communities and businesses. Wind powered generators
might just be the solution for power shortages.
Disponível em: http://mysolarcellhome.org/articles/pros-and-cons-of-wind-powered-generators.
All the statements below, with the exception of one, make use of "that" as a relative pronoun or a conjunction.
Select THE EXCEPTION.
Ano: 2011
Banca:
UEFS
Órgão:
UEFS
Prova:
UEFS - 2011 - UEFS - Vestibular Segundo Semestre - Dia 1 - Inglês |
Q1365145
Inglês
Texto associado
EVANS, Stephen. Disponível em: <www.bbc.co.uk/worldservice/learningenglish/language/wordsinthenews/2011/05/110518_witn_electric_cars_page.shtml>. Acesso em: 2 jun. 2011.
The word “better” (l. 7) is the irregular comparative degree of
Ano: 2011
Banca:
UEFS
Órgão:
UEFS
Prova:
UEFS - 2011 - UEFS - Vestibular Segundo Semestre - Dia 1 - Inglês |
Q1365140
Inglês
Texto associado
OXENDEN, Clive; LATHAM-KOENIG, Christina American English File,
MultiPack 4A, 2010. p.51
Considering language use in the text, it’s correct to say:
Ano: 2011
Banca:
UEFS
Órgão:
UEFS
Prova:
UEFS - 2011 - UEFS - Vestibular Segundo Semestre - Dia 1 - Inglês |
Q1365139
Inglês
Texto associado
OXENDEN, Clive; LATHAM-KOENIG, Christina American English File,
MultiPack 4A, 2010. p.51
The boldfaced conjunction expresses what is stated in brackets
in alternative
Q1350077
Inglês
Texto associado
Texto
A brief history of Facebook
(Adapted from a text available at
http://www.guardian.co.uk/techonolgy/2007/jul/25/media.
newmedia. Accessed on 02/6/2011, at 9h10min)
Assinale a alternativa correta considerando os elementos gramaticais do texto.
The words “originally” (line 11) and “promptly”
(line 18) are adverbs.
Q1342141
Inglês
Texto associado
Space hotel to give rich a thrill that’s out of this world
(Texto adaptado. Disponível em <http://wwwguardian.co.uk/science/2011>. Acesso em
31/8/2011 às 10h50min)
Choose the alternative(s) in which the information about
the words/fragments from the text is correct.
“newer” (line 24), “clear” (line 35) and “more advanced” (line 66) are comparative forms used to show an increase in size or degree in relation to something else.
“newer” (line 24), “clear” (line 35) and “more advanced” (line 66) are comparative forms used to show an increase in size or degree in relation to something else.
Ano: 2011
Banca:
Universidade Presbiteriana Mackenzie
Órgão:
MACKENZIE
Prova:
Universidade Presbiteriana Mackenzie - 2011 - MACKENZIE - vestibular |
Q1338544
Inglês
The blank I, in the text, must be correctly completed with
Ano: 2011
Banca:
Universidade Presbiteriana Mackenzie
Órgão:
MACKENZIE
Prova:
Universidade Presbiteriana Mackenzie - 2011 - MACKENZIE - vestibular |
Q1338543
Inglês
Texto associado
HOW EFFECTIVE IS YOUR TEACHERESE?
By Stephan Hughes
Why is it that most of our students whine that
they are able to almost fully understand what we
say in the classroom but when faced with English
in a real-life situation, the level of comprehension
falls to near bottom, leading to their puzzlement,
frustration and despair (in that order)?
Some reasons for the phenomenon: teachers use a special language called teacherese. It is tailored form of the English language, which allows students to follow and obtain at least a global comprehension of what is being uttered. The speed is toned down somewhat, the lexis is full of Portuguese-like cognates so as to help students make necessary associations and/or simultaneous translations. Its linguistic variation is limited, especially at lower proficiency levels.
__( I )__ what is most noteworthy of teacherese is that its inability to stretch students’ listening skills may lie more in the fact that teachers, non-native in particular, barely use the rich idiomatic language that is used in magazines, newspapers, TV shows, movies, songs – in short, in real life situations that they usually face. The lexis may not necessarily be second nature to ELT professionals, __( II )__ its absence in everyday use in the classroom.
Another reason: apart from using teacherese, most teachers don’t have any legitimate speaking opportunities outside of the classroom, __( III )__ reducing their oral skills to instructional and explanatory phrases or typical fixed expressions prescribed in the course book. Giving these educators opportunities to use the language naturally – be it in conversational settings arranged by the institutions or with native speakers in loco or online – may be crucial to whittle away at the problem.
A third and final reason: familiarity breeds ease, which in turn breeds comprehension. The more time students stay with a said teacher, the easier it might be for them to understand them and get used to their accent, intonation, lexical choice and pace. This is a point that cannot be ignored and is worth looking into.
__( IV )__ the question we need to ask ourselves is: how effective is the language we use in the classroom and to what extent this effectiveness plays a vital role in helping our students understand the world around them in English? __( V )__, in a communicative context, the teacher is but should not be the ultimate language model for the students, so students should not gauge their listening competence by the teacher. The catch is exposing students to more and more real language in the classroom and fostering effective listening strategies.
Some reasons for the phenomenon: teachers use a special language called teacherese. It is tailored form of the English language, which allows students to follow and obtain at least a global comprehension of what is being uttered. The speed is toned down somewhat, the lexis is full of Portuguese-like cognates so as to help students make necessary associations and/or simultaneous translations. Its linguistic variation is limited, especially at lower proficiency levels.
__( I )__ what is most noteworthy of teacherese is that its inability to stretch students’ listening skills may lie more in the fact that teachers, non-native in particular, barely use the rich idiomatic language that is used in magazines, newspapers, TV shows, movies, songs – in short, in real life situations that they usually face. The lexis may not necessarily be second nature to ELT professionals, __( II )__ its absence in everyday use in the classroom.
Another reason: apart from using teacherese, most teachers don’t have any legitimate speaking opportunities outside of the classroom, __( III )__ reducing their oral skills to instructional and explanatory phrases or typical fixed expressions prescribed in the course book. Giving these educators opportunities to use the language naturally – be it in conversational settings arranged by the institutions or with native speakers in loco or online – may be crucial to whittle away at the problem.
A third and final reason: familiarity breeds ease, which in turn breeds comprehension. The more time students stay with a said teacher, the easier it might be for them to understand them and get used to their accent, intonation, lexical choice and pace. This is a point that cannot be ignored and is worth looking into.
__( IV )__ the question we need to ask ourselves is: how effective is the language we use in the classroom and to what extent this effectiveness plays a vital role in helping our students understand the world around them in English? __( V )__, in a communicative context, the teacher is but should not be the ultimate language model for the students, so students should not gauge their listening competence by the teacher. The catch is exposing students to more and more real language in the classroom and fostering effective listening strategies.
Braz-Tesol Newsletter
The words that properly fill in blanks I, II, III, IV and V, in the text, are
Ano: 2011
Banca:
COPESE - IF-TM
Órgão:
IF-TM
Prova:
COPESE - IF-TM - 2011 - IF-TM - Vestibular - Prova 1 |
Q1272053
Inglês
Texto associado
The price of consumerism
Norman Myers
[...]Moreover, consumption is not an issue for rich countries alone. In developing and transition countries
there are well over one billion people with enough income to enjoy an affluent lifestyle. Their aggregate
spending in purchasing-power parity (as measured in local terms) already matches that of the United
States. Certain effects of their consumerism, such as pollutant emissions from cars, which cause urban
smog and global warming, are a salient concern both locally and worldwide. China alone, with 300
million new consumers and possibly twice as many within ten years, could soon exert an environmental
impact to rival that of the United States.
http://www.nature.com/nature/journal/v418/n6900/full/418819a.html
O trecho acima refere-se a questão
“Certain effects of their consumerism, such as pollutant emissions from cars, which cause urban
smog and global warming, are a salient concern both locally and worldwide”.
Such as is a very commonly used expression, in English. What does it indicate in the sentence above?
Conheça nossos planos